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 bulletin are posted on the departments’ Web sites. General changes to degree requirements will be posted on the Graduate School’s Web site.

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”; summer courses are indicated by the letter “c.” Yearlong courses have no letter designation or list both “a” and “b.” A superscript “u” after a course number indicates that the course also has a Yale College course number. Courses in brackets are not offered during the current academic year.

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African American Studies

81 Wall Street, 203.432.1170

http://afamstudies.yale.edu

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

Chair

To be announced

Director of Graduate Studies

Jacqueline Goldsby [F] (81 Wall St., jacqueline.goldsby@yale.edu)

Gerald Jaynes [Sp] (81 Wall St., gerald.jaynes@yale.edu)

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

Associate Professors Jafari Allen, Crystal Feimster, Edward Rugemer

Assistant Professors Erica James, Anthony Reed, Vesla Weaver

Senior Lecturer Kathleen Cleaver (on leave)

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 and Media 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.

More information is available on the department’s Web site, http://afamstudies.yale.edu.

Courses

AFAM 505a/AMST 643a, Theorizing Racial Formations Elizabeth Alexander

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. M 1:30–3:20

AFAM 613a/AMST 733a/ENGL 945a, Black Literature and U.S. Liberalism  Jacqueline Goldsby

An examination of mid-twentieth-century African American literature and the rise of anti-Communist liberalism in American politics and life. W 3:30–5:20

AFAM 616a/AMST 880a/WGSS 616a, Imagined Futures: Species Being, Biotechnologies, and Planetary Relations in Literature, Art, and Music  Hazel Carby

This course interrogates the premises of speculative fiction alongside the futuristic compositions of visual artists and musicians. The theoretical and historical frameworks of the course are shaped by a deep engagement with questions of the possibilities and limits of the human, addressing theoretical and imaginative questions of species being, hybridity, genders and sexualities, racialization, and relationships between biology, technology, and the body. Readings in cultural and postcolonial theory provide an important lens into this material, and students are asked to consider how colonial and imperial pasts and presents inform future imaginings or provide the motivation for creative artists to envision alternative futures. T 1:30–3:20

AFAM 622b/PLSC 851b, Race and Ethnicity in American Politics Vesla Weaver

This course examines different theories for understanding the racial order—non-zero-sum mobility, racial triangulation, interest convergence, racial resentment, capture, among others—as well as strategic responses by minorities to the racial order to undermine disadvantages: linked fate, distancing, threat mobilization, and coalition formation. Various social science methods are used. W 1:30–3:20

AFAM 625a/LAW 20203, Race and the Law: African Americans and Criminal Justice  James Forman, Jr.

This seminar focuses on the tough-on-crime era’s historical roots. We also examine the impact of these policies, especially on African American communities. We pay particular attention to the role of African Americans, not only as crime victims and defendants but also as actors—e.g., voters, intellectuals, policy makers, activists, prosecutors, probation and police officers—who make and influence criminal justice policy. Follows Law School academic calendar. W 10:10–12

AFAM 647b/ANTH 591b/WGSS 689b, Black Feminist Theory and Praxis  Jafari Allen

In this course we analyze black feminisms as both political space and scholarly choice. This framework enables us to examine the continuities between black feminist and womanist theorizing in diverse locations, and to explore how different embodied experiences—including genders, histories, geographies, and genealogies—condition divergent perspectives. Themes explored include slavery, colonialism, diaspora consciousness, multiple genders and sexualities, class difference and inequities of power within black communities; representation in popular culture; state violence; poetics and resistance. We employ a transdisciplinary perspective—including anthropology, history, sociology, literature, and film—and challenge notions of “theory” as the province of the West (and North) and the middle class. W 3:30–5:20

AFAM 650b/ENGL 949b, Afro-Modernisms Anthony Reed

This course considers key debates, texts, and institutions that have shaped African American culture in the twentieth and twenty-first centuries. Possible topics include the New Negro movement, the Black Arts movement, black internationalism, canon formation, and Afro-futurism. TH 2:30–4:20

AFAM 706a/AMST 714a/HIST 735a, Readings in Twentieth-Century U.S. History  Glenda Gilmore

Recent trends in American political history from the 1890s, with an emphasis on the social analysis of mass politics and reform. TH 3:30–5:20

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

Projects chosen from the post-Civil War period, with an emphasis on twentieth-century social and political history, broadly defined. Research seminar. TH 9:25–11:15

AFAM 728bU/AFST 778bU/HSAR 778bU, From West Africa to the Black Americas: The Black Atlantic Visual Tradition Robert Thompson

Art, music, and dance in the history of key classical civilizations south of the Sahara—Mali, Asante, Dahomey, Yorùbá, Ejagham, Kongo—and their impact on the rise of New World art and music. TTH 11:35–12:50

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

Key African civilizations influencing 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

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 743b/AMST 654b/ENGL 845b, 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, illustrated 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 763b/AMST 731b/HIST 747b, Methods and Practices in U.S. Cultural History  Matthew Jacobson

This sampling of U.S. cultural history from the early national period to the present is designed to unfold on two distinct planes. The first is a rendering of U.S. culture itself—a survey, however imperfect, of the major currents, themes, and textures of U.S. culture over time, including its contested ideologies of race and gender, its organization of productivity and pleasure, its media and culture industries, its modes of creating and disseminating “information” and “knowledge,” its resilient subcultures, and its reigning nationalist iconographies and narratives. The second is a sampling of scholarly methods and approaches, a meta-history of “the culture concept” as it has informed historical scholarship in the past few decades. The cultural turn in historiography since the 1980s has resulted in a dramatic reordering of “legitimate” scholarly topics, and hence a markedly different scholarly landscape, including some works that seek to narrate the history of the culture in its own right (Kasson’s history of the amusement park, for instance), and others that resort to cultural forms and artifacts to answer questions regarding politics, nationalism, and power relations (Melani McAlister’s Epic Encounters). In addition to providing a background in U.S. culture, then, this seminar seeks to trace these developments within the discipline, to understand their basis, to sample the means and methods of “the cultural turn,” and to assess the strengths and shortcomings of culture-based historiography as it is now constituted. M 1:30–3:20

AFAM 765b/AMST 760b/HIST 719b, Research Approaches to the Americas before 1860 Edward Rugemer

There are many approaches to the study of the past: political, social, cultural, economic, Atlantic, continental, comparative, and more. This research course explores the study of history through a broad set of writings on the Americas in the top academic journals, with an emphasis on issues of race and slavery. Students also research and write an article-length essay for submission to an appropriate journal. W 9:25–11:15

AFAM 769a/HSAR 696a, Violence, Race, and Modernity Erica James

The course engages the art and material culture of transatlantic slavery, slave societies, Emancipation, Reconstruction, Jim Crow, and contemporary times in the United States and the Caribbean through the indices of violence, trauma, and memory. It posits that violence (cultural, epistemic, ideological, systemic, physical, etc.) is a fundamental part of modernity within the African diaspora, but has thus far been under-examined within art history and visual culture. M 3:30–5:20

AFAM 773a,b/SOCY 630a,b, 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 785a/AMST 756a/HIST 823a, Haiti in the Americas Anne Eller

This course broadens the temporal parameters of Atlantic history to consider the formation and impact of colonial Saint-Domingue, the import of revolutionary Haiti, and the trajectory of state making on the island through imperial projects of the twentieth century. The course engages with scholarship from the circum-Caribbean, the United States, France, and the greater Atlantic African diaspora. W 1:30–3:20

AFAM 788b/AMST 847b, Hemispheric Americas Dixa Ramirez

This is a reading seminar that imagines American studies from a hemispheric context. We read a wide variety of genres—including poetry, essays, novels, and travel diaries—from the nineteenth century to the present that exemplify and explore a hemispheric imaginary. The seminar also touches on terms related to the transnational or transcolonial reach of the texts, including diaspora, migration, and globalization. All of the assigned readings are in English, but students have the choice to work with the original Spanish, Portuguese, or French for their papers. Among the authors we read are José Martí, Rosario Ferré, Mary Seacole, Junot Díaz, Herman Melville, Nicolás Guillén, and Gilberto Freyre. Short papers and presentations are the primary modes of evaluation. T 2:30–4:30

AFAM 801b/HIST 815b, Slavery in the Atlantic World Marcela Echeverri, Stuart Schwartz

This seminar provides an introduction to the legal, economic, social, and political dimensions of the history of slavery in the Atlantic world. With a comparative perspective, it examines the rise and fall of the institution of slavery in the European Atlantic empires between the sixteenth and nineteenth centuries. Topics include the transatlantic slave trade, the plantation economy and the master class, alternative slave economies, slave life and politics, free blacks, and abolitionism during the Age of Revolution. T 1:30–3:20

AFAM 810a/FILM 780a/HSAR 784a, Montage and the Black Moving Image  Kobena Mercer

Examines strategies in post-1980s practices across film art, video art, and gallery-based installation that address the black moving image as a starting point for aesthetic innovation and political critique. Formal considerations of archive materials, image/text relationships, performance, and the spatial conditions of embodied perception are investigated in relation to contextual changes in the contemporary conditions of image circulation and in relation to the global legacies of modernists and avant-garde discourse on film. Required reading features texts by artists, including John Akomfrah, Isaac Julien, and Renée Green; key texts on montage by Walter Benjamin, Sergei Eisenstein, and Peter Wollen; and contemporary texts in theory and criticism by Kodwo Eshun, Okwui Enwezor, Stuart Comer, Tanya Leighton, and Kara Keeling. TH 1:30–3:20, screenings W 4–6

AFAM 824b/HSAR 787b, From Hybridity to Transculturation: Methods in Studies of Cross-Cultural Aesthetics Kobena Mercer

Examines conceptual vocabularies introduced by the reception of early African American modernism, mid-century studies of Africanisms in Caribbean art and culture, and Black Atlantic art practices from the 1980s onward, investigating how the anti-hybridity backlash led to a reappraisal of transculturation, syncretism, creolization, translation, and other concepts in the study of black diaspora art practices. Required reading includes source material by Alain Locke, Fernando Ortiz, and Robert Farris Thompson; texts in cultural studies by Homi Bhabha, Stuart Hall, Robert J.C. Young, Tariq Modood, and Jan Nederveen Pieterse; and art criticism by Jean Fisher, Okwui Enwezor, Sarat Maharaj, and Nikos Papastergiadis. TH 3:30–5:20

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). W 3:30–5:20

AFAM 846a/AFST 746a/CPLT 725a/FREN 946a, Postcolonial Theory and Its Literature Christopher L. Miller

A survey of theories relevant to colonial and postcolonial literature and culture. The course focuses on theoretical models (Orientalism, hybridity, métissage, créolité, “minor literature”), but also gives attention to the literary texts from which they are derived (francophone and anglophone). Readings from Said, Bhabha, Spivak, Mbembe, Amselle, Glissant, Deleuze, Guattari. TH 1:30–3:20

AFAM 880a or b, Directed Reading

By arrangement with faculty.

AFAM 895, Dissertation Prospectus Workshop Robert Stepto

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

Associate Professor Robert Bailis (Forestry & Environmental Studies)

Assistant Professors Katharine Baldwin (Political Science), Adria Lawrence (Political Science), Louisa Lombard (Anthropology), Daniel Magaziner (History), Sunil Parikh (Public Health; Medicine), Brian Wood (Anthropology), 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 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 DGS and advised by a faculty member with expertise or specialized competence in the chosen topic. Students must submit their thesis for joint evaluation by the adviser and a second reader, who is chosen by the student in consultation with the DGS.

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/SOCY 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]

[AFST 590aU, African Studies Colloquium]

AFST 630bU, Language Planning in Sub-Saharan Africa Kiarie Wa’Njogu

Examination of language policies in selected sub-Saharan African countries. Analysis of language use in different contexts; assessment of the impact of globalization on African languages. W 1:30–3:20

AFST 639aU/ANTH 639aU, African Politics and Anthropology Louisa Lombard

A historical-anthropological study of politics in Africa. How have anthropologists made sense of the workings of African politics, both those of state and nonstate actors? This course charts how African states came into being, how they operate, and how state agents and the people they govern negotiate legitimacy, authority, and belonging. W 9:25–11:15

AFST 640a, 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 671b/HIST 831b, The African Diaspora Anne Eller, Daniel Magaziner

This seminar explores the lives, culture, politics, and impact of Africans and their descendants in diaspora over the past thousand years. The course focuses especially on the global slave trade, struggles for emancipation and citizenship, and Pan-African and cultural nationalist movements of the nineteenth and twentieth centuries. W 1:30–3:20

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 746a/AFAM 846a/CPLT 725a/FREN 946a, Postcolonial Theory and Its Literature Christopher L. Miller

A survey of theories relevant to colonial and postcolonial literature and culture. The course focuses on theoretical models (Orientalism, hybridity, métissage, créolité, “minor literature”), but also gives attention to the literary texts from which they are derived (francophone and anglophone). Readings from Said, Bhabha, Spivak, Mbembe, Amselle, Glissant, Deleuze, Guattari. TH 1:30–3:20

AFST 778bU/AFAM 728bU/HSAR 778bU, From West Africa to the Black Americas: The Black Atlantic Visual Tradition Robert Thompson

Art, music, and dance in the history of key classical civilizations south of the Sahara—Mali, Asante, Dahomey, Yorùbá, Ejagham, Kongo—and their impact on the rise of New World art and music. TTH 11:35–12:50

AFST 782b/HSAR 782b, Toward a History of Black Atlantic Architecture  Robert Thompson

The course begins with discussion of basic traits of African and African American vernacular architecture. We then consider an artistic geography of house types in Africa with African American echoes. The course focuses on a number of monuments such as the kashars of Morocco, the cone-on-cylinder style in West Africa and colonial Virginia, the square plan with pyramidal roof in Cameroon and the highlands of Angola, the Mulberry Castle plantation houses for blacks of 1714–25, and the stone skyscrapers off ancient Ethiopia. Students pick one tradition as a basis for a term paper. There are also weekly three-page papers on the styles under discussion. TH 3:30–5:20

AFST 814a/REL 914a, Christian-Muslim Encounter: Historical and Theological Dimensions Lamin Sanneh

This course is an introduction to Islamic theology through the framework of the Five Pillars, with special emphasis on the development of religious structures and institutions in the early centuries. In time the pillars of religion grew independently of Islam’s political culture. Civil society offered a stable environment for religious life amidst political changes. This situation has similarities with New World ideas about society rather than the state as the proper locus of religion.

AFST 839a/HIST 839a, Environmental History of Africa Robert Harms

An examination of the interaction between people and their environment in Africa and the ways in which this interaction has affected or shaped the course of African history. 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

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

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, Topics in Kiswahili Literature Kiarie Wa’Njogu

Advanced readings and discussion with emphasis on literary and historical texts. Reading assignments include materials on Kiswahili prose, plays, poetry, Kiswahili dialects, and the history of the language. TTH 10:30–11:20, F 8:20–9:10

SWAH 671bU, Topics in Kiswahili Literature Kiarie Wa’Njogu

Advanced readings and discussion with emphasis on literary and historical texts. Reading assignments include materials on Kiswahili prose, plays, poetry, Kiswahili dialects, and the history of the language. TTH 11:35–12:50

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

http://americanstudies.yale.edu

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

Chair

Joanne Meyerowitz (230 HGS, 203.432.1186)

Director of Graduate Studies

Matthew Jacobson [F] (230 HGS, 203.432.1186)

Mary Lui [Sp] (230 HGS, 203.432.1186)

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

Associate Professors Jafari Allen, Crystal Feimster, Zareena Grewal (on leave), Paul Sabin, Tisa Wenger

Assistant Professors Laura Barraclough, Birgit Brander Rasmussen (on leave [F]), Greta LaFleur, Albert Laguna (on leave), Dixa Ramirez, Elihu Rubin, Jenifer Van Vleck

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 and Media Studies

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

More information is available on the department’s Web site, http://americanstudies.yale.edu.

Courses

AMST 600a, American Scholars Michael Denning

“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 601b, Interdisciplinary Research in American Studies Kathryn Dudley, Joanne Meyerowitz

A practical forum on incorporating interdisciplinary methods and modes of analysis into research in American studies. Students develop article-length projects of their own design. TH 1:30–3:20

AMST 622a/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 Elizabeth Alexander

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. M 1:30–3:20

AMST 649a/HIST 763a, Readings in Latina or Latino History Stephen Pitti

A reading of the historical works that focus on Latino communities in the United States. We focus particular attention on Mexican American, Puerto Rican, and Cuban American communities, and we look at topics such as racial identity, border conflict, 1960s activism, patterns of residency and migration, transnationality and citizenship, labor struggle and class formation, and gender and sexuality. Readings bring together scholarship from several disciplines and emphasize both the critical importance of this developing field and its contemporary challenges. TH 9:25–11:15

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. F 1:30–3:20

AMST 654b/AFAM 743b/ENGL 845b, 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 661b/ENGL 868b, Antebellum American Literature and Culture  Michael Warner

The literature and culture of the United States in the antebellum period, roughly 1830–61. Readings include works by Melville, Emerson, Hawthorne, Dickinson, Douglass, Thoreau, Whitman, and Poe, as well as some less familiar works from the popular literatures and political discourse of the day. A study of a single, transformative period, the seminar is also designed to introduce students to the modern history of Americanist criticism, from F.O. Matthiessen’s American Renaissance (1941), through the various critiques of identity and ideology, to the historicism and renewed transnationalism of contemporary “New Americanists.” Special attention is given to the emergence of the secular, historical poetics, and the imagination of the environment. TH 9:25–11:15

AMST 681b/DRAM 386b/ENGL 931b, American Drama to 1914 Marc Robinson

Topics include the European inheritance, theater and nation building, melodrama and the rise of realism, popular and nonliterary forms. Readings in Tyler, Dunlap, Aiken, Boucicault, Daly, Herne, Belasco, and others. TH 10–11:50

AMST 683a/CPLT 571a/RUSS 675a, Promised Lands: Slavery, Literature, and Modernity in Russia and the United States John MacKay

Close, comparative, contextualized examination of literary and other forms of cultural production associated with U.S. slavery and Russian serfdom. Special attention is paid to the relation between bondage and national, cultural, and personal identity; the role of bondage in definitions of “aesthetic experience” in the pre- and post-emancipation periods; the relation between literacy and the literary; literature of protest in the two countries; and connections between geographical and subjective space within cultures of enslavement. We examine works by Pushkin, Aksakov, Gogol, Crèvecoeur, Radishchev, Karamzin, Goncharov, Tolstoy, Kennedy and the “plantation novelists,” Stowe, Melville, Turgenev, slave and serf autobiographers, freedman’s textbooks, Fet, Page, Chesnutt, and Bunin; historical treatments by Kolchin, Genovese, and others; theoretical works by Said, Jameson, Bakhtin, and others; and Steve McQueen’s film 12 Years a Slave. Requirements: in-class presentations and research paper. No knowledge of Russian required. TH 3:30–5:20

AMST 700b, Introduction to Biopolitics Greta LaFleur

This course offers a broad survey of the development of biopower and biopolitics, as historically specific strategies of governance as well as areas of theoretical inquiry. Organized around the arm of biopolitical inquiry that has developed in part out of the writings of Michel Foucault, this course focuses on the literary, historical, juridical, and scientific writings that influenced and reflected the ways that bodies and populations were conceptualized and administered in the United States from the early national period through the present. Beginning with late-eighteenth-century texts and the development of populational theories by such philosophers as Thomas Malthus and William Godwin, course readings include a wide array of writings from the eighteenth, nineteenth, twentieth, and twenty-first centuries to historicize, contextualize, and theorize the role of biopower and deployment of biopolitics in the emergence of the security state. Each week is organized around a “focus formation” (e.g., eugenics, health, the prison industrial complex, etc.) in order to ground the theory in historical, social, and geopolitical realities, and we consider topics as far-reaching as sovereignty, state racism, war, demography, urban planning, social architecture, reproduction, birth, life, death, health, incarceration, criminalization, sex, addiction, and the optimization of labor, among others. The aim of this course is to allow students to develop a familiarity with some of the central theoretical and philosophical texts at the heart of biopolitical inquiry, and with the historical emergence of biopolitics more generally. No prior work in biopolitics required. Readings include Lemke’s Biopolitics; Foucault’s Society Must Be Defended, The History of Sexuality (vol. 1), Security, Territory, Population, and The Birth of Biopolitics; Giorgio Agamben’s Homo Sacer and State of Exception; selections from the works of Michael Hardt and Antonio Negri; Baucom’s Specters of the Atlantic; and Harney and Moten’s The Undercommons. TH 9:25–11:15

AMST 703b/WGSS 630b, Feminist Postcolonial Theories: Discourses, Subjects, Knowledge Inderpal Grewal

An advanced survey course in feminist theory that covers key debates over the past three decades within feminist postcolonial scholarship. The course goes beyond the basic texts of postcolonial studies and feminist theory, seeking, on the one hand, to historicize and contextualize particular emergences and changes in academic knowledge production, and, on the other hand, to examine the debates that have energized the field. Thus we examine postcolonial feminist theory as a field of knowledge that came both from social and national movements and from academic upheavals caused by these movements. Beginning with colonial discourse studies and cultural studies in the 1980s, we end by focusing on analyses of contemporary colonialisms, which reveal both the influences of the field and the extensions of it into a variety of disciplines and knowledge formations.

AMST 704a/HIST 583a/RLST 760a, Research Seminar in American Religious History, 1560–2010 Harry Stout

Students may write on any aspect of American religious history in any century; emphasis is on the completion of an article-length essay based on original research. Essays might stand on their own or preview Ph.D. dissertation research. TH 1:30–3:20

AMST 705b/HIST 582b/RLST 705b, Readings in Religion in American Society, 1600–2001 Harry Stout

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

Projects chosen from the post-Civil War period, with an emphasis on twentieth-century social and political history, broadly defined. Research seminar. TH 9:25–11:15

AMST 714a/AFAM 706a/HIST 735a, Readings in Twentieth-Century U.S. History  Glenda Gilmore

Recent trends in American political history from the 1890s, with an emphasis on the social analysis of mass politics and reform. TH 3:30–5:20

AMST 717b/HIST 783b, Readings in Transnational History Jenifer Van Vleck

Readings in historiography after the “transnational turn”—the project of writing and teaching history across national boundaries. Emphasis on methods, especially research strategies and interpretive frameworks. Topics of readings and discussions include empire, colonialism, and postcolonialism; nations and nationalisms; borders and borderlands; globalization; cultural transfer and hybriditiy; and transnational approaches to histories of race, gender, and sexuality. W 3:30–5:20

AMST 731b/AFAM 763b/HIST 747b, Methods and Practices in U.S. Cultural History  Matthew Jacobson

This sampling of U.S. cultural history from the early national period to the present is designed to unfold on two distinct planes. The first is a rendering of U.S. culture itself—a survey, however imperfect, of the major currents, themes, and textures of U.S. culture over time, including its contested ideologies of race and gender, its organization of productivity and pleasure, its media and culture industries, its modes of creating and disseminating “information” and “knowledge,” its resilient subcultures, and its reigning nationalist iconographies and narratives. The second is a sampling of scholarly methods and approaches, a meta-history of “the culture concept” as it has informed historical scholarship in the past few decades. The cultural turn in historiography since the 1980s has resulted in a dramatic reordering of “legitimate” scholarly topics, and hence a markedly different scholarly landscape, including some works that seek to narrate the history of the culture in its own right (Kasson’s history of the amusement park, for instance), and others that resort to cultural forms and artifacts to answer questions regarding politics, nationalism, and power relations (Melani McAlister’s Epic Encounters). In addition to providing a background in U.S. culture, then, this seminar seeks to trace these developments within the discipline, to understand their basis, to sample the means and methods of “the cultural turn,” and to assess the strengths and shortcomings of culture-based historiography as it is now constituted. M 1:30–3:20

AMST 733a/AFAM 613a/ENGL 945a, Black Literature and U.S. Liberalism  Jacqueline Goldsby

An examination of mid-twentieth-century African American literature and the rise of anti-Communist liberalism in American politics and life. W 3:30–5:20

AMST 741b/HIST 752b, Indians and Empires Ned Blackhawk

This course explores recent scholarship on Indian-imperial relations throughout North American colonial spheres from roughly 1500 to 1900. It examines indigenous responses to Spanish, Dutch, French, English, and lastly American and Canadian colonialism and interrogates commonplace periodization and geographic and conceptual approaches to American historiography. It concludes with an examination of American Indian political history, contextualizing it within larger assessments of Indian-imperial and Indian-state relations. M 9:25–11:15

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. TH 1:30–3:20

AMST 756a/AFAM 785a/HIST 823a, Haiti in the Americas Anne Eller

This course broadens the temporal parameters of Atlantic history to consider the formation and impact of colonial Saint-Domingue, the import of revolutionary Haiti, and the trajectory of state making on the island through imperial projects of the twentieth century. The course engages with scholarship from the circum-Caribbean, the United States, France, and the greater Atlantic African diaspora. W 1:30–3:20

AMST 760b/AFAM 765b/HIST 719b, Research Approaches to the Americas before 1860 Edward Rugemer

There are many approaches to the study of the past: political, social, cultural, economic, Atlantic, continental, comparative, and more. This research course explores the study of history through a broad set of writings on the Americas in the top academic journals, with an emphasis on issues of race and slavery. Students also research and write an article-length essay for submission to an appropriate journal. W 9:25–11:15

AMST 768b/HIST 768b, Asian American History and Historiography Mary Lui

This reading and discussion seminar examines Asian American history through a selection of recently published texts and established works that have significantly shaped the field. Major topics include the racial formation of Asian Americans in U.S. culture, politics, and law; U.S. imperialism; U.S. capitalist development and Asian labor migration; and transnational and local ethnic community formations. The class considers both the political and academic roots of the field as well as its evolving relationship to “mainstream” American history. T 9:25–11:15

AMST 770a/HIST 774a/WGSS 750a, Research in the History of Gender and Sexuality George Chauncey

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

AMST 780a/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

AMST 785a/HSAR 730a/JDST 799a/REL 967a/RLST 697a, Religion and the Performance of Space Sally Promey, Margaret Olin

This interdisciplinary seminar explores categories, interpretations, and strategic articulations of space in a range of religious traditions in the United States. The course is structured around theoretical issues, including historical deployments of secularity as a framing mechanism, conceptions of space and place, and perceived relations between property and spirituality. Examples of the kinds of case studies treated in class include public displays of religion, the enactment of ritual behaviors within museums, the marking of religious boundaries of various sorts, and emplaced articulations of “spiritual” properties or real estate. Several campus events, including research group presentations, are coordinated with the seminar. Permission of the instructor required; qualified undergraduates are welcome. M 3:30–5:20

AMST 786b/HSAR 720b/REL 966b/RLST 698b, Sensational Religion: Sensory Cultures in Material Practice Sally Promey

This interdisciplinary seminar explores the sensory and material histories of (largely American) religious images, objects, buildings, and performances as well as the potential for sensory subjects to spark controversy in material religious practice. The goal is not only to study the visual cultures of religions but also to investigate possibilities for scholarly examination of a more robust human sensorium of sound, taste, touch, scent, and sight, the points where the senses meet material things (and vice versa) in religious life and practice. The seminar is coordinated with other campus events, including speakers in the Sensory Cultures of Religion Research Group. Permission of the instructor required; qualified undergraduates are welcome. M 3:30–5:20

AMST 789b, Social Theory of the City Laura Barraclough

This reading-intensive course considers how scholars from a variety of disciplines have constructed and conceptualized the city, with particular attention to the role of the urban setting as both product and producer of social relations of power. Students examine the historiography of urban theory, including both classical and contemporary approaches. Readings draw from a variety of theoretical formations including but not limited to urban ecology, political economy, neoliberal urbanism, critical race theory, feminism, queer theory, and more. A primary aim of the course is to trouble the spatial, temporal, and conceptual bounds of what qualifies as urban, and to consider how alternative ways of imagining the city can and do support a range of political agendas and social movements. W 9:25–11:15

AMST 790b/HIST 962b, Writing History John Demos

The focus of the seminar is prose-writing about history. We proceed through reading and discussion of exemplary texts, with an emphasis on their literary aspects (including thematic and narrative structure, author-to-subject connections, the fact/fiction boundary, and the moral dimension of historical work). There is also a monthlong practicum, set in the middle of the term and devoted entirely to the students’ own writing. The goal throughout is to raise consciousness about this oft-neglected part of the historian’s task—and to improve performance within it. T 3:30–5:20

AMST 799b/HIST 728b, The American Century Jean-Christophe Agnew

The seminar looks at recent work in the intellectual and cultural history of WWII and Cold War America—the years between the New Deal and the New Frontier. Secondary readings highlight current directions in historiography as well as the range of research opportunities available, while class assignments and discussions focus for the most part on the different ways one can teach the period and its documentary sources, including literature, film, music, and painting. The seminar aims to suggest the richness and coherence of this period as a subject for intellectual and cultural historians—especially for those wishing to pursue a research topic in this area—and as an occasion to explore the possibilities for interdisciplinary teaching. W 1:30–3:20

AMST 801a/HIST 730a, U.S. Intellectual Formations in the Twentieth Century  Jean-Christophe Agnew

This seminar introduces students to recent works on some of the more important intellectual movements in twentieth-century U.S. history and explores the widely different contextualist approaches that historians have taken toward them. Our first set of questions focuses on the intellectuals as a social type or formation: How did they mobilize themselves and others differently over the course of the century as the institutional ground shifted beneath their feet, the culture industries multiplied, and the communication revolution unfolded? How should we understand the real and imagined spaces that intellectuals fashioned for themselves and the impact of those geographies upon their identities and ideas? What effects have the changing forms of intellectual collaboration had on the genesis, refinement, and articulation of ideas in this country? Our second set of questions focuses on some of the ideas, ideologies, paradigms, “imaginaries,” and intellectual identities that took hold over the course of the century, with a view toward comparing the different visions in relation to one another and against the circumstances of their efflorescence. One short and one long paper. W 3:30–5:20

AMST 802a/HIST 702a, Readings in Early National America Joanne Freeman

An introduction to the early national period and its scholarship, exploring major themes such as nationalism, national identity, the influence of the frontier, the structure of society, questions of race and gender, and the evolution of political cultures. W 1:30–3:20

AMST 814a/FILM 603a, Historical Methods in Film Study Charles Musser

A range of historiographic issues in film studies, including the roles of technology, exhibition, and spectatorship. Topics include intermediality and intertextuality. Consideration of a range of methodological approaches through a focus on international early cinema and American race cinema of the silent period. Particular attention to the interaction between scholars and archives. T 1:30–3:20, screenings W 7–10

AMST 832aU and 833bU/FILM 735aU and 736bU, Documentary Film Workshop  Charles Musser

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 834b/FILM 733bU, Documentary and the Environment Charles Musser

The environmental documentary has emerged as one of cinema’s most vital genres of the last ten years (in documentary its only rivals are probably those concerned with the Second Gulf War). As the world’s environment faces a growing crisis, documentary has come to serve as a key means to draw public attention to specific issues. This course combines screenings with readings on documentary such as Bill Nichols’s important book Representing Reality and other books and essays on the topics under discussion. Often films have book tie-ins, and we consider how they complement each other and work together to maximize the impact of their message. Readings also focus on news items, debates, Web sites, and other media forms that are employed in conjunction with the films. TTH 11:30–12:50, screenings M 7

AMST 846a/CPLT 539a/ENGL 846a, American Literature: Regions, Hemispheres, Oceans Wai Chee Dimock

How does the choice of scale affect our understanding of American literature: its histories, its webs of relations, the varieties of genres that make up its landscape? Through three interlocking prisms—regional, hemispheric, and oceanic—we explore multiple permutations of immediate and extended environments; the size of events; causal connections and input networks; and the changing patterns of labor, food distribution, linguistic practice, religion, and war. Fiction and poetry by Olaudah Equiano, Herman Melville, Ernest Hemingway, Ezra Pound, Elizabeth Bishop, Paul Bowles, Langston Hughes, Richard Wright, Dave Eggers, Monique Truong, Junot Díaz, Amitav Ghosh; and theoretical writings by Sheldon Pollock, Arjun Appadurai, Franco Moretti, Pascale Casanova, and Walter Mignolo. W 1:30–3:20

AMST 847b/AFAM 788b, Hemispheric Americas Dixa Ramirez

This is a reading seminar that imagines American studies from a hemispheric context. We read a wide variety of genres—including poetry, essays, novels, and travel diaries—from the nineteenth century to the present that exemplify and explore a hemispheric imaginary. The seminar also touches on terms related to the transnational or transcolonial reach of the texts, including diaspora, migration, and globalization. All of the assigned readings are in English, but students have the choice to work with the original Spanish, Portuguese, or French for their papers. Among the authors we read are José Martí, Rosario Ferré, Mary Seacole, Junot Díaz, Herman Melville, Nicolás Guillén, and Gilberto Freyre. Short papers and presentations are the primary modes of evaluation. T 2:30–4:30

AMST 861a/ARCH 4212a, Built Environments and the Politics of Place  Dolores Hayden

Call it the built environment, the vernacular, everyday architecture, or the cultural landscape, the material world of built and natural places is intricately bound up with social and political life. This seminar introduces research methods involving the built environment. It includes readings from urban and suburban history, geography, anthropology, and architecture as well as readings on narrative and graphic strategies for representing spaces and places. Participants present papers; chapters from longer projects are welcome. Limited enrollment. M 9:25–11:15

AMST 868a/WGSS 751a, History, Photography, Memory Laura Wexler

An interdisciplinary seminar that examines the role of photographic representation in archives of public and private memory. We examine the social and expressive functions of photography under the aegis of museums, libraries, art galleries, government, police, and personal albums. Critical theory includes discussions of gender, race, ethnicity, sexuality, class, and nation as they help construct remembering. M 1:30–3:20

AMST 870b/WGSS 870b, Transborder Studies of Migration, Governance, and Social Movements Alicia Schmidt Camacho

This seminar offers critical and thematic readings that examine Central America, Mexico, and the United States as integrated spaces of migration, governance, and cultural and social exchange, focusing on the period 1994 to the present. Through examination of different kinds of primary sources—including legislative acts, human rights reports, documentary film, and testimonial narrative—the course discusses methods and approaches for understanding the impacts of economic globalization, militarized security, and social inequality on transnational communities. The course gives special emphasis to social movements that have arisen in response to the violence of the drug wars, the criminalization of migration, and gender violence in the region. T 9:25–11:15

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, cultural, and intellectual history of medicine, focusing on the United States. Reading and discussion of the recent scholarly literature on medical cultures, public health, and illness experiences from the early national period through the present. Topics include the role of gender, class, ethnicity, race, religion, and region in the experience of health care and sickness and in the construction of medical knowledge; the interplay between lay and professional understandings of the body; the role of the marketplace in shaping professional identities and patient expectations; citizenship, nationalism, and imperialism; and the visual cultures of medicine. W 1:30–3:20

AMST 880a/AFAM 616a/WGSS 616a, Imagined Futures: Species Being, Biotechnologies, and Planetary Relations in Literature, Art, and Music  Hazel Carby

This course interrogates the premises of speculative fiction alongside the futuristic compositions of visual artists and musicians. The theoretical and historical frameworks of the course are shaped by a deep engagement with questions of the possibilities and limits of the human, addressing theoretical and imaginative questions of species being, hybridity, genders and sexualities, racialization, and relationships between biology, technology, and the body. Readings in cultural and postcolonial theory provide an important lens into this material, and students are asked to consider how colonial and imperial pasts and presents inform future imaginings or provide the motivation for creative artists to envision alternative futures. T 1:30–3:20

AMST 889b/ENGL 926b, Post-1945 American Fiction Amy Hungerford

This seminar examines the central aesthetic and cultural concerns of novelists and critics of the novel in the decades since 1945. Of particular interest to the seminar: novel and history, modernism/postmodernism, literature and the market, technology and the novel, genre fiction, reading practices. Designed as a survey of major works read alongside contemporaneous criticism. MF 11:35–12:50

AMST 900, Independent Research

AMST 901, Directed Reading

AMST 902a and b, Prospectus Workshop

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/HIST 746a, Introduction to Public Humanities Ryan Brasseaux

What is the relationship between knowledge produced in the university and the circulation of ideas among a broader public, between academic expertise on the one hand and nonprofessionalized ways of knowing and thinking on the other? What is possible? This seminar provides an introduction to various institutional relations and to the modes of inquiry, interpretation, and presentation by which practitioners in the humanities seek to invigorate the flow of information and ideas among a public more broadly conceived than the academy, its classrooms, and its exclusive readership of specialists. Topics include public history, museum studies, oral and community history, public art, documentary film and photography, public writing and educational outreach, the socially conscious performing arts, and fundraising. In addition to core readings and discussions, the seminar includes presentations by several practitioners who are currently engaged in different aspects of the Public Humanities. With the help of Yale faculty and affiliated institutions, participants collaborate in developing and executing a Public Humanities project of their own definition and design. Possibilities might include, but are not limited to, an exhibit or installation, a documentary, a set of walking tours, a Web site, a documents collection for use in public schools. TH 9:25–11:15

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

Anne Underhill

Professors Richard Bribiescas, Susan Brownell (Visiting [F]), Richard Burger, Michael Dove (Forestry & Environmental Studies; on leave [Sp]), Kathryn Dudley (American Studies), J. Joseph Errington, Eduardo Fernandez-Duque, Inderpal Grewal (Women’s, Gender & Sexuality Studies; on leave [F]), Andrew Hill, Marcia Inhorn (Middle East Studies), William Kelly, Paul Kockelman, Roderick McIntosh, Catherine Panter-Brick, Eric Sargis, James Scott (Political Science), Helen Siu, Kalyanakrishnan Sivaramakrishnan, Anne Underhill, Claudia Valeggia, David Watts, Harvey Weiss (Near Eastern Languages & Civilizations)

Associate Professors Jafari Allen (African American Studies), Brenda Bradley, Sean Brotherton, Erik Harms (on leave), William Honeychurch, Karen Nakamura, Douglas Rogers

Assistant Professors Oswaldo Chinchilla (on leave), Narges Erami (Middle East 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.

Because of the diversity of our students’ training program, the Department does not have a general foreign language requirement, either for admission or for admission to Ph.D. candidacy. Rather, each student’s advisory committee must determine the necessary level and nature of foreign language proficiency (including scholarly languages and languages to be used in field research) to be met by the student, as well as any required competencies in statistics and other quantitative or qualitative methods. Advisory committees will stipulate such requirements in writing to the director of graduate studies (DGS) at the earliest possible stage of the student’s program of study for approval by the DGS and the Department faculty. Such committee stipulations should specify exactly when and how it will be determined that the student has or has not met the requirements.

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. M 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. TH 9:25–11:15

ANTH 501a, Anthropology and Classical Social Theory Douglas Rogers

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. W 9:25–11:15

ANTH 501b, Anthropology and Contemporary Social Theory Narges Erami

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. T 1:30–3:20

ANTH 502a, Research in Sociocultural Anthropology: Design and Methods  Marcia Inhorn

The course offers critical evaluation of the nature of ethnographic research. Research design includes the rethinking of site, voice, and ethnographic authority. T 1:30–3:20

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. TH 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 508bU/WGSS 701bU, Queer Ethnographies Karen Nakamura

Explores both classic and contemporary ethnographies of gender and sexuality. Emphasis on understanding anthropology’s contribution to, and relationship with, gay and lesbian studies and queer theory. M 7–8:50

ANTH 513aU, Language, Culture, and Ideology J. Joseph Errington

Influential anthropological theories of culture are reviewed with critical reference to theories of language that inspired or informed them. Topics include American and European structuralism; cognitivist and interpretivist approaches to cultural description; work of Bakhtin, Bourdieu, and various “critical theorists.” T 9:25–11:15

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 3:30–6:20

ANTH 533aU, Bilingualism in Social Context J. Joseph Errington

The linguistic phenomenon of bilingualism is presented through broad issues in social description inseparably linked to it: growth and change in bilingual communities; bilingual usage, social identity, and allegiance; and interactional significances of bilingual speech repertoire use. W 1:30–3:20

ANTH 538a/GLBL 838a, Culture and Politics in the Contemporary Middle East  Marcia Inhorn

This interdisciplinary seminar is designed to introduce students to some of the most pressing contemporary cultural and political issues shaping life in the Middle East and North Africa. The course aims for broad regional coverage, with particular focus on several important nation-states (e.g., Egypt, Saudi Arabia, Afghanistan, Iran, Iraq) and Western interventions in them. Students should emerge with a keener sense of Middle Eastern regional histories and contemporary social issues, as described by leading scholars in the field of Middle Eastern studies and particularly Middle Eastern anthropology. Following a historical introduction, the course is organized around three core themes—Islam, politics, modernity—with movement from the macropolitical level of Islamic discourse and state politics to the most intimate domains of gender, family life, and contemporary youth culture. Through reading, thinking, talking, and writing about a series of book-length monographs, students gain broad exposure to a number of exigent issues in the Middle Eastern region, as well as to the ethnographic methodologies and critical theories of Middle East anthropologists. Students are graded on seminar participation, leadership of seminar discussions, two review/analysis papers, and a comparative written review of three books. Required for Council on Middle East Studies (CMES) graduate certificate students. Recommended for Middle East concentrators in other disciplines. w 1:30–3:20

ANTH 541a/F&ES 836a/HIST 965a/PLSC 779a, Agrarian Societies: Culture, Society, History, and Development Alan Mikhail, Peter Perdue, Kalyanakrishnan Sivaramakrishnan

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. W 1:30–5:20

ANTH 542bU, Cultures and Markets: Asia Connected through Time and Space  Helen Siu

Historical and contemporary movement of people, goods, and cultural meanings that have connected an Asian region spanning East Asia, Indian Ocean, Middle East, and Africa. The course rethinks state-centered and land-based perspectives by highlighting the dynamism in multiethnic commercial nodes, port cities, and transregional institutions, and their impact on local societies. It focuses on agents of trade, colonial encounters, diverse religious traditions, and global finance flows. It examines the cultures of capital and market in the age of empires, the neoliberal and postsocialist worlds. T 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 562bU, Unity and Diversity in Chinese Culture and Society Helen Siu

An exploration of the Chinese identity as it has been reworked over the centuries. Major works in Chinese anthropology and their intellectual connections with general anthropology and historical studies. Topics include kinship and marriage, marketing systems, rituals and popular religion, ethnicity and state making, and the cultural nexus of power. W 1:30–3:20

ANTH 570aU, Anthropology of Information Paul Kockelman

This course is about the digital and computational mediation of meaning. In some sense, it is about human-based significance in relation to machine-based sieving. We read classic works in media studies, cybernetics, computer science, semiotics, anthropology, and critical theory. Key topics include the relation between meaning and information; the relation between interpretation and computation; and the relation between interaction and infrastructure. W 9:25–11:15

ANTH 571bU, Modern Indonesia J. Joseph Errington

Political and cultural dynamics in contemporary Indonesia are studied from historical and anthropological perspectives. Readings on various regions and ethnic groups deal with issues of ethnicity, gender, religion, and economy in situations of rapid social change. F 9:25–11:15

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]

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. M 3:30–5:20

ANTH 584aU/SAST 571aU, Art and Ritual in Tribal India Cécile Guillaume-Pey

In India, the term “tribal art” encompasses a large range of objects and practices made and performed by—or for—persons belonging to groups classified as Scheduled Tribes by the Indian Constitution. Most of these artifacts and practices are traditionally produced and executed in a religious context. In this course, we examine how, at the village level, paintings, sculptures, songs, and dances all function as mediums through which the divine can be materialized during ritual performances. In some groups, different modes of expression—visual, aural, physical—are combined in a unique manner to create “living” objects. In present-day society, the aestheticization, patrimonialization, and commoditization of various tribal ritual objects bring about major changes in their form, their modes of transmission, and their circulation. The status of their producers, today called “tribal artists,” is also evolving. We follow the life of several ritual objects and practices in transit, requalified as “art.” We see how, during their transformative journey, they circulate in different spaces—museums, markets, and festivals—traversing cultural, ethnic, and even national boundaries and becoming imbued with different agencies.

ANTH 591b/AFAM 647b/WGSS 689b, Black Feminist Theory and Praxis  Jafari Allen

In this course we analyze black feminisms as both political space and scholarly choice. This framework enables us to examine the continuities between black feminist and womanist theorizing in diverse locations, and to explore how different embodied experiences—including genders, histories, geographies, and genealogies—condition divergent perspectives. Themes explored include slavery, colonialism, diaspora consciousness, multiple genders and sexualities, class difference and inequities of power within black communities; representation in popular culture; state violence; poetics and resistance. We employ a transdisciplinary perspective—including anthropology, history, sociology, literature, and film—and challenge notions of “theory” as the province of the West (and North) and the middle class. W 3:30–5:20

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

This course is designed to provide 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. This aspect includes relations between groups at all these levels, and the role of power in these relations. Second, social science tackles the analysis of the knowledge systems that implicitly shape development and conservation policy and impinge on practice. In other words, we analyze communities but also our own ideas of what communities are. We also examine our ideas about sustainable development and conservation, and we look at development and the institutions that implement it from the perspective of communities. The emphasis throughout is on how these things shape the practice of sustainable development and conservation. Case studies used in the course have been balanced as much as possible between Southeast Asia, South Asia, Africa, and Latin America; most are rural and Third World (largely due to the development and conservation focus). The course includes readings from all noneconomic social sciences. Readings are equally focused on conservation and development. The goal of the course is to stimulate students to apply informed and critical thinking (which means not criticizing others, but questioning our own underlying assumptions) to whatever roles they may come to play in sustainable development and conservation, in order to move toward more environmentally and socially sustainable projects and policies. The course is also designed to help students shape future research by learning to ask questions that build on, but are unanswered by, the social science theory of conservation and development. No prerequisites. This is a requirement for the joint F&ES/Anthropology doctoral program and a prerequisite for some advanced F&ES courses. Open to advanced undergraduates. 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 give M.E.Sc. and doctoral students a wider theoretical context for 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 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, Timothy Mitchell, Tania Li, Donald Moore, David Mosse), 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 Foucault-influenced views of the economy and capitalism (Mitchell, Ferguson, Aiwa Ong, Li, Anna Tsing, among others). 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.

ANTH 601bU, The Meaning of Materiality Paul Kockelman

This course is about the relation between meaning and materiality. We read classic work at the intersection of biosemiosis, technocognition, and sociogenesis. And we use these readings to understand the relation between significance, selection, sieving, and serendipity. W 9:25–11:15

ANTH 631aU, Anthropology of Handmade Commodities Narges Erami

The art of making things, with a focus on the recent popularity of handmade goods from around the world. Theories on modernity and technology, movement and action, and aesthetics. The practice of making Persian carpets, including their history, color and design, and relation to Islamic art. W 1:30–3:20

ANTH 637bU/ARCG 737bU, The Anthropology of the Material World  Douglas Rogers, Anne Underhill

Current research on the material world by sociocultural anthropologists and archaeologists. Interpretations that each subfield of anthropology makes about the cultural meanings of objects and the built environment. Issues include beliefs about the value of goods, theoretical approaches to consumption, organizations of production, the roles of objects in rituals, and cultural heritage. Attention to collections in the Division of Anthropology at the Yale Peabody Museum. T 9:25–11:15

ANTH 638bU, 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. M 1:30–3:20

ANTH 639aU/AFST 639aU, African Politics and Anthropology Louisa Lombard

A historical-anthropological study of politics in Africa. How have anthropologists made sense of the workings of African politics, both those of state and nonstate actors? This course charts how African states came into being, how they operate, and how state agents and the people they govern negotiate legitimacy, authority, and belonging. W 9:25–11:15

ANTH 640b/GLBL 825b, Global Health: Ethnographic Perspectives Marcia Inhorn

This interdisciplinary seminar, designed for graduate students in Anthropology and Global Health, explores in an in-depth fashion anthropological ethnographies on many of the serious health problems facing populations in resource-poor societies around the globe. The course focuses on three major issues: (1) poverty, structural violence, and health as a human right; (2) struggles with infectious disease; and (3) the health of women and children (and men, too). Within these three themes, many major issues of global health concern are addressed, including the health-demoting effects of poverty, racism, patriarchy, and inhumane conditions of life and labor in many countries; men’s and women’s sexuality in the era of HIV/AIDS; the politics of epidemic disease control and other disasters, and the role of communities, nation-states, and international organizations in responding to such crises; issues of coercion in population control and the quest for reproductive rights; and how child health is ultimately dependent on the health and well-being of mothers. The underlying purpose of the course is to develop students’ awareness of the political, socioeconomic, ecological, and cultural complexity of most health problems in so-called developing nations and the consequent need for anthropological sensitivity, contextualization, and activist involvement in the field of global health. The course is also designed to expose students to salient health issues in many parts of the world from the United States to China. However, the primary focus is on global health issues facing sub-Saharan Africa and Latin America. M 1:30–3.20

ANTH 674bU, Anthropologies of Insurgency Louisa Lombard

The course explores the interlinked categories of rebel, bandit, and freedom fighter to understand insurgency from an anthropological viewpoint. Privileging sociological and micropolitical analysis, the course approaches specific instances of illegal use of force in their sociocultural and historic settings, and builds toward a consideration of insurgency from “the actors’ points of view.”

ANTH 707bU/ARCG 707bU, Origins of Complex Society in West Africa  Roderick McIntosh

Using original readings of site reports and primary source articles, we explore the great diversity of expressions of emerging complexity in prehistoric West Africa. MW 9–10:15

ANTH 720bU/ARCG 720bU, Mesopotamian Origins Harvey Weiss

Analysis of the archaeological and paleoenvironmental data for rain-fed and irrigation agriculture settlement, subsistence, and politico-economic innovation from the earliest sedentary agriculture villages, to the earliest cities and states, to the earliest empire. What combinations of dynamic social and environmental forces drove these developments in these regions during this ten thousand year span? TH 3:30–5:20

ANTH 726bU/ARCG 726bU, Ancient Civilizations of the Eurasian Steppes  William Honeychurch

Peoples of the steppe zone, stretching from Eastern Europe to Mongolia, have played a pivotal role in Old World prehistory, though much about their societies and lifeways is still shrouded in mystery. The archaeology of this macro-region has developed rapidly since the 1990s, and this course presents an overview of major topics and debates in the region based on what archaeologists currently know about Eurasian steppe societies of the past. TH 9:25–11:15

ANTH 743a/ARCG 743a, Archaeological Research and Proposal Development  William Honeychurch

An effective proposal requires close consideration of all steps of research design, from statement of the problem to data analysis. The course is designed to provide an introduction to the principles by which archaeological research projects are devised and proposed. Students receive intensive training in the preparation of a research proposal with the expectation that the final proposal will be submitted to national and international granting agencies for consideration. The course is structured around the creation of research questions; hypothesis development and statement of expectations; and the explicit linking of expectations to material patterning, field methods, and data analysis. Students review and critique examples of funded and nonfunded research proposals and also comment extensively on each others’ proposals. In addition to developing one’s own research, learning to constructively critique the work of colleagues is imperative for becoming a responsible anthropological archaeologist. F 9:25–11:15

ANTH 748a/ARCG 748a, Contemporary Archaeological Theory Richard Burger

This seminar explores contemporary theory in all of its diversity. The course examines multiple critiques of New Archaeology and its remaining legacy; the diversity of competing approaches, sometimes called postprocessualist, currently employed in the United States and the United Kingdom, including critical archaeology, the archaeology of gender, structuralist approaches, various Marxist and neo-Marxist formulations of archaeological theory, and applications of evolutionary theory; as well as the differing trajectory of approaches outside the English-speaking world. TTH 1–2:15

ANTH 754bU/ARCG 754bU, Statistics for Archaeological Analysis  William Honeychurch

An introduction to quantitative data collection, analysis, and argumentation for archaeologists. Lectures, readings, and exercises emphasize the exploration, visualization, and analysis of specifically archaeological data using simple statistical approaches. No prior knowledge of statistics is required. F 3:30–5:20

ANTH 771a/ARCG 771a, Early Complex Societies Richard Burger, Roderick McIntosh

A consideration of theories and methods developed by archaeologists to recognize and understand complex societies in prehistory. Topics include the nature of social differentiation and stratification as applied in archaeological interpretation; emergence of complex societies in human history; case studies of societies known ethnographically and archaeologically. W 9:25–11:15

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 785aU/ARCG 785aU, Archaeological Ceramics I Anne Underhill

This seminar addresses how archaeologists analyze and interpret ceramics, arguably the most common type of object found in ancient sites. Readings, discussions, and opportunities for practical work focus on what different aspects of ceramic vessels reveal about the people who made and used them. TH 2:30–4:20

ANTH 791aU/ARCG 791aU, Paleoclimate and Human Response Roderick McIntosh

Explores the recursive interaction of climate change with human perception and manipulation of the landscape. Combines a primer on mechanisms and measures of climate change with three case studies of historical response to change at different scales. W 7–8:50

ANTH 797aU/ARCG 797aU, Archaeology of East Asia Anne Underhill

Introduction to the findings and practice of archaeology in China, Japan, Korea, and southeast Asia. Methods used by archaeologists to interpret social organization, economic organization, and ritual life. Attention to major transformations such as the initial peopling of an area, establishment of farming villages, the development of cities, interregional interactions, and the nature of political authority. T 9:25–11:15

ANTH 810aU, Mammalogy 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 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 843a, Evolutionary Biology of Human Aging Richard Bribiescas

Aging is an aspect of evolutionary biology that is common to the life histories of all organisms, including humans. Moreover, humans exhibit biological characteristics of aging that are both unique to our species and common to other organisms. This seminar aims to address how human aging has evolved and how it may inform our present understanding of age-related diseases. Topics to be covered include the somatic and behavioral aspects of aging, male and female reproductive senescence, the relationship between investment in reproduction and rates of aging, as well as the comparative physiology of aging. Open to advanced undergraduates with permission of the instructor. T 9:25–11:15

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 859bU, Ethnopediatrics: How Biology and Culture Interact to Influence Children’s Health and Well-Being Claudia Valeggia

Women in certain cultures wean their babies when they are days old, while others do so when the child decides to wean him/herself (years). Babies in some hunter-gatherer populations never crawl and only start walking when they are eighteen months old and older. Babies in Western, industrialized populations are encouraged to crawl and walk at much earlier ages. Many infants are circumcised at birth and others at puberty. In most populations, babies sleep with their mothers for several years, while in the United States, it is expected that they sleep through the night in a separate room as early as possible. How do all these ways of raising children affect their growth and development? Are there universal patterns on child rearing? Can an evolutionary perspective contribute to a better understanding of variation in the way we raise our children and in their health patterns? In this course, we discuss how the health, growth, and development of children are shaped by the interactive actions of human evolutionary biology, ecology, and local cultural patterns. Examples from current and past cultures as well as from nonhuman primate species are analyzed.

ANTH 861a, Love, Friendship, and Marriage: The Biological Basis of Male-Female Relationships Eduardo Duque-Fernandez

Across the world, relationships between men and women shape the structure and functioning of human societies. Whether as friendship, love, or marriage, a man and a woman develop a relationship between them that is special, different from the relationship that they have with other adults in the community. Psychologists, historians, poets, anthropologists, artists, biologists, economists have all testified to this ubiquitous phenomenon. There is a bond, an attachment between them, and there is some implicit or explicit commitment to share space, time, resources, offspring, and labor.

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 880b, Alloparental Care in Human and Nonhuman Primates  Eduardo Fernandez-Duque

Few aspects of the behavior of human and nonhuman primates are so intriguing, yet so poorly understood, as the prevalence of intense alloparental care in some primate species and human societies. Early hominoids probably evolved a social organization that, among other things, changed from involving loose male-female relationships to close dyadic partnerships requiring provisioning of offspring by other individuals besides the mother. Therefore, the development of extensive alloparental care and provisioning is considered a fundamental adaptation in the evolution of human life history patterns and in the differentiation of humans from other primates.

ANTH 890a, Advanced Topics in Health of Indigenous Peoples Claudia Vallegia

This seminar is an exploration of the current health status of indigenous populations around the world. We discuss epidemiological profiles, health disparities, and the uniqueness (or not) of the health situation of indigenous populations. We also use these topics as a base for developing oral presentation and teaching skills.

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

http://applied.math.yale.edu

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

Director of Graduate Studies

Peter Jones

Professors Andrew Barron (Statistics), Donald Brown (Economics; School of Management), Joseph Chang (Statistics), Ronald Coifman (Mathematics; Computer Science), Gustave Davis (Pathology), 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 Kim Dang, Roy Lederman

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]

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

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/CPSC 576b/ENAS 576b, Advanced Computational Vision  Steven Zucker

Advanced view of vision from a mathematical, computational, and neurophysiological perspective. Emphasis on differential geometry, machine learning, visual psychophysics, and advanced neurophysiology. Topics include perceptual organization, shading, color and texture analysis, and shape description and representation.

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Applied Physics

Becton Center, 203.432.2210

http://appliedphysics.yale.edu

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

Chair

A. Douglas Stone

Director of Graduate Studies

Hui Cao (309 BCT, hui.cao@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, Hongxing 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, http://appliedphysics.yale.edu.

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 Paul Van Tassel

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.

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 Victor Henrich [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: 2.5 HTBA; Spring: TTh 2:30–3:45

[APHY 601b/PHYS 601b, Quantum Information and Computation]

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 Daniel Prober

The fundamentals of superconductivity, including both theoretical understandings of basic mechanism and description of major applications. Topics include historical overview, Ginzburg-Landau (mean field) theory, critical currents and fields of type II superconductors, BCS theory, Josephson junctions and microelectronic and quantum-bit devices, and high-Tc oxide superconductors. TTH 11:35–12:50

[APHY 634a/PHYS 634a, Mesoscopic Physics I]

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

APHY 675aU/PHYS 675aU, 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 676a/PHYS 676a, Introduction to Light-Matter Interactions Peter Rakich

Optical properties of materials and a variety of coherent light-matter interactions are explored through the classical and quantum treatments. The role of electronic, phononic, and plasmonic interactions in shaping the optical properties of materials is examined using generalized quantum and classical coupled-mode theories. The dynamic response of media to strain, magnetic, and electric fields is also treated. Modern topics are explored, including optical forces, photonic crystals, and metamaterials; multi-photon absorption; and parametric processes resulting from electronic, optomechanical, and Raman interactions. TTH 1–2:15

APHY 677a/PHYS 677a, Noise, Dissipation, Amplification, and Information  Michel Devoret

Graduate-level non-equilibrium statistical physics applied to noise phenomena, both classical and quantum. The aim of the course is to explain the fundamental link between the random fluctuations of a physical system in steady state and the response of the same system to an external perturbation. Several key examples in which noise appears as a resource rather than a limitation are treated: spin relaxation in nuclear magnetic resonance (motional narrowing), Johnson-Nyquist noise in solid state transport physics (noise thermometry), photon correlation measurements in quantum optics (Hanbury Brown-Twiss experiment), and so on. The course explores both passive and active systems. It discusses the ultimate limits of amplifier sensitivity and speed in physics measurements. MW 9–10:15

APHY 679b/PHYS 679b, Nonlinear Optics and Lasers Hui Cao

Fundamental principles of nonlinear optics and lasers. Nonlinear optical susceptibilities; wave propagation and coupling in nonlinear media; harmonic, sum, and difference frequency generation; parametric amplification and oscillation; phase conjugation via four-wave mixing; self-phase modulation and solitons. Stimulated and spontaneous emission, interaction of two-level atoms with light, optical amplification. Optical resonators and threshold conditions for laser oscillation. Semiclassical laser theory, nonlinear and multimode lasing. Noise and quantum effects in lasers (time permitting). TTH 11:35–12:50

[APHY 691a/PHYS 691a, Quantum Optics]

[APHY 816a/PHYS 816a, Techniques of Microwave Measurements and RF Design]

[APHY 993a, Topics in DFT and First Principle Methods]

APHY 990a and 990b, Special Investigation

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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), Stephen Davis (Religious Studies), Eckart Frahm (Near Eastern Languages & Civilizations), Andrew Hill (Anthropology), Diana Kleiner (Classics; History of Art), Roderick McIntosh (Anthropology), J.G. Manning (Classics; History), 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; on leave), Andrew Johnston (Classics; on leave)

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. TTH 11:35–12:50, 1 HTBA

ARCG 707bU/ANTH 707bU, Origins of Complex Society in West Africa  Roderick McIntosh

Using original readings of site reports and primary source articles, we explore the great diversity of expressions of emerging complexity in prehistoric West Africa. MW 9–10:15

ARCG 720bU/ANTH 720bU, Mesopotamian Origins Harvey Weiss

Analysis of the archaeological and paleoenvironmental data for rain-fed and irrigation agriculture settlement, subsistence, and politico-economic innovation from the earliest sedentary agriculture villages, to the earliest cities and states, to the earliest empire. What combinations of dynamic social and environmental forces drove these developments in these regions during this ten thousand year span? TH 3:30–5:20

ARCG 726bU/ANTH 726bU, Ancient Civilizations of the Eurasian Steppes  William Honeychurch

Peoples of the steppe zone, stretching from Eastern Europe to Mongolia, have played a pivotal role in Old World prehistory, though much about their societies and lifeways is still shrouded in mystery. The archaeology of this macro-region has developed rapidly since the 1990s, and this course presents an overview of major topics and debates in the region based on what archaeologists currently know about Eurasian steppe societies of the past. TH 9:25–11:15

ARCG 735b/CLSS 826b/HSAR 557b, Art and Text in Greek Antiquity  Milette Gaifman

Throughout Greek antiquity, Greek visual culture explored the relationship between art and text: in images of mythological scenes, in written descriptions of works of art, and in combining inscribed texts with pictorial representations. Taking Lessing’s Laocoön of 1776 as a point of departure, the seminar examines the tensions between the visual and the literary throughout Greek antiquity. Themes include pictorial narratives, the literary genre of ekphrasis, as well as the role and significance of inscriptions in Greek artistic representations. TH 10:30–12:20

ARCG 737bU/ANTH 637bU, The Anthropology of the Material World  Douglas Rogers, Anne Underhill

Current research on the material world by sociocultural anthropologists and archaeologists. Interpretations that each subfield of anthropology makes about the cultural meanings of objects and the built environment. Issues include beliefs about the value of goods, theoretical approaches to consumption, organizations of production, the roles of objects in rituals, and cultural heritage. Attention to collections in the Division of Anthropology at the Yale Peabody Museum. T 9:25–11:15

ARCG 743a/ANTH 743a, Archaeological Research and Proposal Development  William Honeychurch

An effective proposal requires close consideration of all steps of research design, from statement of the problem to data analysis. The course is designed to provide an introduction to the principles by which archaeological research projects are devised and proposed. Students receive intensive training in the preparation of a research proposal with the expectation that the final proposal will be submitted to national and international granting agencies for consideration. The course is structured around the creation of research questions; hypothesis development and statement of expectations; and the explicit linking of expectations to material patterning, field methods, and data analysis. Students review and critique examples of funded and nonfunded research proposals and also comment extensively on each others’ proposals. In addition to developing one’s own research, learning to constructively critique the work of colleagues is imperative for becoming a responsible anthropological archaeologist. F 9:25–11:15

[ARCG 746aU/NELC 567aU, Ancient Civilizations of Nubia]

ARCG 748a/ANTH 748a, Contemporary Archaeological Theory Richard Burger

This seminar explores contemporary theory in all of its diversity. The course examines multiple critiques of New Archaeology and its remaining legacy; the diversity of competing approaches, sometimes called postprocessualist, currently employed in the United States and the United Kingdom, including critical archaeology, the archaeology of gender, structuralist approaches, various Marxist and neo-Marxist formulations of archaeological theory, and applications of evolutionary theory; as well as the differing trajectory of approaches outside the English-speaking world. TTH 1–2:15

ARCG 749a/CLSS 846a/HSAR 570a, Becoming Hadrian: Autobiography and Art in the Second Century A.D. Diana Kleiner

Marguerite Yourcenar’s famed fictional Memoirs of Hadrian serves as the starting point for an exploration of Hadrian and the art he commissioned in Rome and abroad. Hadrian’s passion for life, quest after peace, romantic wanderlust, veneration of Greek culture, and craving for love, along with his acceptance of death’s inexorableness, led him to commission some of Rome’s greatest monuments. The emperor’s flair for leadership and talent as an amateur architect inform student projects on the sculpture, mosaics, and buildings of the age, among them the portraiture of Hadrian’s lover Antinous, the Pantheon, and Hadrian’s Wall in Britain. Special attention is paid to the Pantheon and to Hadrian’s Villa at Tivoli, an empire unto itself where Hadrian’s autobiography was fully realized. Qualified undergraduates who have taken Roman Art: Empire, Identity, and Society and/or Roman Architecture may be admitted with permission of the instructor. T 1:30–3:20

ARCG 754bU/ANTH 754bU, Statistics for Archaeological Analysis  William Honeychurch

An introduction to quantitative data collection, analysis, and argumentation for archaeologists. Lectures, readings, and exercises emphasize the exploration, visualization, and analysis of specifically archaeological data using simple statistical approaches. No prior knowledge of statistics is required. F 3:30–5:20

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

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 771a/ANTH 771a, Early Complex Societies Richard Burger, Roderick McIntosh

A consideration of theories and methods developed by archaeologists to recognize and understand complex societies in prehistory. Topics include the nature of social differentiation and stratification as applied in archaeological interpretation; emergence of complex societies in human history; case studies of societies known ethnographically and archaeologically. W 9:25–11:15

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 785aU/ANTH 785aU, Archaeological Ceramics I Anne Underhill

This seminar addresses how archaeologists analyze and interpret ceramics, arguably the most common type of object found in ancient sites. Readings, discussions, and opportunities for practical work focus on what different aspects of ceramic vessels reveal about the people who made and used them. TH 2:30–4:20

ARCG 791aU/ANTH 791aU, Paleoclimate and Human Response Roderick McIntosh

Explores the recursive interaction of climate change with human perception and manipulation of the landscape. Combines a primer on mechanisms and measures of climate change with three case studies of historical response to change at different scales. W 7–8:50

ARCG 797aU/ANTH 797aU, Archaeology of East Asia Anne Underhill

Introduction to the findings and practice of archaeology in China, Japan, Korea, and southeast Asia. Methods used by archaeologists to interpret social organization, economic organization, and ritual life. Attention to major transformations such as the initial peopling of an area, establishment of farming villages, the development of cities, interregional interactions, and the nature of political authority. T 9:25–11:15

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/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, Peggy Deamer, Keller Easterling, Peter Eisenman, Kurt Forster, Dolores Hayden, Alan Plattus, Robert A. M. Stern, Anthony Vidler, Annabel Wharton

Associate Professors Mark Foster Gage, Eeva-Liisa Pelkonen

Assistant Professors Alexander Felson, Kyoung Sun Moon, Elihu Rubin

Adjunct Faculty Sunil Bald, Thomas Beeby, Deborah Berke, Kent Bloomer, Turner Brooks, Alexander Garvin, Steven Harris, John Jacobson, Bimal Mendis, 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 the critical issues it faces.

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 two years of professional work in an architecture office. 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, prior to matriculation at Yale, will have received a baccalaureate degree or its international equivalent 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 substantial 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. Others offer a broader survey of historiographies or focus on the close reading of a body of texts. 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.

The student’s field of interest is defined by the end of the second year, at which time the director of doctoral studies assigns the student an adviser, who may or may not be from the School of Architecture. At the end of the second year and after the student has taken the three oral examinations, the director of doctoral studies, in consultation with the student’s adviser, appoints a dissertation committee for the student. The dissertation committee consists of the student’s adviser plus two additional faculty members. One of the dissertation committee members should be from outside the School of Architecture, with selection based on the student’s area of interest. The dissertation committee guides and monitors the student’s progress in writing the dissertation and evaluates the dissertation upon completion.

By the end of their second year, doctoral students normally complete all course and language requirements. Oral examinations are taken on topics relevant to the student’s doctoral research. Examiners question the candidate in the presence of the director of doctoral studies and the thesis adviser.

During the third year, candidates present and defend a preliminary proposal for a dissertation topic, consisting of a topic statement, detailed program of research, and an annotated bibliography. By the end of the third year, students begin dissertation research and writing, submitting drafts of the dissertation chapters as they are completed. The final draft of the dissertation is due six months before the defense. After successful completion of the defense, students have three months to complete their 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 worldwide 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 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 Annabel Wharton

1 credit. (Required in, and limited to, Ph.D. second year, fall term.)

ARCH 554b, Ph.D. Seminar IV Anthony Vidler

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

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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, Marla Geha, Jeffrey Kenney, Richard Larson (Emeritus), Priyamvada Natarajan, C. Megan Urry (Physics), William van Altena (Emeritus), Pieter van Dokkum, Robert Zinn

Associate Professors Héctor Arce, Daisuke Nagai (Physics), Frank van den Bosch

Fields of Study

Fields include observational and theoretical astronomy, solar and stellar astrophysics, exoplanets, astrometry, galactic astronomy, 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 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]

[ASTR 518b, Stellar Dynamics]

ASTR 520a/G&G 538a, Computational Methods in Astrophysics and Geophysics  Paolo Coppi

The analytic and numerical/computational tools necessary for effective research in astronomy, geophysics, and related disciplines. Topics include numerical solutions to differential equations, spectral methods, and Monte Carlo simulations. Applications are made to common astrophysical and geophysical problems including fluids and N-body simulations.

[ASTR 525a, Advanced Statistical Methods for Astronomy]

[ASTR 530au, Galaxies]

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

ASTR 550bu, Stellar Astrophysics Sarbani Basu

An introduction to the physics of stellar atmospheres and interiors. The basic equations of stellar structure, nuclear processes, stellar evolution, white dwarfs, and neutron stars.

ASTR 555au, Observational Astronomy Robert Zinn

The design and use of optical telescopes, cameras, spectrographs, and detectors to make astronomical observations. The reduction and analysis of photometric and spectroscopic observations.

ASTR 560a, Interstellar Matter and Star Formation Héctor Arce

The composition, extent, temperature, and density structure of the interstellar medium (ISM). Excitation and radiative processes; the properties of dust; the cold and hot ISM in the Milky Way and other galaxies. Dynamics and evolution of the ISM, including interactions between stars and interstellar matter. Physics and chemistry of molecular clouds and the process of star formation.

[ASTR 565aU, The Evolving Universe]

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

[ASTR 575b, Exoplanets]

ASTR 580a or b, Research

By arrangement with faculty.

[ASTR 585b, Radio Astronomy]

[ASTR 590bu, Solar Physics]

ASTR 600bu/PHYS 600b, Cosmology Priyamvada Natarajan

A comprehensive introduction to cosmology at the graduate level. The standard paradigm for the formation, growth, and evolution of structure in the universe is covered in detail. Topics include the inflationary origin of density fluctuations; the thermo­dynamics of the early Universe; assembly of structure at late times; and current status of observations. The basics of general relativity required to understand essential topics in cosmology are covered.

ASTR 610b, The Theory of Galaxy Formation Frank van den Bosch

The physical processes of galaxy formation and evolution. Topics include Newtonian perturbation theory, the spherical collapse model, formation and structure of dark matter haloes, cooling and feedback processes, star formation, stellar population synthesis, chemical enrichment, and the statistical treatment of the large-scale distribution of galaxies.

ASTR 620b, Advanced Programming Tutorial for Astronomy Paolo Coppi

Students meet individually with the instructor to ensure they have the computational skills necessary to carry out their research projects. The first part of the course is based on weekly programming and reading assignments, tailored to the level of each student. The second part of the course focuses on putting together a substantial programming project that is directly related to the student’s research interests, ideally in consultation with the student’s likely research supervisor. 3 HTBA

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, 203.432.4252

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, Hemant Tagare, Paul Van Tassel, Steven Zucker (Computer Science)

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

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

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, biophotonics, biomaterials, tissue engineering, systems biology, and systems medicine and biological devices.

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

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Cell Biology

Sterling Hall of Medicine C207, 203.737.5603

www.cellbiology.yale.edu

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

Chair

James Rothman

Director of Graduate Studies

Carl Hashimoto (SHM C-425c, 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; on leave [F]), 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), Daniel Colón-Ramos, Eric Dufresne (Mechanical Engineering & Materials Science), Karin Reinisch, Derek Toomre

Assistant Professors David Baddeley, Joerg Bewersdorf, Topher Carroll, Shawn Ferguson, Shangqin Guo, 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 two 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 two graduate credits. M 4–5:30

CBIO 602a/MB&B 602a/MCDB 602a, Molecular Cell Biology Sandra Wolin, Michael Caplan, Topher Carroll, 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, Topher Carroll, 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. T 4:15–6

CBIO 611b, Vascular Cell Biology Martin Schwartz and faculty

This course 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. The major focus is on cellular and molecular mechanisms. The course includes both lectures and reading and discussion of recent literature. WF 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 super-resolution “nanoscopes.” TTH 11–12:30

CBIO 900a/GENE 900a/MCDB 900a, First-Year Introduction to Research—Grant Writing and Scientific Communication Scott Holley 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

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 Craig Crews

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

CBIO 912b/GENE 912b/MCDB 912b, Second Laboratory Rotation Craig Crews

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

CBIO 913b/GENE 913b/MCDB 913b, Third Laboratory Rotation Craig Crews

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

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Cellular and Molecular Physiology

Sterling Hall of Medicine B147, 203.785.4041

www.physiology.yale.edu

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

Chair

Michael Caplan

Director of Graduate Studies
  • David Zenisek (SHM B114, 203.785.6474, david.zenisek@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 & Visual Science)

Associate Professors Nadia Ameen (Pediatrics), Jonathan Demb (Ophthalmology & Visual Science), Marie Egan (Pediatrics), Michael Nitabach, Susumu Tomita, Xiaoyong Yang (Comparative Medicine), David Zenisek

Assistant Professors Nii Addy (Psychiatry), Sviatoslav Bagriantsev, Stuart Campbell (Biomedical Engineering), Elena Gracheva, Shuta Ishibe (Internal Medicine/Nephrology), Erdem Karatekin, Richard Kibbey (Internal Medicine/Endocrinology), Satinder Singh, Jesse Rinehart, Carson Thoreen

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 before passing the qualifying examination.

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. Students must also maintain an overall High Pass average. Student progress toward these goals is reviewed at the end of the second term.

Special Requirements for M.D./Ph.D. Students

M.D./Ph.D. students must pass at least three graduate-level courses that are not part of the Yale School of Medicine’s regular M.D. program, including at least one C&MP course, preferably C&MP 560b.

Courses taken toward the M.D. degree can be counted toward the Graduate School’s Honors requirement provided that the course carries a graduate course number and the student has registered for it as a graduate course.

Two laboratory rotations, each lasting five weeks, are required. One term of teaching is required.

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, Stuart Campbell

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 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, 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

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, 203.432.4252

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

Chair

Paul Van Tassel

Director of Graduate Studies

Menachem Elimelech (menachem.elimelech@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), Andrew Miranker, Lisa Pfefferle, Joseph Pignatello (Adjunct), James Saiers, W. Mark Saltzman, Udo Schwarz, T. Kyle Vanderlick, Paul Van Tassel, Kurt Zilm

Associate Professors Eric Dufresne, Tarek Fahmy, Jaehong Kim, Chinedum Osuji, Jordan Peccia, André Taylor, Julie Zimmerman

Assistant Professors Drew Gentner, Desirée Plata, 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), Jonathan Ellman, John Faller (Emeritus), Gary Haller (Engineering & Applied Science), Patrick Holland, Francesco Iachello (Physics), Mark Johnson, William Jorgensen, J. Patrick Loria, James Mayer, 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, Kenneth Wiberg (Emeritus), Frederick Ziegler (Emeritus), Kurt Zilm

Associate Professors Seth Herzon, David Spiegel, Elsa Yan

Assistant Professors Richard Baxter, Jason Crawford, Ziad Ganim, Nilay Hazari, Sarah Slavoff, Hailiang Wang

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 Victor Batista

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. TTH 11:35–12:50

[CHEM 519b, Advanced Organic Chemistry II]

CHEM 521au, Chemical Biology Sarah Slavoff

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. MW 9–10:15

CHEM 522b, Chemical Biology II David Spiegel

A comprehensive introduction to the origins and emerging frontiers of chemical biology. TTH 11:35–12:50

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. MW 11:35–12:50

CHEM 524b, Advanced Synthetic Methods in Chemistry Seth Herzon

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. MW 11:35–12:50

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 527a, Fundamental Reaction Mechanism]

CHEM 528a, Natural Products Synthesis Seth Herzon

Survey of natural products syntheses, with an emphasis on those that contain unique strategies, transformations, or reagents. Key transformations are introduced in the context of various syntheses. Retrosynthetic analysis and synthetic planning are discussed. TTH 9–10:15

CHEM 529a, Special Topics in Chemical Biology Alanna Schepartz

Current topics at the interface of chemistry, biology, and medicine with an emphasis on synthetic biology approaches.

CHEM 530bu, Statistical Methods and Thermodynamics R. James Cross, Jr.

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 Mark Johnson

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 Gary Brudvig

A quantum mechanical treatment of magnetic resonance aimed at providing an understanding of the fundamentals of EPR spectroscopy. Topics include solutions and solid-state measurements of radicals and spin labels, triplet states, transition metals, pulsed and double-resonance methods, and applications to biological systems. TTH 11:35–12:50

[CHEM 548b, Nuclear Magnetic Resonance in Liquids]

CHEM 549a, Chemistry and Nanoscience of Materials Hailiang Wang

This course covers fundamental principles in materials chemistry including basic solid-state chemistry; structures, properties, and applications of metals, semiconductors, polymers, and nanomaterials; and material characterization techniques. Special topics at research frontiers of materials chemistry are also covered, including graphene and carbon nanotubes, nanomaterials for batteries, nanomaterials for catalysis, etc. This course aims to serve graduate and senior undergraduate students from various academic departments who are interested in advanced chemistry and nanoscience for materials research.

[CHEM 550bu, Advanced Inorganic Chemistry]

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 553b, Small Molecule X-ray Crystallography Brandon Mercado, Patrick Holland

This course provides an introduction to small molecule crystallography. It covers both theoretical and applied concepts and includes hands-on experience on how to solve and refine the structure of small molecules. MW 11:35–12:50

CHEM 554b, Bio-Inorganic Chemistry Patrick Holland

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 J. Patrick Loria

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 11:35–12:50

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 Ziad Ganim

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.

[CHEM 561Lb, Advanced Physical Methods in Molecular Science II]

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]

[CHEM 572b, Advanced Quantum Mechanics]

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. M 5–5:50

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.

Return to Top

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; on leave [F]), Verity Harte (Classics; Philosophy), Diana Kleiner (Classics; History of Art), Christina Kraus (Classics; Renaissance Studies), J.G. Manning (Classics; History; on leave [F]), William Metcalf (Adjunct; Curator of Coins & Medals, Art Gallery)

Associate Professors Milette Gaifman (Classics; History of Art), Irene Peirano Garrison, Pauline LeVen

Assistant Professors Joshua Billings (Humanities; Classics), Andrew Johnston (on leave)

Lecturers Ann Hanson, 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; on leave), 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 http://philosophy.yale.edu/classics-and-philosophy-program.

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 717bU, Comparative Greek Grammar Egbert Bakker

A historical and comparative study of the Greek language. Emphasis on the earliest records of Greek; the development of Greek grammar and vocabulary from Proto-Indo-European; and a comparison of this development with the grammar and vocabulary of Latin, English, and other Indo-European languages, including Sanskrit.

GREK 718bU, Aristototle’s PoliticsMartin Devecka

Close reading of selections from Aristotle’s Politics, with special attention to the culture of the polis, Aristotelian literary technique, and Aristotle’s place in the history of political thought. MW 11:35–12:50

GREK 751aU, Herodotus’s HistoriesEgbert Bakker

This course studies the Histories of Herodotus, with detailed attention to the author’s narrative techniques and strategies to establish authority. We read and discuss the entire work in translation and substantial selections in the original. TTH 4–5:15

GREK 782aU, Sophocles’ Oedipus at ColonusVictor Bers

Religious, political, and poetic aspects of Sophocles’ last play. TTH 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 this course 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 710aU, Livy’s Rome Christina Kraus

We read Books 5 and 21 of Livy’s Ab Urbe Condita in Latin and selected other books in English. Discussion focuses on close reading of passages selected from a larger weekly assignment and on discussion of interpretative and historiographical issues, including the nature of representation; Augustan elements in Livy’s work; themes and plots of Livian history; Livy and other Roman historians. MW 1–2:15

LATN 714bU, Civil Wars Irene Peirano Garrison

An examination of the ways in which Romans constructed and represented their civil wars in literature across a variety of genres (epic, lyric, historiography), authors (Vergil, Lucan, Caesar, Sallust), and time periods (late republic, empire). TTH 1–2:15

LATN 721aU, Vergil’s AeneidIrene Peirano Garrison

An in-depth study of Vergil’s Aeneid within its political context. MW 9–10:15

LATN 728bU, Verse Letters Christina Kraus

This course provides in-depth introduction to the forms and themes of literary letters written in verse. We read poetic letters from the Roman world, with selections from Horace, Propertius, and Ovid, among others. Readings are supplemented by a study of real letters and a comparison with literary letters in prose (especially those of Pliny the Younger). Attention is paid to both form and content. Main topics include the nature of an ancient letter; epistolary communication in antiquity; stylized form of literary letters; the difference between prose and verse letters; self-presentation and figuration in epistles; the influence of Horace and Ovid on later epistolary collections. MW 11:35–12:50

LATN 758bU, Suetonius William Metcalf

A close reading of selected biographies of Suetonius, with discussions of his place in the biographical tradition. TTH 2:30–3:45

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 2:30–3:45

CLSS 603aU/PHIL 600aU, Aristotle’s Nicomachean Ethics VI David Charles, Verity Harte

The course focuses on the Greek text of Aristotle’s Nicomachean Ethics, Book VI, in which Aristotle characterizes the intellectual virtues and offers his most complete account of various forms of skill and knowledge. W 3:30–5:20

CLSS 605aU, Greek Papyrology Ann Hanson

Literary and documentary papyri of Greek and Roman Egypt, concentrating on documents housed in the Beinecke Library from the late Ptolemaic and Roman periods. Topics include using papyri as sources for social and other histories; gaining familiarity with the language of the papyri; and the reading of literary and documentary hands. Prerequisites: proficiency in Greek and reading knowledge of German and French. TH 2:30–4:20

CLSS 636aU/JDST 651a/RLST 646aU, Author, Canon, Tradition Hindy Najman, Irene Peirano Garrison

A study of the relationship between authorship and canon formation that compares ancient and modern theories. Includes an in-depth study of the authorial practices of Greco-Roman, Jewish, and Christian communities in the ancient world, as well as an examination of modern theories of authorship. Students read literary sources in an effort to explain the creation of literary traditions, the changing role of the author, and the effect of reading practices on literary survival. T 1:30–3:20

CLSS 645aU, Numismatics William Metcalf

An introduction to the history of ancient coinage and the modern methodology of numismatic study. Brief consideration of the Greek background is followed by detailed treatment of the Roman republic and empire, with particular attention to the Roman provinces.

CLSS 806b/CPLT 923b/JDST 650b/NELC 650b/RLST 645b, Commentary: Theory and Practice Hindy Najman, Christina Kraus

This is the core seminar for the Yale Initiative for the Study of Antiquity and the Premodern World (YISAP), required of graduate students working toward the qualification in YISAP but open to graduate students across the University, including Yale Divinity School students. Weekly meetings explore topics including the history, form, and purpose of scholarly commentary; ancient and medieval scholiastic traditions; commentary and commentators in the academy (the place of philology); commentary and translation; reception of commentary (including a unit on Nabokov’s Pale Fire). To reinforce the multidisciplinary nature of the seminar, we include visits by scholars who will present and discuss topics of relevance to their research and the seminar’s topic. Requirements include weekly readings and discussion, oral presentation on secondary readings, and a research paper. TH 1:30–3:20

CLSS 826b/ARCG 735b/HSAR 557b, Art and Text in Greek Antiquity  Milette Gaifman

Throughout Greek antiquity, Greek visual culture explored the relationship between art and text: in images of mythological scenes, in written descriptions of works of art, and in combining inscribed texts with pictorial representations. Taking Lessing’s Laocoön of 1776 as a point of departure, the seminar examines the tensions between the visual and the literary throughout Greek antiquity. Themes include pictorial narratives, the literary genre of ekphrasis, as well as the role and significance of inscriptions in Greek artistic representations. TH 10:30–12:20

CLSS 846a/ARCG 749a/HSAR 570a, Becoming Hadrian: Autobiography and Art in the Second Century A.D. Diana Kleiner

Marguerite Yourcenar’s famed fictional Memoirs of Hadrian serves as the starting point for an exploration of Hadrian and the art he commissioned in Rome and abroad. Hadrian’s passion for life, quest after peace, romantic wanderlust, veneration of Greek culture, and craving for love, along with his acceptance of death’s inexorableness, led him to commission some of Rome’s greatest monuments. The emperor’s flair for leadership and talent as an amateur architect inform student projects on the sculpture, mosaics, and buildings of the age, among them the portraiture of Hadrian’s lover Antinous, the Pantheon, and Hadrian’s Wall in Britain. Special attention is paid to the Pantheon and to Hadrian’s Villa at Tivoli, an empire unto itself where Hadrian’s autobiography was fully realized. Qualified undergraduates who have taken Roman Art: Empire, Identity, and Society and/or Roman Architecture may be admitted with permission of the instructor. T 1:30–3:20

CLSS 869b, Mimesis in Classical Athens Joshua Billings

Attitudes toward representation in ancient Greece, centering on Athens in the fifth and fourth centuries B.C.E. Literary, philosophical, and visual material, with an emphasis on implicit aesthetics and generic interactions. Close reading of selections from Sophocles, Euripides, Aristophanes, Plato, and Aristotle. T 3:30–5:20

CLSS 874b/CPLT 540b, Rhetoric and Poetry Irene Peirano Garrison

Questions involving issues of affinity and difference between poetry and rhetoric have been central to rhetoric’s self-definition and the interpretation of poetry, from Gorgias’s definition of poetry as speech with meter, to Aristotle’s insistence on mimesis, not meter, as the defining characteristic of poetry, to Cicero’s and Quintilian’s recognition of the kinship of orator and poet, to Macrobius’s reading of Vergil as an orator. The course traces these theoretical debates in antiquity and their modern continuations in the works of Todorov, Jakobson, Fish, and others. Topics include rhetorical influence and literary decline, rhetors and rhetorical discourse in classical poetry, poetry’s role in rhetorical education, and rhetoric and ancient reading practices. T 9:25–11:15

CLSS 881a, Proseminar: Classical Studies

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. This course is required of all entering graduate students.

CLSS 896a, History of Greek Literature I Egbert Bakker

A comprehensive treatment of Greek literature from Homer to the Hellenistic Age. The student is expected to read extensively in the original language, working toward familiarity with the range and variety of the literature. Prepares for the comprehensive examinations in Classics for those majoring in both literatures or concentrating on Greek. TTH 11:35–12:50

CLSS 897b, History of Greek Literature II Emily Greenwood

F 9:25–11:15

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

http://complit.yale.edu

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

Chair

David Quint

Director of Graduate Studies

Ayesha Ramachandran

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

Associate Professor Moira Fradinger

Assistant Professors Robyn Creswell, Marta Figlerowicz, David Gabriel, Ayesha Ramachandran

Lecturers Peter Cole, 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 & Media Studies), Kang-I Sun Chang (East Asian Languages & Literatures), Michael Denning (American Studies; on leave [Sp]), Wai Chee Dimock (English), Paul Fry (English), 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; on leave [Sp]), Maurice Samuels (French), Henry Sussman (Visiting, German), Ruth Bernard Yeazell (English; on leave [Sp])

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 and Media Studies

Applicants to the combined program must indicate on their application that they are applying both to the program in Film and Media 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 and Media 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 and Media 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 and Media 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 and Media Studies faculty. The dissertation must pass a presubmission Public Defense of Work (with at least one examiner from the graduate Film and Media 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 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 Katie Trumpener

This course examines key methodological and disciplinary debates about comparative literature. Framed by changing theorizations of comparative method and world literature, from the eighteenth and nineteenth centuries (Goethe, Madame de Staël, Herder, Marx and Engels, Hugo Meltzl de Lomnitz, Rabindranath Tagore) to contemporary debates about Orientalism, translation, and world literature as a pedagogical initiative (Said, Moretti, Casanova, Spivak, Apter, Dimock, Aravamudan, Kadar), it explores landmark works of literary theory and historiography (Propp, Lévi-Strauss, Bakhtin, Barthes, Adorno, Benjamin, Sartre, Althusser, Derrida, Foucault, Jameson, Kittler), looking particularly at the overlap of formal and contextual methods and of linguistic, aesthetic, cultural, philosophical, and political concerns. This course is required for first- and second-year Comparative Literature graduate students; participants from related disciplines are also very welcome. M 1–3

CPLT 532aU/GMAN 564aU, W.G. Sebald Carol Jacobs

Close readings of the major works of W.G. Sebald along with texts of other authors whose writings play a direct or indirect role in these writings (Thomas Browne, Grimmelshausen, Celan). We explore the workings of these texts in relation to theory of literature in terms of memory, representation, identity, ethical imperatives, and intertextual and intermedial relations. M 1:30–3:20

CPLT 536bU/GMAN 536bU, Around Kafka Henry Sussman

Franz Kafka’s writings viewed as a site for the radical questioning and dislocation of Western systems, institutions, and mores of the early twentieth century. Attention to the shorter fiction, the novels, the letters, and their strategic interrelations; examination of the fields of knowledge, ideological presumptions, and aesthetic and cultural experiments that Kafka touched, and to some degree deranged, with his writing. T 1:30–3:20

CPLT 539a/AMST 846a/ENGL 846a, American Literature: Regions, Hemispheres, Oceans Wai Chee Dimock

How does the choice of scale affect our understanding of American literature: its histories, its webs of relations, the varieties of genres that make up its landscape? Through three interlocking prisms—regional, hemispheric, and oceanic—we explore multiple permutations of immediate and extended environments; the size of events; causal connections and input networks; and the changing patterns of labor, food distribution, linguistic practice, religion, and war. Fiction and poetry by Olaudah Equiano, Herman Melville, Ernest Hemingway, Ezra Pound, Elizabeth Bishop, Paul Bowles, Langston Hughes, Richard Wright, Dave Eggers, Monique Truong, Junot Díaz, Amitav Ghosh; and theoretical writings by Sheldon Pollock, Arjun Appadurai, Franco Moretti, Pascale Casanova, and Walter Mignolo. W 1:30–3:20

CPLT 540b/CLSS 874b, Rhetoric and Poetry Irene Peirano Garrison

Questions involving issues of affinity and difference between poetry and rhetoric have been central to rhetoric’s self-definition and the interpretation of poetry, from Gorgias’s definition of poetry as speech with meter, to Aristotle’s insistence on mimesis, not meter, as the defining characteristic of poetry, to Cicero’s and Quintilian’s recognition of the kinship of orator and poet, to Macrobius’s reading of Vergil as an orator. The course traces these theoretical debates in antiquity and their modern continuations in the works of Todorov, Jakobson, Fish, and others. Topics include rhetorical influence and literary decline, rhetors and rhetorical discourse in classical poetry, poetry’s role in rhetorical education, and rhetoric and ancient reading practices. T 9:25–11:15

CPLT 560aU/GMAN 559aU, Rilke, Yeats Carol Jacobs

Study of the works of two twentieth-century authors, Rainer Maria Rilke and William Butler Yeats, who, in very different ways, challenge conventional modes in which to think about the relationship between literature and what we tend to call reality. W 1:30–3:20

CPLT 571a/AMST 683a/RUSS 675a, Promised Lands: Slavery, Literature, and Modernity in Russia and the United States John MacKay

Close, comparative, contextualized examination of literary and other forms of cultural production associated with U.S. slavery and Russian serfdom. Special attention is paid to the relation between bondage and national, cultural, and personal identity; the role of bondage in definitions of “aesthetic experience” in the pre- and post-emancipation periods; the relation between literacy and the literary; literature of protest in the two countries; and connections between geographical and subjective space within cultures of enslavement. We examine works by Pushkin, Aksakov, Gogol, Crèvecoeur, Radishchev, Karamzin, Goncharov, Tolstoy, Kennedy and the “plantation novelists,” Stowe, Melville, Turgenev, slave and serf autobiographers, freedman’s textbooks, Fet, Page, Chesnutt, and Bunin; historical treatments by Kolchin, Genovese, and others; theoretical works by Said, Jameson, Bakhtin, and others; and Steve McQueen’s film 12 Years a Slave. Requirements: in-class presentations and research paper. No knowledge of Russian required. TH 3:30–5:20

CPLT 574aU/JDST 677aU, Marxism and Literature Hannan Hever

Marxist thought has played a major role in the understanding of literary institutions, as well as literary texts. Within Marxist thought, literature always had a unique function in the processes of ideology, class struggles, and the constitution of the subject; material Marxism, cultural Marxism, European Marxism, and neo-Marxism all studied the work of literature as an institution and as both reflection and construction of reality, and of its perception. The aim of this seminar is to acquaint ourselves with Marxist theories of literature in the twentieth century. We start with the very basics of Marxism, focusing especially on the theory of ideology. We then study Lukács’s theory of literature as the basis of the development of Marxist literary theory, followed by the literary theories developed by the Frankfurt School, the materialistic school of Louis Althusser, Antonio Gramsci, E.P. Thompson, Raymond Williams, Stuart Hall, Terry Eagleton, Catherine Belsey, Fredric Jameson, and others. All texts are in English, and no previous theoretical knowledge is required.

CPLT 581b/ENGL 525b/FREN 815b, Medieval Lyric Ardis Butterfield

This course considers the mobile and shifting nature of medieval lyric from several perspectives: as poetry, as music, as poetry and music together (where appropriate), and as a material, visual, and aural construct produced on the page and in performance. Our weekly seminars explore a wide range of lyrics from the twelfth to the fifteenth century from the troubadours in France to lyrics in England. Authors include Arnaut Daniel, Jean Renart, Adam de la Halle, and Machaut; we also read the Roman de Fauvel and many anonymous and understudied but inventive English songs and short poems. Translations are provided if necessary. Musical training not required. Reading knowledge of French preferred but not required. T 9:25–11:15

CPLT 621aU/GMAN 602aU, Books, Displays, and Systems Theory Henry Sussman

A status report on the book as a medium in an age of cybernetic technology and virtual reality. The contentious no-man’s-land between books and contemporary systems. T 3:30–5:20

CPLT 622a/AMST 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

CPLT 628bU/GMAN 710bU, Goethe’s Wilhelm Meister Kirk Wetters

Goethe’s epoch-making Wilhelm Meister’s Apprenticeship marks a turning point in the history of the novel. Published in 1795–96, it is generally recognized as the first novel of the nineteenth century and as the prototypical novel of education. In the unconventional sequel, Wilhelm Meister’s Journeyman Years, Goethe shows his unwillingness to repeat the model of his earlier breakthrough work. W 3:30–5:20

CPLT 637a, Mappings: Literature and the Spatial Imagination  Ayesha Ramachandran

This course begins with the premise that maps both create narratives and influence the shape and interpretation of literary texts. As historical objects, maps offer narratives about how we imagine and organize ourselves in psychological, spiritual, social, and political terms (Harley & Woodward, Jacob, Besse); but the map has also become a charged concept in contemporary literary theory, codifying ideas and expectations about space, place, orientation, and itinerary (Lefebvre, Baudrillard, Deleuze, Moretti, et al.). We trace the shifting intersections between cartographic technologies and literary form, moving from the “cartographic revolution” of the sixteenth century to the grand digital-spatial dream of Google Earth. Topics covered include spatial literacy in verbal and visual texts; cartographic technologies and instruments; maps in books and as books (atlases); and literary uses of various mapping practices (spiritual, geographic, conceptual, data-driven); these topics are anchored in readings of Camões’s Lusiads, Voltaire’s Candide, and Pynchon’s Mason and Dixon, with a variety of complementary materials (travel accounts, navigational tracts, broadsides, poems, maps, globes, atlases). Our materials and methodologies mean that the course also functions as an alternative introduction to themes in book history and the digital humanities: classes meet at the Beinecke Library, the Sterling Map Room, and Bass Library. There is a required lab component in addition to the regular seminar. T 2:30–4:30, 1 HTBA

CPLT 680a/ENGL 977a, Literary Studies and the Critique of Power Caleb Smith

Explores how the discipline of literary studies has engaged with the theoretical tradition known as the “critique of power.” Problems of subjectivity and subjection, racial and gendered identities, and the relations between power and knowledge. Readings include major theoretical works as well as a few primary sources and works of literary and cultural criticism. Theorists may include Nietzsche, Foucault, Butler, Deleuze, and others. Literary texts may include works by Sade, Bentham, Harriet Jacobs, and others. T 9:25–11:15

CPLT 684b/ENGL 574b, Renaissance Epic David Quint

This course charts out a literary history of epic, focusing on the genre’s conservative structures (i.e., its insistent imitation of earlier epics) and on the relationship between ideas of narrative form and political ideology. Poems are related to their historical contexts, both literary and social. In addition to Vergil’s Aeneid and Lucan’s Pharsalia, the course studies Tasso’s Gerusalemme liberata, Camões’s Lusíadas, Book II of Spenser’s Faerie Queene, and Milton’s Paradise Lost, and, depending on student interest and linguistic abilities, may take up other epic poems. There is no language requirement, though students who have some control of the original languages of these poems may find the course more rewarding. Some familiarity with the Iliad and the Odyssey would also enhance their participation. M 1:30–3:20

CPLT 690bU/JDST 832bU, Martin Buber’s Political Theology Hannan Hever

What happens when politics and theology meet? This seminar focuses especially on Martin Buber’s anarchist political theology, which stands in contradiction to the famous political theology of Carl Schmitt. We study Buber’s theory of Hassidism, the Hassidic community, the kibbutz, and their political theology. We start with Buber’s famous theological-political book, Kingship of God. Then we study The Origin and Meaning of Hasidism and some of Buber’s political writings. The last part of the seminar is dedicated to Buber’s Hassidic tales and the furious controversy around them. All texts are in English.

CPLT 706a/ITAL 700a, The New Map of the World: Vico’s Poetic Philosophy  Giuseppe Mazzotta

Examination of Vico’s thought globally and in the historical context of the late Renaissance and the Baroque. Starting with Vico’s Autobiography and working up to his University Inaugural Orations, On the Study Methods of Our Time, the seminar delves into his juridical-political texts and submits the second New Science (1744) to a detailed analysis. Some attention is given to Vico’s poetic production and the encomia he wrote. The overarching idea of the seminar is the definition of Vico’s new discourse for the modern age. To this end, discussion deals prominently with issues such as Baroque encyclopedic representations, the heroic imagination, the senses of “discovery,” the redefinition of “science,” the reversal of neo-Aristotelian and neo-Platonic poetics, the crisis of the Renaissance, and the role of the myth. T 3:30–5:20

CPLT 708b/ITAL 560b, Age of Disenchantment Giuseppe Mazzotta

This course focuses on the literary debates, theological arguments, and scientific shifts taking place between the Council of Ferrara-Florence (1437–38) and the Council of Trent and beyond, by reading key texts by Valla, Cusa, Pulci, Luther, Erasmus, Ariosto, Campanella, Bruno, Galileo, and Bellarmino. It examines issues such as crisis of belief, the authority of the past, the emergence of freedom, new aesthetics, and the effort to create a new theological language for modern times. T 3:30–5:20

CPLT 711a/GMAN 667a, Hölderlin Rainer Nägele

There is something curious about the status of Hölderlin’s poetry in the context of European literature: only known to a small circle within his lifetime, Hölderlin’s poetry emerged at the beginning of the twentieth century as a major model for modern poetry. This seminar examines in close readings the particular shapes and forms of Hölderlin’s poetry that allowed it to become a major force in modernity. The seminar pays particular attention to the close connection between poetry and poetics in Hölderlin’s writings. TH 1:30–3:20

CPLT 712b/GMAN 668b, Brecht Rainer Nägele

While the emphasis is on Brecht’s theatrical writings and productions, both in his theoretical and practical writing and staging, the seminar also involves a closer look at Brecht’s poetry, whose status in and impact on modern poetry is still not adequately recognized. W 1:30–3:20

CPLT 725a/AFAM 846a/FREN 946a/AFST 746a, Postcolonial Theory and Its Literature Christopher L. Miller

A survey of theories relevant to colonial and postcolonial literature and culture. The course focuses on theoretical models (Orientalism, hybridity, métissage, créolité, “minor literature”), but also gives attention to the literary texts from which they are derived (francophone and anglophone). Readings from Said, Bhabha, Spivak, Mbembe, Amselle, Glissant, Deleuze, Guattari. TH 1:30–3:20

CPLT 814a/RUSS 625a, Fictions of Adulthood: The Bildungsroman in Russia and the West Bella Grigoryan

With a critical apparatus that draws on scholarship on the novel in general and the Bildungsroman in particular (Dilthey, Bakhtin, Moretti, and others), this course examines the Bildungsroman as a generic field that organizes narratives of European modernity throughout the nineteenth century. The course considers the Bildungsroman’s relative centrality in European literature and culture, but it foregrounds the genre’s particular (and sometimes problematic) iterations in the Russian literary tradition and sociocultural context. Readings from Goethe, Constant, Balzac, C. Bronte, Sand, Lermontov, Dostoevsky, Dickens, Tolstoy, Goncharov, Flaubert, among others. All readings, discussions, and written work in English; however, students with expertise in the relevant languages are encouraged to read the texts in the original. M 3:30–5:20

CPLT 898b/FREN 898b, Fin-de-siècle France Maurice Samuels

The course examines major French literary and artistic movements of the last decades of the nineteenth century (Naturalism, Decadence, Symbolism) in their cultural context. Weekly reading assignments pair literary texts with contemporary theoretical/medical/political discourse on such topics as disease, crime, sex, poverty, colonialism, nationalism, and technology. Literary authors include Barbey, Mallarmé, Maupassant, Rachilde, Villiers, and Zola. Theorists include Bergson, Freud, Krafft-Ebing, Le Bon, Nordau, Renan, and Simmel. Some attention also paid to the visual arts. Prerequisite: reading knowledge of French. W 1:30–3:20

CPLT 900a, Directed Reading

CPLT 900b, Directed Reading

CPLT 901a, Individual Research

CPLT 901b, Individual Research

CPLT 905bU/FILM 760bU/GMAN 760bU, Intermediality in Film Brigitte Peucker

Film is a hybrid medium, the meeting point of several others. This course focuses on the relationship of film to theater and painting, suggesting that where two media are in evidence, there is usually a third. Topics include space, motion, color, theatricality, tableau vivant, ekphrasis, spectatorship, and new media. Readings feature art historical and film theoretical texts as well as essays pertinent to specific films. Films by Fassbinder, Bergman, Murnau, von Trier, Rohmer, Godard, Kiarostami, and others, concluding with three films by Peter Greenaway. T 3:30–5:20

CPLT 906a/FILM 847a, Cinephobia: Fear and Hate for Cinema Francesco Casetti

From its inception, cinema has raised mixed feelings: curiosity, admiration, love, but also suspicion, fear, and even hate. The course explores the “cinephobic” tendencies in film theories and criticism from the last decade of the nineteenth century to the 1940s, retracing their roots in the iconoclast movements, their lasting influences on more recent debate, and their echoes in some films. Attention is put on American, French, Italian, German, and Japanese early film theories and criticism, in a comparative vein. All texts are in English translations, some made purposely for this course. M 1:30–3:20

CPLT 912a/EALL 801a, Media Theory, Capitalism, and Japanese Modernity  Seth Jacobowitz

This course introduces students to key aspects of Western media theory and media history through readings by leading thinkers such as Gilles Deleuze and Félix Guattari, Friedrich Kittler, Lewis Mumford, Martin Heidegger, and Marshall McLuhan. It then brings these works into dialogue with recent critical studies of Japanese modernity, capitalism, and contemporary information society by Naoki Sakai, Karatani Kojin, Akira Lippit, Azuma Hiroki, and others. All readings are in English. T 2:30–4:30

CPLT 913aU/FILM 690aU, Radical Cinemas of Latin America Moira Fradinger

An introductory overview of Latin American cinema, with an emphasis on post-World War II films produced in Cuba, Argentina, Brazil, and Mexico. Examination of each film in its historical and aesthetic aspects, and in light of questions concerning national cinema and “third cinema.” Examples from both pre-1945 and contemporary films. Conducted in English; knowledge of Spanish and Portuguese helpful but not required.

CPLT 923b/CLSS 806b/JDST 650b/NELC 650b/RLST 645b, Commentary: Theory and Practice Hindy Najman, Christina Kraus

This is the core seminar for the Yale Initiative for the Study of Antiquity and the Premodern World (YISAP), required of graduate students working toward the qualification in YISAP but open to graduate students across the University, including Yale Divinity School students. Weekly meetings explore topics including the history, form, and purpose of scholarly commentary; ancient and medieval scholiastic traditions; commentary and commentators in the academy (the place of philology); commentary and translation; reception of commentary (including a unit on Nabokov’s Pale Fire). To reinforce the multidisciplinary nature of the seminar, we include visits by scholars who will present and discuss topics of relevance to their research and the seminar’s topic. Requirements include weekly readings and discussion, oral presentation on secondary readings, and a research paper. TH 1:30–3:20

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 926a/ITAL 646a, Translation: Theory and Practice Angela Capodivacca

Keeping in mind the Italian expression “traduttore traditore” (translator = traitor), the course introduces different theories of translation, from classical contributions to modern theories. Reading a variety of influential authors on translation (Cicero, Quintilian, Jerome, Augustine, Dante, Bruni, Valla, Machiavelli, Foscolo, Schopenhauer, Nietzsche, Ungaretti, Gramsci, Steiner, Eco, Benjamin, Derrida, Venuti), the seminar exposes students to the problem of translation, broadly defined and considered. We address questions such as the nature of the act of translation, the goal of translation, and the difficulties that arise due to differences in language structure as well as the underlying cultures. In our readings we not only consider how these texts portray the utility and the difficulties of translating, but also translation’s implications for ideology, language status, textual authority and signification, canon formation, authenticity, and originality. TH 3:30–5:20

CPLT 930b/FILM 624b/ITAL 785b, The Holocaust in Italian Literature and Film  Millicent Marcus

Though Italy was among the Nazi-occupied countries with the highest survival rate of its Jewish population, the Holocaust has continued to haunt the Italian literary and cinematic imagination in ways that warrant close critical scrutiny. The aesthetic and moral problem of how to represent this event in art gains special urgency in the Italian context, where a realist tradition dating back to Dante and Giotto joins forces with a postwar neorealist impulse to create a series of compelling literary and cinematic works. In keeping with the Holocaust’s invitation to interdisciplinary study, the course examines the intersection of a number of discourses—historical, literary, cinematic—viewed from a variety of perspectives—feminist, generic, philosophical, theological, and historiographic. Since several of the authors are women, the question of the “voce femminile” and its creation of an alternative, or anti-history, is also raised. W 3:30–5:20, screenings M 8

CPLT 933b/ENGL 928b/FILM 751bU, British Cinema Katie Trumpener

Key films and topics in British cinema. Special attention to the provincial origins of British cinema; overlaps between filmic, literary, and visual modernism; attempts to build on the British literary and dramatic tradition; cinema’s role in the war effort and in redefining national identity; postwar auteur and experimental filmmaking; “heritage” films and alternative approaches to tradition. Accompanying readings in British film theorists, film sociology (including Mass Observation), and cultural studies accounts of film spectatorship and memories. Films by Mitchell and Kenyon, Maurice Elvey, Anthony Asquith, Len Lye, John Grierson, Alfred Hitchcock, Alberto Cavalcanti, Humphrey Jennings, Michael Powell, Carol Reed, David Lean, Karel Reisz, Lindsay Anderson, Richard Lester, Peter Watkins, Stanley Kubrick, Laura Mulvey, Ken Loach, Mike Leigh, Terence Davies, Terry Gilliam, Peter Greenaway, Michael Winterbottom, Patrick Keiller, Steve McQueen. M 1:30–3:20, screenings SU 7

CPLT 942b/SPAN 912b, The Borges Effect Roberto González Echevarría

Since the publication of Ficciones in 1944 and especially since achieving worldwide acclaim after receiving ex-aequo with Samuel Beckett the Formentor Group’s Prix International in 1961, Jorge Luis Borges has become one of the most influential modern writers. He is a recognizable and often acknowledged presence in the work of novelists and short-story writers, as well as in that of philosophers and literary theorists. A Borges “effect” can be perceived in John Barth, Julio Cortázar, Gabriel García Márquez, Italo Calvino, and Umberto Eco, and in Maurice Blanchot, Michel Foucault, Gérard Genette, and Jacques Derrida, among others. That effect is also projected retrospectively in Borges’s particular way of reading classics like Homer, Dante, and Cervantes. An elegant, playfully ironic skepticism, together with a fondness for aporias, enigmas, puzzles, and labyrinths as well as for minor genres such as the detective story, are the most recognizable components of Borges’s style and thought. Taken together these components suggest theories about writing and reading. We read closely Borges’s most influential stories, such as “Tlön, Uqbar, Orbis Tertius,” “Pierre Menard, Author of the Quijote,” and “The Garden of Forking Paths,” as well as his essays on Homer, Dante, and Cervantes. We then follow his track in the writers mentioned. Class discussions in English; readings in English or the French, Spanish, or Italian originals. W 3:30–5:20

CPLT 964b/GMAN 615b, Meaning and History: Blumenberg, Derrida, Foucault  Rüdiger Campe

Discussion of seminal works by Blumenberg, Derrida, and Foucault from the early 1960s. All three authors develop models of critical hermeneutics from their respective readings of Husserl (and Heidegger) on science and technology (Crisis of European Sciences). We explore how a general rethinking of interpretation and criticism in the humanities starts from the questioning of science and technology, and what this means for today’s humanities. TH 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), Alison Galvani (Public Health), 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), Elias Lolis (Pharmacology), Perry Miller (Anesthesiology; Medical Informatics; Molecular, Cellular & Developmental Biology), Andrew Miranker (Molecular Biophysics & Biochemistry), 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), Antonio Giraldez (Genetics), Tae Hoon Kim (Genetics), Steven Kleinstein (Pathology), Yuval Kluger (Pathology), Michael Krauthammer (Pathology), Steven Ma (Public Health), James Noonan (Genetics), Corey O’Hern (Mechanical Engineering & Materials Science; Physics), Valerie Reinke (Genetics), Jeffrey Townsend (Public Health)

Assistant Professors Murat Acar (Molecular, Cellular & Developmental Biology; on leave), Chris Cotsapas (Neurology), Forrest Crawford (Public Health), Jun Lu (Genetics), Anita Wang (Public Health)

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 562a, 740a, and 752b. 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 562a/MB&B 562aU/MCDB 562aU/PHYS 562a, Dynamical Systems in Biology  Thierry Emonet, Damon Clark, Jonathon Howard

This course covers advanced topics in computational biology. How do cells compute, how do they count and tell time, how do they oscillate and generate spatial patterns? Topics include time-dependent dynamics in regulatory, signal-transduction, and neuronal networks; fluctuations, growth, and form; mechanics of cell shape and motion; spatially heterogeneous processes; diffusion. Prerequisite: MCDB 561b or equivalent, or a 200-level biology course, or permission of the instructor. TTH 2:30–3:45

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 Hongyu Zhao

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/BIS 645b/GENE 645b, Statistical Methods in Human Genetics  Offered every other year]

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 752b/CPSC 752bu/MB&B 752bu/MCDB 752bu, 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 to 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

http://cpsc.yale.edu

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

Chair

Joan Feigenbaum

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, Brian Scassellati, Martin Schultz (Emeritus), Zhong Shao, Avi Silberschatz, Daniel Spielman, Yang Richard Yang, Steven Zucker

Associate Professors Daniel Abadi, Bryan Ford

Assistant Professors Ruzica Piskac, 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 521bu, 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]

CPSC 524au, Parallel Programming Techniques Andrew Sherman

Practical introduction to parallel programming, emphasizing techniques and algorithms suitable for scientific and engineering computations. Aspects of processor and machine architecture. Techniques such as multithreading, message passing, and data parallel computing using graphics processing units. Performance measurement, tuning, and debugging of parallel programs. Parallel file systems and I/O.

CPSC 526au, Building Decentralized Systems Bryan Ford

Challenges and techniques for building decentralized computing systems, in which many networked computers need to cooperate reliably despite failures and without assuming centralized management. Topics include decentralized storage systems, mobile and remote execution, hosting untrusted code, fault tolerance, naming, capabilities, information flow control, distributed shared memory, distributed hash tables, content distribution, and practical uses of cryptography. MW 1–2:15

[CPSC 527aU, Object-Oriented Programming]

CPSC 528aU, Language-Based Security Zhong Shao

Basic design and implementation of language-based approaches for increasing the security and reliability of systems software. Topics include proof-carrying code; certifying compilation; typed assembly languages; runtime checking and monitoring; high-confidence embedded systems and drivers; and language support for verification of safety and liveness properties.

[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]

[CPSC 535bu, Internet-Scale Applications]

[CPSC 536aU/ENAS 960aU, Networked Embedded Systems and Sensor Networks]

[CPSC 537bu, Introduction to Databases]

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 539b, Software Engineering Ruzica Piskac

Introduction to building a large software system in a team. Learning how to collect requirements and write a specification. Project planning and system design. Increasing software reliability: debugging, automatic test generation. Introduction to type systems, static analysis, and model checking.

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]

[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 568bu, Computational Complexity Joan Feigenbaum

Introduction to the theory of computational complexity. Basic complexity classes, including polynomial time, nondeterministic polynomial time, probabilistic polynomial time, polynomial space, logarithmic space, and nondeterministic logarithmic space. The roles of reductions, completeness, randomness, and interaction in the formal study of computation.

CPSC 569au, 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 Drew McDermott

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]

CPSC 572bu, 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. MW 2:30–3:45

CPSC 576b/AMTH 667b/ENAS 576b, Advanced Computational Vision  Steven Zucker

Advanced view of vision from a mathematical, computational, and neurophysiological perspective. Emphasis on differential geometry, machine learning, visual psychophysics, and advanced neurophysiology. Topics include perceptual organization, shading, color and texture analysis, and shape description and representation.

[CPSC 578bU, Computer Graphics]

[CPSC 579bu, 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 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 752bu/CB&B 752b/MB&B 752bu/MCDB 752bU, 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 to 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 Alexander Goncharov

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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 [F]

Acting Chair [Sp]

Kang-i Sun Chang

Director of Graduate Studies

Aaron Gerow

Professors Kang-i Sun Chang, Aaron Gerow, Edward Kamens, Tina Lu, Jing Tsu

Assistant Professors William Fleming, Michael Hunter, Seth Jacobowitz

Senior Lecturer Pauline Lin

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 and Media 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 and Media 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 and Media Studies Program, a combined Ph.D. in East Asian Languages and Literatures and Film and Media Studies. For further details, see Film and Media Studies. Applicants to the combined program must indicate on their application that they are applying both to Film and Media 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 570aU, Introduction to Literary Chinese I Pauline Lin

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. MW 11:35–12:50

CHNS 571bu, Introduction to Literary Chinese II Pauline Lin

Continuation of CHNS 570a. Reading and interpretation of texts in various styles of literary Chinese (wenyan), with attention to basic problems of syntax and literary style. Prerequisite: CHNS 570a or equivalent. MW 11:35–12:50

EALL 511aU/WGSS 770aU, Women and Literature in Traditional China  Kang-i Sun Chang

This course focuses on major women writers in traditional China, as well as representations of women by male authors. Topics include the power of women’s writing; women and material culture; women in exile; courtesans; Taoist and Buddhist nuns; widow poets; the cross-dressing women; the female body and its metaphors; foot binding and its implications; women’s notion of love and death; the aesthetic of illness; women and revolution; women’s poetry clubs; the function of memory in women’s literature; problems of gender and genre. All readings in translation; no knowledge of Chinese required. Some Chinese texts provided for students who read Chinese. TTH 1–2:15

EALL 536aU, Japanese Poetry and Poetics Edward Kamens

Core concepts of traditional poetics studied through selections from anthologies and treatises from the ninth to the early twentieth century, alongside many critical studies, with reference to transcultural poetic theories. Special attention to related artifacts in Yale collections. No knowledge of Japanese required. W 1:30–3:20

EALL 548bU, Modern Chinese Literature Jing Tsu

An introduction to modern Chinese literature. Topics include Sinophone studies, East Asian diaspora, theories of comparison, technologies of writing and new literacies, realism, translation, globalization, scientism, and culture. T 1:30–3:20

EALL 555bU, Japanese Modernism Seth Jacobowitz

This course surveys Japanese literature, art, and mass culture of the interwar period (1920s–1940s). We consider various topics such as the cultural logic of “erotic, grotesque, nonsense”; the popularity of the detective novel; the rise of the “modern girl”; changing representations of the city; and the meanings and contexts of modernism. Readings include novels by Tanizaki Junichiro, Kawabata Yasunari, and Edogawa Rampo; avant-garde poetry by Hagiwara Sakutaro; and modernist art by the Mavo collective and the erstwhile School of Paris contributor Foujita Tsuguharu. TTH 11:35–12:50

EALL 575bU/FILM 680b, Crime in Japanese Film and Fiction Aaron Gerow

The depiction of crime in Japanese film and fiction, with a focus on the detective and gangster genres. Social, historical, and aesthetic implications, as well as differences from Euro-American and Asian crime films. MW 2:30–3:45, screenings M 7

EALL 600bU, Sinological Methods Pauline Lin

A research course in Chinese studies, designed for students with background in modern and literary Chinese. Exploration and evaluation of the wealth of primary sources and research tools available in Chinese. For native speakers of Chinese, introduction to the secondary literature in English and instruction in writing professionally in English on topics about China. Topics include the compilation and development of Chinese bibliographies; bibliophiles’ notes; editions, censorship, and textual variation and reliability; specialized dictionaries; maps and geographical gazetteers; genealogies and biographical sources; archaeological and visual materials; and major Chinese encyclopedias and compendia. TH 2:30–4:20

EALL 602bU, Readings in Classical Chinese Prose Kang-i Sun Chang

Close reading of texts from the classical Chinese canon, with modern baihua translations provided. Topics include relationships between literature and politics, literary originality and influences, canonization and readership, and premodern Chinese culture. Because readings are different each year, this course may be repeated for credit. Readings in Chinese, discussion in English. Prerequisite: CHNS 571b or equivalent, or permission of the instructor. W 1:30–3:20

EALL 603aU, Readings in Classical Chinese Poetry Kang-i Sun Chang

Focus on fundamentals of classical Chinese poetry and poetics. Topics include poetry and cultural history, intertextuality, poetics of lyricism, etc. Because readings are different each year, this course may be repeated for credit. Readings in Chinese, discussion in English. Prerequisite: CHNS 571b or equivalent, or permission of the instructor. W 1:30–3:20

EALL 625bU, The Classical Chinese Poetic Form and Its Modern Transformation, 1490–1990 Kang-i Sun Chang

What is the appeal and the aesthetic concept of the Classical Chinese poetic form, which began in classical antiquity and continued to serve as a primary medium for poetic expression in modern times? How did modern writers express their “new” voices by using this “old” form? The seminar traces the “modern” development of Chinese classical poetry from the Revivalist (fugu) movement of the Ming to contemporary China in Shanghai. Emphasis on critical close reading, with attention to cultural and political contexts. Baihua translations and notes are provided for most of the poems. Primary readings in Chinese, discussion in English. T 1:30–3:20

EALL 651bU, Advanced Readings: Modern Chinese Literature Jing Tsu

A rigorous introduction to literary criticism and analysis using texts in the original language. Focus on the contemporary period, drawing from fiction written in Chinese in different parts of the world, from mainland China to Taiwan and from Malaysia to Hong Kong. Texts in both simplified and traditional characters. W 1:30–3:20

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). TTH 11:35–12:50

EALL 782b/HIST 882b, The Life of the Analects: From the Beginnings to the Present  Annping Chin

The course examines the formation of the Analects, its political uses in China’s imperial court, and its moral sway over the populace. It also looks at Western responses in the seventeenth and eighteenth centuries. Emphasis is placed on the historical circumstances that allowed the text to grow and thrive. M 3:30–5:20

EALL 801a/CPLT 912a, Media Theory, Capitalism, and Japanese Modernity  Seth Jacobowitz

This course introduces students to key aspects of Western media theory and media history through readings by leading thinkers such as Gilles Deleuze and Félix Guattari, Friedrich Kittler, Lewis Mumford, Martin Heidegger, and Marshall McLuhan. It then brings these works into dialogue with recent critical studies of Japanese modernity, capitalism, and contemporary information society by Naoki Sakai, Karatani Kojin, Akira Lippit, Azuma Hiroki, and others. All readings are in English. T 2:30–4:30

EALL 806b/FILM 921b, Research in Japanese Film History 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

EALL 824b/HIST 872b, The Shenbao Lab: Explorations in Chinese Digital Humanities Peter Perdue

The availability of abundant online sources in Chinese promises to reshape dramatically the ways in which we study modern Chinese history, but we need to gain experience in using new techniques of analysis of online digital sources. The complete online database of the text of the Shanghai newspaper Shenbao and part of its illustrated supplement, Dianshizhai Huabao, offers students new possibilities for looking at many topics of interest. These include the effects of mass journalism on public sentiments and the public sphere; the audiences of popular images and text; the relationship between elite writers and popular audiences; the overlapping and distinct appeals of literary tropes, mythology, news of Western affairs, and domestic news; and the impact of new technologies on Chinese urban society. Students read these and other online materials and write research papers that use them for original perspectives in modern Chinese cultural and social history. Prerequisites: knowledge of classical and modern Chinese. Open to qualified undergraduates with permission of the instructor. W 3:30–5:20

EALL 869a, Intellectual and Cultural History of Modern China Jing Tsu

This colloquium deals with special topics in nineteenth- and twentieth-century China. It combines and encourages different empirical and theoretical approaches to cultural studies, intellectual history, and other comparative topics. We examine a range of materials, such as fiction, biographies, plays, manuals, official documents, journals, political and philosophical treatises, and different visual media, in addition to the appropriate scholarship. The topic for 2014–15 is science and civilization. T 1:30–3:20

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 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

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

JAPN 736a, Poetry and Poetics Edward Kamens

Readings in classical poetry, treatises, and commentaries; offered in conjunction with EALL 536a for students with proficiency in literary Japanese. M 1:30–3:20

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East Asian Studies

The MacMillan Center

320 Luce Hall, 203.432.3426

http://ceas.yale.edu

M.A.

Chair

Jing Tsu (jing.tsu@yale.edu)

Director of Graduate Studies

Peter Perdue (HGS 2682, 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 & Media 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), Jing Tsu (East Asian Languages & Literatures), Anne Underhill (Anthropology), Mimi Hall Yiengpruksawan (History of Art)

Associate Professors Fabian Drixler (History; on leave), William Honeychurch (Anthropology), Karen Nakamura (Anthropology), Chloë Starr (Divinity)

Assistant Professors William Fleming (East Asian Languages & Literatures; Theater Studies), Michael Hunter (East Asian Languages & Literatures), Seth Jacobowitz (East Asian Languages & Literatures), Youn-mi Kim (History of Art), Andrew Quintman (Religious Studies), Eric Weese (Economics), Jessica Weiss (Political Science)

Senior Lecturers Annping Chin (History), Pauline Lin (East Asian Languages & Literatures)

Lecturers Seok-Ju Cho, Kazumi Hasegawa, Seunghan Paek, Jonathan Schlesinger, Bin Xu

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 (M.A.) program in East Asian Studies is a multidisciplinary, one-year program offering 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 (e.g., 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 in one year. In general, students focus their course work on the study of China, Japan, or transnational East Asia. Some students may prefer to focus their course work on one or two disciplines, in addition to language study and courses focused on East Asia. Others may create a highly interdisciplinary program, taking courses in traditional disciplines such as history, literature, political science, art history, or anthropology, as well as in Yale’s professional schools. A program of study for completion of the degree in one year consists of eight term courses that must include 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 other courses selected from the current year’s offerings of advanced language study and seminars related to East Asia at the graduate level. For those who meet the language requirement at matriculation, 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. The course of study must be approved by the director of graduate studies (DGS).

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 language course 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://ceas.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://ceas.yale.edu/academics/courses 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 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. F 11:45–12:45

EAST 519bU, China in World Politics Jessica Weiss

China’s rise to prominence and its foreign relations from 1949 to the present, focusing on the post-Mao period. MW 10:30–11:20

EAST 557aU, State and Society in Post-Mao China Jessica Weiss

State-society relations in the People’s Republic of China. Popular protest and social mobilization, media commercialization and the Internet, and prospects for political reform and democratization. W 3:30–5:20

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

http://eeb.yale.edu

M.S., Ph.D.

Chair

Paul Turner (on leave)

Acting Chair

To be announced

Director of Graduate Studies

Jeffrey Powell

Professors Leo Buss (on leave [Sp]), Peter Crane (Forestry & Environmental Studies), Michael Donoghue (on leave [F]), Alison Galvani (Public Health), Vivian Irish (Molecular, Cellular & Developmental Biology; on leave [Sp]), Kenneth Kidd (Genetics; Psychiatry), David Post, Jeffrey Powell, Richard Prum, Eric Sargis (Anthropology), Oswald Schmitz (Forestry & Environmental Studies), David Skelly (Forestry & Environmental Studies), Stephen Stearns (on leave [F]), Paul Turner (on leave), J. Rimas Vaisnys (Electrical Engineering), Günter Wagner

Associate Professors Walter Jetz (on leave [Sp]), Thomas Near

Assistant Professors Forrest Crawford (Public Health), Carla Staver, David Vasseur (on leave)

Senior Lecturer Marta Martínez Wells

Lecturers Adalgisa Caccone, Mary Beth Decker, Linda Puth

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.) Students must pass ten graduate-level courses. At least four courses must be taken for a grade, and students must earn Honors in two courses and maintain an overall average of High Pass. Required courses are:

  • E&EB 500a, Advanced Topics in Ecology and Evolutionary Biology
  • E&EB 501b, Advanced Topics in Ecology and Evolutionary Biology
  • E&EB 545, Responsible Conduct of Research
  • E&EB 901, Research Rotation I; and E&EB 902, Research Rotation II

A minimum of five additional graduate-level courses (four taken for a grade) are required.

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, http://eeb.yale.edu.

Courses

E&EB 500a and 501b, Advanced Topics in Ecology and Evolutionary Biology

Topics to be announced. Graded Satisfactory/Unsatisfactory. 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 515aU, Conservation Biology Linda Puth

An introduction to ecological and evolutionary principles underpinning efforts to conserve Earth’s biodiversity. Efforts to halt the rapid increase in disappearance of both plants and animals. Discussion of sociological and economic issues. WF 10:30–11:20, 1 HTBA

E&EB 520au, General Ecology David Post, Carla Staver

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 Jeffrey Powell, Stephen Stearns

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 535bU, Evolution and Medicine]

E&EB 545b, Responsible Conduct of Research

Graded Satisfactory/Unsatisfactory. M 2:30–4:30

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 564bU, Ichthyology Thomas Near

A survey of fish diversity, including jawless vertebrates, chimaeras and sharks, lungfishes, and ray-finned fishes. Topics include the evolutionary origin of vertebrates, the fossil record of fishes, evolutionary diversification of major extant fish lineages, biogeography, ecology, and reproductive strategies of fishes. MWF 1:30–2:20

E&EB 565LbU, Laboratory for Ichthyology Thomas Near

Laboratory and field studies of fish diversity, form, function, behavior, and classification. The course primarily involves study of museum specimens and of living and fossil fishes. To be taken concurrently with E&EB 564b.

[E&EB 575a, Biological Oceanography]

E&EB 636b/SOCY 636b, Biosocial Science Nicholas Christakis

This seminar (with limited enrollment, but open to anyone) covers topics at the intersection of the natural and social sciences, including behavior genetics, gene-environment interactions, social epigenetics, and diverse other topics. T 4:30–6:30

[E&EB 660bU, Conservation Genetics]

[E&EB 672bU, Ornithology]

[E&EB 673LbU, Laboratory for Ornithology]

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 960bU/EMD 695b, Studies in Evolutionary Medicine I Stephen Stearns, Durland Fish, Alison Galvani

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 in pathogens; the evolutionary genetics of humans and their pathogens; the ecology and evolution of disease; the evolutionary origin of diseases; and the emergence of new diseases. Students develop a research proposal based on one of their own questions in the spring term, spend the summer on a research project related to their research proposal, and write a paper based on the results of their research in the fall term. Credit and grades are awarded for each term. Only students who have engaged in summer research projects may enroll in the fall term. Admission is by competitive application only. Forms are available on the E&EB department Web site.

E&EB 961aU/EMD 695a, Studies in Evolutionary Medicine II James Childs, Durland Fish, Alison Galvani

Continuation of E&EB 960b. 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 in pathogens; the evolutionary genetics of humans and their pathogens; the ecology and evolution of disease; the evolutionary origin of diseases; and the emergence of new diseases. Students develop a research proposal based on one of their own questions in the spring term, spend the summer on a research project related to their research proposal, and write a paper based on the results of their research in the fall term. Credit and grades are awarded for each term. Only students who have engaged in summer research projects may enroll in the fall term. Prerequisite: E&EB 960b or permission of the instructor.

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Economics

28 Hillhouse Avenue, 203.432.3575

http://economics.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 (on leave [F]), 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, Ebonya Washington

Associate Professors Konstantinos Arkolakis, Eduardo Faingold, Nancy Qian, Kareen Rozen

Assistant Professors Timothy Armstrong, David Atkin, José-Antonio Espín-Sánchez, Mitsuru Igami, Daniel Keniston, Amanda Kowalski, Michael Peters, Nicholas Ryan, Joseph Shapiro, 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 http://economics.yale.edu/graduate/application-info.

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: http://economics.yale.edu.

Courses

ECON 500a, General Economic Theory: Microeconomics Truman Bewley, Kareen Rozen

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 Johannes Hörner, 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 Anthony Smith, Andrew Atkeson

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 Ennio Stacchetti, Yeon-Koo Che

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, Aniko Oery

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 Anthony Smith

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 Giuseppe Moscarini, Per Krusell

Macroeconomic equilibrium in the presence of uninsurable labor income risk. Implications for savings, asset prices, unemployment.

ECON 527a/LAW 20083/MGT 565a, Behavioral and Institutional Economics Robert Shiller

Behavioral economics incorporates insights from other social sciences, such as psychology and sociology, into economic models and attempts to explain anomalies that defy standard economic analysis. Institutional economics is the study of the evolution of economic organizations, laws, contracts, and customs as part of a historical and continuing process of economic development. Behavioral economics and institutional economics are naturally treated together, since so much of the logic and design of economic institutions has to do with complexities of human behavior. This course emphasizes two main topics: behavioral macroeconomics and behavioral finance, though references are made to other branches of economics as well. Because macroeconomics is a major part of the course, ECON 527a is part of the graduate macroeconomics sequence (including ECON 510a, 511b, 525a, and 526b); these courses are not, however, prerequisites.

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 Ke-Li Xu

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 Xiaohong Chen

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 555a, Applied Econometrics II: Microeconometrics Hidehiko Ichimura

ECON 556a, Topics in Empirical Economics and Public Policy Costas Meghir, Yuichi Kitamura, Amanda Kowalski

[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 Philip Haile, Paulo Somaini

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 Steven Berry, Philip Haile

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

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 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 Jonathan Ingersoll

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 Alan Moreira

Continuation of ECON 670a/MGMT 740a.

ECON 672b/MGMT 745b, Behavioral Finance 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 Joseph Shapiro

ECON 681b, Public Finance II Amanda Kowalski

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 Konstantinos Arkolakis, 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 Nicholas Ryan, Daniel Keniston

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 Christopher Udry, 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 737bu, 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, Political Competition]

[ECON 790b, Political Economy]

ECON 791a/LAW 20248/PLSC 595a, Theories of Distributive Justice John Roemer

This year, we spend the first half of the course (or so) reading and discussing Thomas Piketty’s Capital in the Twenty-First Century (2014). We then survey the main egalitarian theories of distributive justice proposed by economists and political philosophers since J. Rawls, including A. Sen, R. Dworkin, G.A. Cohen, R. Arneson, and S. Scheffler. We subject these theories to economic and philosophical analysis. Prerequisite: intermediate microeconomics or PLSC 517a.

ECON 794b, Political Economy II Giovanni Maggi

ECON 795a, Topics in Political Economy Aleh Tsyvinski, Eric Weese

ECON 899a or b, Individual Reading and Research

By arrangement with faculty.

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Electrical Engineering

Dunham Laboratory, 203.432.4252

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), Hemant Tagare, J. Rimas Vaisnys, Yang Richard Yang

Associate Professors Minjoo Lee, Richard Lethin (Adjunct), Lawrence Staib, Hongxing Tang, Sekhar Tatikonda

Assistant Professors Wenjun Hu, Amin Karbasi, Jakub Szefer, Fengnian Xia

Fields of Study

Fields include biomedical sensory systems, communications and signal processing, neural networks, control systems, wireless networks, sensor networks, microelectro­mechanical and nanomechanical systems (MEMS and NEMS), nanoelectronic science and technology, optoelectronic materials and devices, semiconductor materials and devices, computer engineering, computer architecture, hardware security, 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, 203.432.4252

http://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, Hemant Tagare, Paul Van Tassel, Steven Zucker (Computer Science)

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

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

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, biophotonics, biomaterials, tissue engineering, systems biology, and systems medicine and biological devices.

Chemical & Environmental Engineering

Chair

Paul Van Tassel

Director of Graduate Studies

Menachem Elimelech (menachem.elimelech@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), Andrew Miranker, Lisa Pfefferle, Joseph Pignatello (Adjunct), James Saiers, W. Mark Saltzman, Udo Schwarz, T. Kyle Vanderlick, Paul Van Tassel, Kurt Zilm

Associate Professors Eric Dufresne, Tarek Fahmy, Jaehong Kim, Chinedum Osuji, Jordan Peccia, André Taylor, Julie Zimmerman

Assistant Professors Drew Gentner, Desirée Plata, 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), Hemant Tagare, J. Rimas Vaisnys, Yang Richard Yang

Associate Professors Minjoo Lee, Richard Lethin (Adjunct), Lawrence Staib, Hongxing Tang, Sekhar Tatikonda

Assistant Professors Wenjun Hu, Amin Karbasi, Jakub Szefer, Fengnian Xia

Fields of Study

Fields include biomedical sensory systems, communications and signal processing, neural networks, control systems, wireless networks, sensor networks, microelectro­mechanical and nanomechanical systems (MEMS and NEMS), nanoelectronic science and technology, optoelectronic materials and devices, semiconductor materials and devices, computer engineering, computer architecture, hardware security, and VLSI design and testing.

Mechanical Engineering & Materials Science

Chair

Udo Schwarz

Director of Graduate Studies

Jan Schroers (jan.schroers@yale.edu)

Professors Charles Ahn, David Bercovici, Ira Bernstein (Emeritus), Juan Fernández de la Mora, Alessandro Gomez, Shun-Ichiro Karato, Marshall Long, Brian Scassellati, Jan Schroers, Udo Schwarz, Mitchell Smooke

Associate Professors Aaron Dollar, Eric Dufresne, Sohrab Ismail-Beigi, Corey O’Hern, Nicholas Ouellette

Assistant Professors Eric Brown, Judy Cha

Lecturers Beth Anne Bennett, Kailasnath Purushothaman, Joseph Zinter

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; and magnetohydrodynamics.

Soft matter/complex fluids Jamming and slow dynamics in gels, glasses, and granular materials; mechanical properties of soft and biological materials; and 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 Studies of thin films; nanoscale effects on electronic properties of two-dimensional layered materials; amorphous metals and nanomaterials including nanocomposites, characterization of crystallization and other phase transformations; nanoimprinting; atomic-scale investigations of surface interactions and properties; classical and quantum nanomechanics; nanotribology; nanostructured energy applications; and in situ transmission electron and scanning probe microscopy.

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; and 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) Mathematical Methods I (ENAS 500), Classical and Statistical Thermodynamics (ENAS 521), Energy, Mass, and Momentum Processes (ENAS 603), Chemical Reaction Engineering (ENAS 602). 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) Aquatic Chemistry (ENAS 640), 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), 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), Computer Organization and Architecture (ENAS 967).

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), Forces on the Nanoscale (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 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, http://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 Paul Van Tassel

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]

ENAS 502bu, Stochastic Processes Amin Karbasi

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]

[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. TTH 9–10:15

ENAS 510au, Physical and Chemical Basis of Bioimaging and Biosensing  Douglas Rothman, Fahmeed Hyder, Fred Sigworth, Richard Carson

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. TTH 9–10:15

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, Julien Berro, Elizabeth Rhoades

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]

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 534aU, 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. MW 11:35–12:50

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 541b/MB&B 523b/PHYS 523b, Biological Physics Eric Dufresne, Corey O’Hern

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 1–2:15

[ENAS 549b, Biomedical Data Analysis]

ENAS 550au/C&MP 550au/MCDB 550au/PHAR 550a, Physiological Systems  Emile Boulpaep, Stuart Campbell

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. MW 9–10:15

[ENAS 557bU, Musculoskeletal Biomechanics]

ENAS 558aU, Introduction to Biomechanics Jay Humphrey

An introduction to the biomechanics used in biosolid mechanics, biofluid mechanics, biothermomechanics, and biochemomechanics. Diverse aspects of biomedical engineering, from basic mechanobiology to the design of novel biomaterials, medical devices, and surgical interventions. TTH 2:30–3:45

[ENAS 563bu, Fault Tolerant Computer Systems] 

ENAS 564bu, Tissue Engineering Laura Niklason

Introduction to the major aspects of tissue engineering, including materials selection and information on synthetic and natural scaffolds; cell biology considerations including cues for replication, differentiation, adhesion, and senescence; bioreactor design at laboratory and commercial scale and bioreactor design considerations; and tissue- and organ-level physiology with a focus on design criteria for engineered tissue replacements. Course involves team laboratory project to engineer a connective tissue. Class sessions include lectures and hands-on laboratory work. MW 9:25–10:15, W 2:30–4:30

ENAS 566aU, Drug Delivery W. Mark Saltzman

Drug delivery is a field of biomedical engineering that aims to develop approaches and technologies for getting pharmaceutical agents into particular cells and tissues in the body for a biological effect, while minimizing unwanted toxic or side effects. The course describes two interrelated fields of study: (1) mathematical descriptions of the biological barriers to drug delivery (diffusion, permeation through membranes, lifetime of circulation); and (2) engineering design to improve drug delivery. Prerequisite: ENAS 551a.

ENAS 567bU, Systems Biology of Cell Signaling Andre Levchenko

This course designed for graduate and advanced undergraduate students is focused on systems biology approaches to the fundamental processes underlying the sensory capability of individual cells and cell-cell communication in health and disease. The course is designed to provide deep treatment of both the biological underpinnings and mathematical modeling of the complex events involved in signal transduction. As such, it can be attractive to students of biology, bioengineering, biophysics, computational biology, and applied math. The class is part of the planned larger track in systems biology, being one of its final, more specialized courses. In spite of this, each lecture has friendly introduction to the specific topic of interest, aiming to provide sufficient refreshment of the necessary knowledge. The topics have been selected to represent both cutting-edge directions in systems analysis of signaling processes and exciting settings to explore, making learning complex notions more enjoyable. Prerequisites: basic knowledge of biochemistry and cell biology, as well as programming experience and basic notions from probability theory and differential equations. MW 4–5:15

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. MW 2:30–3:45

ENAS 576b/AMTH 667b/CPSC 576b, Advanced Computational Vision  Steven Zucker

Advanced view of vision from a mathematical, computational, and neurophysiological perspective. Emphasis on differential geometry, machine learning, visual psychophysics, and advanced neurophysiology. Topics include perceptual organization, shading, color and texture analysis, and shape description and representation.

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. T 4–5:50

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 3:30–5:30

[ENAS 600au, Computer-Aided Engineering]

[ENAS 601a, Materials Chemistry]

ENAS 602b, Chemical Reaction Engineering

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

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]

[ENAS 610au, Biomolecular Engineering]

ENAS 611au, Separation Processes Chinedum Osuji

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]

[ENAS 614b, Surface and Thin-Film Characterization]

[ENAS 615a, Synthesis of Nanomaterials]

[ENAS 616b, Multiscale Modeling and Design in Biology]

[ENAS 618a, Principles and Practice of Heterogeneous Catalysis]

ENAS 626au, Chemical Engineering Process Control Michael Loewenberg

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 Desirée Plata

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]

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 James Saiers

Exploration of the roles of natural processes and anthropogenic activities in regulating the quantity, distribution, and chemical composition of the Earth’s freshwater. Students gain exposure to theoretical and applied elements of surface and subsurface hydrology. The theory covered in the course focuses on hydrologic phenomena of societal and environmental importance, including stream-flow generation, wetland-water cycling, groundwater-flow dynamics, contaminant migration in surface and groundwater, and water use and redistribution by plants. Application of theory is accomplished through student use of hydrologic simulation models, which are expressions of theory and essential tools of water-resource management and assessment. Intended as a first course in scientific hydrology; appropriate for M.E.M., M.E.Sc., and Ph.D. students, as well as for advanced undergraduates. Because hydrology is a quantitative science, treatment of the course subject matter involves mathematics. The course is designed for students who typically do not have previous course work in mathematics beyond one semester of college-level calculus. Students who have not completed a college-level calculus course can succeed in this course provided that they are comfortable with arithmetic operations and algebra and are willing to learn a few, very basic principles of introductory calculus. Although students use hydrologic simulation models, the course does not involve any computer programming and requires no special computer skills.

[ENAS 648au, Environmental Transport Processes]

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 Paul Anastas

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. MW 1–2:15

[ENAS 703aU, Introduction to Nanomaterials and Nanotechnology]

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]

[ENAS 708a, Fundamentals of Combustion]

ENAS 711bU, 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]

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 758bU, Multiscale Models of Biomechanical Systems Stuart Campbell

A study of current methods for simulating biomechanical function across biological scales, from molecules to organ systems of the human body. Theory and numerical methods are presented along with practical computer laboratory sessions that introduce students to relevant software packages. Recent advances in multiscale biomechanical modeling are examined through case studies selected from the literature. Prerequisites: BENG 249b, ENAS 551a, and ENAS 553a, or permission of the instructor. TTH 1–2:15

[ENAS 761a/G&G 525a, Introduction to Continuum Mechanics] 

[ENAS 777, Introduction to Robot Analysis]

ENAS 787b, Forces on the Nanoscale Udo Schwarz

Modern materials science often exploits the fact that atoms located at surfaces or in thin layers behave differently from bulk atoms to achieve new or greatly altered material properties. The course provides an in-depth discussion of intermolecular and surface forces, which determine the mechanical and chemical properties of surfaces. In the first part, we discuss the fundamental principles and concepts of forces between atoms and molecules. Part two generalizes these concepts to surface forces. Part three then gives a variety of examples. The course is of interest to students studying thin-film growth, surface coatings, mechanical and chemical properties of surfaces, soft matter including biomembranes, and colloidal suspensions.

[ENAS 802au, Nano and Microsystem Technology]

[ENAS 805bU, Biotechnology and the Developing World]

ENAS 806bu, Photovoltaic Energy Minjoo Lee

Electricity from photovoltaic solar cells is receiving increasing attention due to growing world demand for clean power sources. This course primarily emphasizes device physics of photovoltaics; statistics of charge carriers in and out of equilibrium; design of solar cells; and optical, electrical, and structural properties of semiconductors relevant to photovoltaics. Two laboratory sessions and a final project aid students in understanding both the applications and limitations of photovoltaic technology. The main objectives of this course are to equip students with the necessary background and analytical skills to understand and assess established and emerging photovoltaic technologies; to familiarize students with the diverse range of photovoltaic materials; and to connect materials properties to aspects of cell design, processing, and performance.

[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 830b, Biomedical Optical Imaging Michael Choma

This course is an introduction to biomedical imaging using light. It covers different mechanisms of image formation as well as the physical properties of light that enable these different mechanisms. There is a particular emphasis on confocal microscopy and optical coherence tomography. The course also discusses the clinical use of biomedical optical imaging. Prerequisites: prior course work in medical imaging and/or optics is preferable. Please contact the instructor with questions. W 9:25–11:15

[ENAS 836au, Biophotonics and Optical Microscopy]

ENAS 848a/PHYS 528a, Soft Condensed Matter Physics Eric Brown

An introduction to the physics and phenomenology of soft condensed matter: classical systems with mesoscale structure where thermal fluctuations and interfacial forces play essential roles. Discussion of applications to materials science/engineering, nanotechnology, and molecular/cellular biology. Essential concepts from statistical thermodynamics, classical mechanics, and electricity and magnetism are reviewed/developed as needed.

ENAS 850au and 851bu/APHY 548au and 549bU/PHYS 548au and 549bu, Solid State Physics I and II Victor Henrich [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: 2.5 HTBA; Spring: TTh 2:30–3:45

ENAS 866aU, CMOS Transistors and Beyond 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.

[ENAS 875au, Introduction to VLSI System Design]

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 A. Stephen Morse

Within the field of network science there has long been interest in distributed computation and distributed decision-making problems of many types. Among these are consensus and flocking problems, the multi-robot rendezvous problem, distributed averaging, distributed solutions to linear algebraic equations, social networking problems, localization of sensors in a multisensor network, and the distributed management of robotic formations. The aim of this course is to explain what these problems are and to discuss their solutions. Related concepts from spectral graph theory, rigid graph theory, non­homogeneous Markov chain theory, stability theory, and linear system theory are covered. Prerequisite: although most of the mathematics needed are covered in the lectures, students taking this course should have a working understanding of basic linear algebra.

ENAS 902aU, 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 feedback control, signal and image processing, robotics, econometrics, and social and biological networks. MW 1–2:15

ENAS 907aU, Computers for Cognition Richard Lethin

Introduction to the development of computer architectures specialized for cognitive processing, both offline “thinking machines” as well as embedded devices. History of machines starting with early conceptions in defense systems to contemporary initiatives. Instruction sets, memory systems, parallel processing, analog architectures, probabilistic architectures, graph computing architectures, machine-learning architectures. Application and algorithm characteristics. TH 1:30–3:20

ENAS 912aU, Biomedical Image Processing and Analysis James Duncan, Lawrence Staib

A study of the basic computational principles related to processing and analysis of biomedical images (e.g., magnetic resonance, computed X-ray tomography, fluorescence microscopy). Basic concepts and techniques related to discrete image representation, multidimensional frequency transforms, image enhancement/restoration, image segmentation, and image registration. MW 4–5:15

[ENAS 913b, Probability and Estimation Theory for Image Analysis]

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]

ENAS 930bU, Energy Semiconductor Fundamentals Jung Han

Topics to include semiconductor physics, optical properties, electrical transport properties, thermal properties, and piezoelectric properties.

[ENAS 936au, Systems and Control]

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 944bU, Digital Communications Systems Wenjun Hu

An introduction to the rapidly expanding field of mobile and fixed, voice and data communications systems. A review of analog and digital signals and their time and frequency domain representations. Topics include modulation methods, including amplitude; frequency and time division multiplexing for continuous and discrete/digital signals; an overview of modern voice and data communications networks; and an overview of information theory, including entropy, the quantification of information, data rates, coding, and compression. Examples and demonstrations are drawn from radio, telephone, television, computer, cellular, and satellite communications networks.

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]

ENAS 962a, Theoretical Challenges in Network Science Amin Karbasi

This is an interdisciplinary course with a focus on the emerging science of complex networks and their mathematical models. Students learn about the recent research on the structure and analysis of such networks, and on models that abstract their basic properties. Topics include random graphs and their properties, probabilistic techniques for link analysis, centralized and decentralized search algorithms, random walks, diffusion and epidemic processes, and spectral methods. TTH 9–10:15

[ENAS 964b, Communication Networks]

ENAS 967aU, Computer Organization and Architecture Jakub Szefer

Introduction to computer architecture, including computer organization, microprocessors, caches and memory hierarchies, I/O, and storage. Issues involving performance, energy, and security; processor benchmarking. Selected readings from current academic literature.

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 is 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

Director of Graduate Studies

Paul Fry [F] (106a LC, 203.432.2226, graduate.english@yale.edu)

Caleb Smith [Sp] (106a LC, 203.432.2226, graduate.english@yale.edu)

Professors Elizabeth Alexander, Harold Bloom, Leslie Brisman (on leave [Sp]), David Bromwich (on leave [F]), Ardis Butterfield, Jill Campbell, Janice Carlisle (on leave [Sp]), Michael Denning (on leave [Sp]), Wai Chee Dimock, Roberta Frank (on leave [F]), Paul Fry, Jacqueline Goldsby (on leave [Sp]), Langdon Hammer, Margaret Homans, Amy Hungerford, David Scott Kastan, Jonathan Kramnick, Lawrence Manley (on leave [F]), Stefanie Markovits, Alastair Minnis, Linda Peterson, Caryl Phillips, David Quint, Joseph Roach (on leave [Sp]), Marc Robinson, John Rogers, Caleb Smith, Robert Stepto, Katie Trumpener, Michael Warner (on leave [F]), Ruth Bernard Yeazell (on leave [Sp])

Associate Professors Jessica Brantley, Brian Walsh

Assistant Professors Ian Cornelius, Marta Figlerowicz, Benjamin Glaser, Paul Grimstad, Justin Neuman, Catherine Nicholson, Shital Pravinchandra, Anthony Reed, Jill Richards, R. John Williams

Fields of Study

Fields include English language and literature from Old English to the present, American literature, and Anglophone world 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 and Media Studies

The Department of English Language and Literature also offers, in conjunction with the Film and Media Studies Program, a combined Ph.D. degree in English Language and Literature and Film and Media Studies. For further details, see Film and Media 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  Traugott Lawler

The essentials of the language, some prose readings, and close study of several celebrated Old English poems. MW 11:35–12:50

ENGL 501b/LING 501b, Beowulf and the Northern Heroic Tradition Roberta Frank

A close reading of Beowulf, with some attention to shorter heroic poems. W 9:25–11:15

ENGL 525b/CPLT 581b/FREN 815b, Medieval Lyric Ardis Butterfield

This course considers the mobile and shifting nature of medieval lyric from several perspectives: as poetry, as music, as poetry and music together (where appropriate), and as a material, visual, and aural construct produced on the page and in performance. Our weekly seminars explore a wide range of lyrics from the twelfth to the fifteenth century from the troubadours in France to lyrics in England. Authors include Arnaut Daniel, Jean Renart, Adam de la Halle, and Machaut; we also read the Roman de Fauvel and many anonymous and understudied but inventive English songs and short poems. Translations are provided if necessary. Musical training not required. Reading knowledge of French preferred but not required. T 9:25–11:15

ENGL 533a, Medieval Drama Jessica Brantley

This seminar explores the dramatic traditions of late-medieval England from many angles in order to construct a rich, contextual reading of theatrical culture in the period. The biblical cycle drama—sometimes known as Corpus Christi or mystery plays—forms the center of the course, and we consider evidence from all four extant cycles, while concentrating primarily on the N-Town plays. We read the cycle drama in the context of other important genres including liturgical drama, morality plays, saints’ plays, mummings and disguisings, and royal entries. Recent critical interest in the histories of performance leads us consider the difference enactment makes to the literary objects we study. But we also think about what it means to read a medieval play, particularly how the visual imagination works for a solitary reader. To this end, we investigate medieval artistic forms that touch the drama without (perhaps) being properly theatrical: liturgy, pageantry, song, spectacle, recitation, book illumination, sculpture, and stained glass. We also attend to the physical forms in which medieval drama is preserved—i.e., the manuscripts in which we find the texts and performance records. T 9:25–11:15

ENGL 534a, Piers PlowmanIan Cornelius

A study of Piers Plowman, the restless and wide-ranging poem probably authored by William Langland in three versions between the 1360s and about 1390. We make a sequential reading of what is called the C text. Simultaneously, we study the literary cultures in which the poem was composed and circulated. W 9:25–11:15

ENGL 574b/CPLT 684b, Renaissance Epic David Quint

This course charts out a literary history of epic, focusing on the genre’s conservative structures (i.e., its insistent imitation of earlier epics) and on the relationship between ideas of narrative form and political ideology. Poems are related to their historical contexts, both literary and social. In addition to Vergil’s Aeneid and Lucan’s Pharsalia, the course studies Tasso’s Gerusalemme liberata, Camões’s Lusíadas, Book II of Spenser’s Faerie Queene, and Milton’s Paradise Lost, and, depending on student interest and linguistic abilities, may take up other epic poems. There is no language requirement, though students who have some control of the original languages of these poems may find the course more rewarding. Some familiarity with the Iliad and the Odyssey would also enhance their participation. M 1:30–3:20

ENGL 591a, Old Books, New Histories David Scott Kastan

What is “the history of the book” a history of? What in fact is a book? What does a focus on the materiality of the book offer a literary critic, or for that matter a historian? These are some of the questions this course seeks to answer as it focuses on the book (understood capaciously) in the hand press period as a text, an object, a commodity, an event, even a fetish. This course is interested both in high theory and low technology. We explore various aspects of the production, circulation, and reception of books in early modern England (and in the process think also about the implications of our names and schemes of periodization). The course works with materials in the Beinecke Library to develop a knowledge of how books were made and used. We also explore the process of editing texts, considering how early modern books get reshaped as modern texts—and what is lost and gained in the process. W 3:30–5:20

ENGL 608b, Shakespeare and the Early Modern Theatrical Event Brian Walsh

This class contextualizes the plays of Shakespeare as products of the Elizabethan and Jacobean theater industry. We survey the conditions in which the plays were presented, with attention to playhouses, playing companies, audiences, props, lighting, acting techniques, and the full range of activities—music, dance, and other—that accompanied dramatic shows on a day-to-day basis. We examine how the form of the early modern theatrical event shaped the content that Shakespeare scrutinized in his plays, content such as politics, religion, gender and sexuality, romantic and erotic longing, Englishness, and historical consciousness. Course readings include period documents about the theater as well as a range of current work in theater history and performance theory. TH 2:30–4:20

ENGL 725a/WGSS 771a, The Eighteenth-Century Novel Jill Campbell

Studies in the emergence of the “novel” as a category of literature and of “fiction” as a basis for experience in the course of the long eighteenth century. Likely authors include Behn, Haywood, Defoe, Richardson, Fielding, Sterne, Austen, Maria Edgeworth, and Mary Shelley. Special emphasis on the forms of selfhood developed by the novel; the claims to attention of suppositional persons in fictional forms; the articulation of codes of gender and sexuality through generic conventions; and eighteenth- and early-nineteenth-century experimentation with the uses of fiction for didactic and political ends. Readings also include a sampling of prose fiction for children and of nonfictional, polemical prose. W 9:25–11:15

ENGL 741b/PLSC 624bU, Empire and Modern Political Thought Karuna Mantena, David Bromwich

The development of modern political thought examined as it relates to the history of empire, focusing on how the imperial experience shaped central concepts of political theory such as reason, liberty, rights, sovereignty, property, and progress. Readings from Montaigne, Locke, Diderot, Kant, Herder, Burke, Marx, Mill, Toqueville, and others. T 1:30–3:20

ENGL 756b, Byron, Shelley, Keats Paul Fry

Poetry and prose of Byron, Shelley, and Keats with emphasis on both their differences and their common qualities. Special attention is given to the complex interactions of these poets with Wordsworth and Coleridge. M 1:30–3:20

ENGL 807b, Charles Dickens and George Eliot Stefanie Markovits

An overview of the careers of Charles Dickens and George Eliot exploring a series of paired texts that allow perspective on two different approaches to a variety of novelistic modes, including the Bildungsroman, the historical novel, and the political novel. M 3:30–5:20

ENGL 845b/AFAM 743b/AMST 654b, 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 846a/AMST 846a/CPLT 539a, American Literature: Regions, Hemispheres, Oceans Wai Chee Dimock

How does the choice of scale affect our understanding of American literature: its histories, its webs of relations, the varieties of genres that make up its landscape? Through three interlocking prisms—regional, hemispheric, and oceanic—we explore multiple permutations of immediate and extended environments; the size of events; causal connections and input networks; and the changing patterns of labor, food distribution, linguistic practice, religion, and war. Fiction and poetry by Olaudah Equiano, Herman Melville, Ernest Hemingway, Ezra Pound, Elizabeth Bishop, Paul Bowles, Langston Hughes, Richard Wright, Dave Eggers, Monique Truong, Junot Díaz, Amitav Ghosh; and theoretical writings by Sheldon Pollock, Arjun Appadurai, Franco Moretti, Pascale Casanova, and Walter Mignolo. W 1:30–3:20

ENGL 868b/AMST 661b, Antebellum American Literature and Culture  Michael Warner

The literature and culture of the United States in the antebellum period, roughly 1830–61. Readings include works by Melville, Emerson, Hawthorne, Dickinson, Douglass, Thoreau, Whitman, and Poe, as well as some less familiar works from the popular literatures and political discourse of the day. A study of a single, transformative period, the seminar is also designed to introduce students to the modern history of Americanist criticism, from F.O. Matthiessen’s American Renaissance (1941), through the various critiques of identity and ideology, to the historicism and renewed transnationalism of contemporary “New Americanists.” Special attention is given to the emergence of the secular, historical poetics, and the imagination of the environment. TH 9:25–11:15

ENGL 926b/AMST 889b, Post-1945 American Fiction Amy Hungerford

This seminar examines the central aesthetic and cultural concerns of novelists and critics of the novel in the decades since 1945. Of particular interest to the seminar: novel and history, modernism/postmodernism, literature and the market, technology and the novel, genre fiction, reading practices. Designed as a survey of major works read alongside contemporaneous criticism. MF 11:35–12:50

ENGL 928b/CPLT 933b/FILM 751bU, British Cinema Katie Trumpener

Key films and topics in British cinema. Special attention to the provincial origins of British cinema; overlaps between filmic, literary, and visual modernism; attempts to build on the British literary and dramatic tradition; cinema’s role in the war effort and in redefining national identity; postwar auteur and experimental filmmaking; “heritage” films and alternative approaches to tradition. Accompanying readings in British film theorists, film sociology (including Mass Observation), and cultural studies accounts of film spectatorship and memories. Films by Mitchell and Kenyon, Maurice Elvey, Anthony Asquith, Len Lye, John Grierson, Alfred Hitchcock, Alberto Cavalcanti, Humphrey Jennings, Michael Powell, Carol Reed, David Lean, Karel Reisz, Lindsay Anderson, Richard Lester, Peter Watkins, Stanley Kubrick, Laura Mulvey, Ken Loach, Mike Leigh, Terence Davies, Terry Gilliam, Peter Greenaway, Michael Winterbottom, Patrick Keiller, Steve McQueen. M 1:30–3:20, screenings SU 7

ENGL 931b/AMST 681b/DRAM 386b, American Drama to 1914 Marc Robinson

Topics include the European inheritance, theater and nation building, melodrama and the rise of realism, popular and nonliterary forms. Readings in Tyler, Dunlap, Aiken, Boucicault, Daly, Herne, Belasco, and others. TH 10–11:50

ENGL 945a/AFAM 613a/AMST 733a, Black Literature and U.S. Liberalism  Jacqueline Goldsby

An examination of mid-twentieth-century African American literature and the rise of anti-Communist liberalism in American politics and life. W 3:30–5:20

ENGL 949b/AFAM 650b, Afro-Modernisms Anthony Reed

This course considers key debates, texts, and institutions that have shaped African American culture in the twentieth and twenty-first centuries. Possible topics include the New Negro movement, the Black Arts movement, black internationalism, canon formation, and Afro-futurism. TH 2:30–4:20

ENGL 977a/CPLT 680a, Literary Studies and the Critique of Power Caleb Smith

Explores how the discipline of literary studies has engaged with the theoretical tradition known as the “critique of power.” Problems of subjectivity and subjection, racial and gendered identities, and the relations between power and knowledge. Readings include major theoretical works as well as a few primary sources and works of literary and cultural criticism. Theorists may include Nietzsche, Foucault, Butler, Deleuze, and others. Literary texts may include works by Sade, Bentham, Harriet Jacobs, and others. T 9:25–11:15

ENGL 985a, Meaning and Affect in Literature and Film Paul Grimstad

In the course we read and discuss works of fiction, criticism, film, and philosophy in order to address the relations between meaning and affect, significance and feeling. What is the relation of meaning to experience in an artwork? Is experience synonymous with affect? How does genre—western, detective story, science fiction, melodrama, thriller—inflect the relation of meaning to affect? How do such questions intersect with or illuminate the recent “affective turn” in the humanities? Authors may include Hammett, Chandler, Nabokov, Highsmith, Fried, Sontag, Barthelme, Kael, Schatz, Michaels, Deleuze, Ngai, Leys. Screenings may include films by Huston, Welles, Hitchcock, Kubrick, Lynch. M 3:30–5:20

ENGL 986b, Literature and Technology R. John Williams

Is literature a technology? How have various developments in technology accompanied the textual experience we identify as literature? What can theories of literary discourse tell us about the rise of technological culture throughout the globe? This course examines these and other questions by reaching back to long-held assumptions about the rise of “techne” and on through new cultures of computation and networked automation. Readings may include a number of canonical texts in the philosophy of technology (Plato, Leibniz, Adorno, Heidegger, Kittler), theories of literary culture in an age of technology (Jameson, McLuhan, Tichi, Hayles, Liu), and some histories of print and other new media theory (Guillory, Gitelman, Bolter, and others). W 3:30–5:20

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. TH 1:30–3:20

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 (History)

Director of Graduate Studies

Bruce Gordon (History; Religious Studies; 344 Luce, 203.432.3423)

Professors Bruce Ackerman (Law), Julia Adams (Sociology), Rolena Adorno (Spanish & Portuguese), Vladimir Alexandrov (Slavic Languages & Literatures), Dudley Andrew (Film & Media Studies), Dirk Bergemann (Economics), R. Howard Bloch (French), Paul Bracken (Management), David Bromwich (English; on leave [F]), Paul Bushkovitch (History; on leave [F]), David Cameron (Political Science), Francesco Casetti (Humanities; Film & Media Studies), Katerina Clark (Slavic Languages & Literatures), Mirjan Damaška (Emeritus, Law), Carolyn Dean (History), Carlos Eire (History; on leave [Sp]), Paul Franks (Philosophy; Religious Studies), Paul Freedman (History; on leave [F]), Bryan Garsten (Political Science), John Geanakoplos (Economics), Harvey Goldblatt (Slavic Languages & Literatures), Bruce Gordon (History; Religious Studies), Philip Gorski (Sociology), Timothy Guinnane (Economics), Benjamin Harshav (Comparative Literature), Stathis Kalyvas (Political Science), David Scott Kastan (English), Paul Kennedy (History), John MacKay (Slavic Languages & Literatures), Lawrence Manley (English; on leave [F]), Ivan Marcus (History), Millicent Marcus (Italian), Stefanie Markovits (English), Robert Nelson (History of Art; on leave), Steven Pincus (History; on leave), 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 Karuna Mantena (Political Science), Douglas Rogers (Anthropology), Marci Shore (History)

Assistant Professor Sigrun Kahl (Political Science; Sociology)

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. The U.S. Department of Education has repeatedly 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 an agreement negotiated by the MacMillan Center, 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/AMST 780a/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

http://medicine.yale.edu/pathology/education/graduateprogram

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

Chair

Jon Morrow

Director of Graduate Studies

Themis Kyriakides (10 Amistad St., Rm. 301C, 203.737.2214)

Professors Richard Bucala (Internal Medicine), David Chhieng, Young Choi, José Costa (Internal Medicine/Oncology), Gary Friedlaender (Orthopaedics & Rehabilitation), Patrick Gallagher (Pediatrics), Earl Glusac (Dermatology), Robert Homer, S. David Hudnall, Pei Hui, Peter Humphrey, Dhanpat Jain (Internal Medicine), Michael Kashgarian (Emeritus, Molecular, Cellular & Developmental Biology), Jung Kim (Emeritus), Diane Krause (Laboratory Medicine), Gary Kupfer (Pediatrics), Joseph Madri, Vincent Marchesi (Director, Boyer Center for Molecular Medicine; Cell Biology), Jennifer McNiff (Dermatology), Wang Min, Mark Mooseker (Molecular, Cellular & Developmental Biology; on leave [F]), Jon Morrow (Molecular, Cellular & Developmental Biology), Jordan Pober (Immunobiology; Dermatology), David Rimm, Marie Robert (Internal Medicine), John Rose, Gerald Shadel (Genetics), John Sinard (Ophthalmology & Visual Science), Jeffrey Sklar (Laboratory Medicine), David Stern, Fattaneh Tavassoli (Obstetrics, Gynecology & Reproductive Sciences), A. Brian West, Wendall Yarbrough (Surgery/Otolaryngology)

Associate Professors Marcus Bosenberg (Dermatology), Demetrios Braddock, Janet Brandsma (Adjunct; Comparative Medicine), Guoping Cai, Sandy Chang (Laboratory Medicine), Shawn Cowper (Dermatology), Liming Hao, Steven Kleinstein, Yuval Kluger, Christine Ko (Dermatology), Diane Kowalski (Surgery/Otolaryngology), Michael Krauthammer, Gary Kupfer (Pediatrics), Themis Kyriakides, Rossitza Lazova (Dermatology), Robert Means, Gilbert Moeckel, Raffaella Morotti, Vinita Parkash, Manju Prasad, Michael Robek, Antonio Subtil-Deoliveira (Dermatology), Alexander Vortmeyer, Zenta Walther

Assistant Professors Adebowale Adenrian, Ranjit Bindra (Therapeutic Radiology), Veerle Bossuyt, Natalia Buza, Keith Choate (Dermatology), Paul Cohen, Susan Fernandez, Karin Finberg, Anjela Galan (Dermatology), Bonnie Gould Rothberg (Yale Cancer Center; Medicine), Joanna Gibson, Malini Harigopal, Shilpa Hattangadi (Pediatrics), Michael Hurwitz (Yale Cancer Center; Medicine), Anita Huttner, Ryan Jensen (Therapeutic Radiology), Anita Kamath, Samuel Katz, Angelique Levi, Kisha Mitchell-Richards, Don Nguyen, Marguerite Pinto, Katerina Politi (Yale Cancer Center), Yibing Qyang (Internal Medicine), Yajaira Suarez (Comparative Medicine), Narendra Wajapeyee, Mina Xu, Qin Yan, Xuchen Zhang

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 Molecular Medicine, Pharmacology, and Physiology track within the interdepartmental graduate program of Biological and Biomedical Sciences (BBS; see the entry on BBS, under Non-Degree-Granting Programs, Councils, and Research Institutes).

Special Requirements for the Ph.D. Degree

Course requirements Experimental Pathology students must pass PATH 650b, Cellular and Molecular Biology of Cancer, and PATH 690a, Molecular Mechanisms of Disease. Passes in three additional graduate-level, one-term 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.

Honors requirement Students must meet the Graduate School’s Honors requirement by the end of the fourth term of full-time study. Students must also maintain an overall High Pass average. Student progress toward these goals is reviewed at the end of the second term.

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. Students are not expected to teach during their first year. Teaching assignments in fulfillment of the requirement must be approved in advance by the DGS.

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 (including PATH 600) 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, http://medicine.yale.edu/pathology/education/graduateprogram.

Courses

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. Note: PATH 600 is geared toward medical students but may be taken by graduate students with the permission of the instructor.

PATH 620a and b, Laboratory Rotations in Experimental Pathology  Themis Kyriakides

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 Robert Means

Lecture course with emphasis on mechanisms of viral replication, oncogenic transformation, and virus-host cell interactions. Offered every other year.

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, 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 S. David Hudnall, Joanna Gibson, Joseph Madri, Jon Morrow, Jeffrey Sklar

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 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 Narendra Wajapeyee

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 and Media Studies

53 Wall Street, Rm. 216, 203.436.4668

http://filmstudies.yale.edu

M.Phil., Ph.D.

Chair

John MacKay

Director of Graduate Studies

Francesco Casetti [F] (53 Wall St., Rm. 213, francesco.casetti@yale.edu)

Dudley Andrew [Sp] (dudley.andrew@yale.edu)

Professors Dudley Andrew,* Francesco Casetti,* Katerina Clark,* J.D. Connor,* Aaron Gerow,* Thomas Kavanagh (on leave [Sp]),* John MacKay,* Millicent Marcus,* Charles Musser,* Brigitte Peucker,* Katie Trumpener,* Laura Wexler*

Associate Professor Karen Nakamura

Assistant Professor John Williams

Senior Lecturer Ronald Gregg*

Affiliated Faculty Carol Armstrong, David Bromwich (on leave [F]), Rüdiger Campe, Hazel Carby (on leave [Sp]), Michael Denning (on leave [Sp]), Moira Fradinger, Inderpal Grewal (on leave [F]), Kobena Mercer, Christopher L. Miller, Joseph Roach (on leave [Sp])

*Member of the Graduate Committee

Fields of Study

Film and Media 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 and Media 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 and Media Studies entrance requirements but with those of the other graduate program as well. Since combined-program applicants must be admitted by both Film and Media 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 and Media 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 and Media 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 and Media Studies program and the relevant participating department. A written protocol between each department and Film and Media 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 and Media Studies and the director of graduate studies of the participating department. In all cases, students are required to take two core seminars in Film and Media Studies (FILM 601 and FILM 603) as well as at least four additional Film and Media 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 qualifying examinations and a dissertation prospectus.

  • 1. Qualifying examinations follow the regulations of the participating department with at least one member of the Film and Media 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 and Media Studies Graduate Committee and may include the entire faculty of that other department. The prospectus is also circulated to the entire Film and Media Studies Graduate Committee for their information and ratification.
  • 3. A defense of method occurs when the dissertation is nearing completion, one or two terms before submission. The purpose of this defense is to provide guidance and feedback at a critical stage, in order to enhance the dissertation conclusion and final form overall. Three faculty readers (who may later serve as dissertation readers) meet with the student and his or her advisers; the department DGS may also be invited to participate. At least one examiner of the dissertation must be a member of the Film and Media Studies Graduate Committee. One reader must not be a Film and Media Studies faculty member. And one reader must be from the relevant participating department.

The faculty in Film and Media 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 603a/AMST 814a, Historical Methods in Film Study Charles Musser

A range of historiographic issues in film studies, including the roles of technology, exhibition, and spectatorship. Topics include intermediality and intertextuality. Consideration of a range of methodological approaches through a focus on international early cinema and American race cinema of the silent period. Particular attention to the interaction between scholars and archives. T 1:30–3:20, screenings W 7–10

FILM 624b/CPLT 930b/ITAL 785b, The Holocaust in Italian Literature and Film  Millicent Marcus

Though Italy was among the Nazi-occupied countries with the highest survival rate of its Jewish population, the Holocaust has continued to haunt the Italian literary and cinematic imagination in ways that warrant close critical scrutiny. The aesthetic and moral problem of how to represent this event in art gains special urgency in the Italian context, where a realist tradition dating back to Dante and Giotto joins forces with a postwar neorealist impulse to create a series of compelling literary and cinematic works. In keeping with the Holocaust’s invitation to interdisciplinary study, the course examines the intersection of a number of discourses—historical, literary, cinematic—viewed from a variety of perspectives—feminist, generic, philosophical, theological, and historiographic. Since several of the authors are women, the question of the “voce femminile” and its creation of an alternative, or anti-history, is also raised. W 3:30–5:20, screenings M 8

FILM 680b/EALL 575bU, Crime in Japanese Film and Fiction Aaron Gerow

Explores the depiction of crime in Japanese film and fiction, particularly in the detective and gangster genres. Covers its social, historical, and aesthetic implications, as well as differences from Euro-American and Asian crime films. MW 2:30–3:45, screenings M 7

FILM 690aU/CPLT 913aU, Radical Cinemas of Latin America Moira Fradinger

An introductory overview of Latin American cinema, with an emphasis on post-World War II films produced in Cuba, Argentina, Brazil, and Mexico. Examination of each film in its historical and aesthetic aspects, and in light of questions concerning national cinema and “third cinema.” Examples from both pre-1945 and contemporary films. Conducted in English; knowledge of Spanish and Portuguese helpful but not required.

FILM 705aU, History and Theory of Animation Aaron Gerow

A survey of the history and theory of animation. Examples from around the world, from various traditions, and from different periods. TTH 2:30–3:45, screenings W 7

FILM 733bU/AMST 834b, Documentary and the Environment Charles Musser

The environmental documentary has emerged as one of cinema’s most vital genres of the past ten years (in documentary its only rivals are probably those concerned with the Second Gulf War). As the world’s environment faces a growing crisis, documentary has come to serve as a key means to draw public attention to specific issues. This course combines screenings with readings on documentary such as Bill Nichols’s important book Representing Reality and other books and essays on the topics under discussion. Often films have book tie-ins, and we consider how they complement each other and work together to maximize the impact of their message. Readings also focus on news items, debates, Web sites, and other media forms that are employed in conjunction with the films. TTH 11:30–12:50, screenings M 7

FILM 735aU and 736bU/AMST 832aU and 833bU, Documentary Film Workshop  Charles Musser

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 751bU/CPLT 933b/ENGL 928b, British Cinema Katie Trumpener

Key films and topics in British cinema. Special attention to the provincial origins of British cinema; overlaps between filmic, literary, and visual modernism; attempts to build on the British literary and dramatic tradition; cinema’s role in the war effort and in redefining national identity; postwar auteur and experimental filmmaking; “heritage” films and alternative approaches to tradition. Accompanying readings in British film theorists, film sociology (including Mass Observation), and cultural studies accounts of film spectatorship and memories. Films by Mitchell and Kenyon, Maurice Elvey, Anthony Asquith, Len Lye, John Grierson, Alfred Hitchcock, Alberto Cavalcanti, Humphrey Jennings, Michael Powell, Carol Reed, David Lean, Karel Reisz, Lindsay Anderson, Richard Lester, Peter Watkins, Stanley Kubrick, Laura Mulvey, Ken Loach, Mike Leigh, Terence Davies, Terry Gilliam, Peter Greenaway, Michael Winterbottom, Patrick Keiller, Steve McQueen. M 1:30–3:20, screenings SU 7

FILM 760bU/CPLT 905bU/GMAN 760bU, Intermediality in Film Brigitte Peucker

Film is a hybrid medium, the meeting point of several others. This course focuses on the relationship of film to theater and painting, suggesting that where two media are in evidence, there is usually a third. Topics include space, motion, color, theatricality, tableau vivant, ekphrasis, spectatorship, and new media. Readings feature art historical and film theoretical texts as well as essays pertinent to specific films. Films by Fassbinder, Bergman, Murnau, von Trier, Rohmer, Godard, Kiarostami, and others, concluding with three films by Peter Greenaway. T 3:30–5:20

FILM 775a/RUSS 696a, Post-Stalin Literature and Film Katerina Clark

The main developments in Russian and Soviet literature and film from Stalin’s death in 1953 to the present. W 1:30–3:20, screenings T 7–9

FILM 780a/AFAM 810a/HSAR 784a, Montage and the Black Moving Image  Kobena Mercer

Examines strategies in post-1980s practices across film art, video art, and gallery-based installation that address the black moving image as a starting point for aesthetic innovation and political critique. Formal considerations of archive materials, image/text relationships, performance, and the spatial conditions of embodied perception are investigated in relation to contextual changes in the contemporary conditions of image circulation and in relation to the global legacies of modernists and avant-garde discourse on film. Required reading features texts by artists, including John Akomfrah, Isaac Julien, and Renée Green; key texts on montage by Walter Benjamin, Sergei Eisenstein, and Peter Wollen; and contemporary texts in theory and criticism by Kodwo Eshun, Okwui Enwezor, Stuart Comer, Tanya Leighton, and Kara Keeling. TH 1:30–3:20, screenings W 4–6

FILM 804a/DRAM 406a/MUSI 837a, Opera, Media, Technology Gundula Kreuzer

To what extent does Wagner prefigure, as Friedrich Kittler has argued, modern “media technologies”? In search of answers, this seminar explores opera from the perspectives of recent theories of media and technology. Focusing (though not exclusively) on Wagner’s works and writings, topics include the relationship between auditory and visual stimuli; changing roles of architecture and stage technologies; immersion, illusion, and the “disappearance” of machinery; the orchestra as sound technology; and nineteenth-century attempts at “recording” productions. From there we may turn to recent hybridizations in the form of onstage video projections, opera films, and HD broadcasts. Does opera today feed on the cinematic medium, becoming an art of re-mediation? TH 9:25–11:15

FILM 847a/CPLT 906a, Cinephobia: Fear and Hate for Cinema Francesco Casetti

From its inception, cinema has raised mixed feelings: curiosity, admiration, love, but also suspicion, fear, and even hate. The course explores the “cinephobic” tendencies in film theories and criticism from the last decade of the nineteenth century to the 1940s, retracing their roots in the iconoclast movements, their lasting influences on more recent debate, and their echoes in some films. Attention is put on American, French, Italian, German, and Japanese early film theories and criticism, in a comparative vein. All texts are in English translation, some made purposely for this course. M 1:30–3:20

FILM 900, Directed Reading

FILM 901, Individual Research

FILM 921b/EALL 806b, Research in Japanese Film History 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

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Forestry & Environmental Studies

Kroon Hall, 203.432.5100

http://environment.yale.edu

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

Dean

Sir Peter Crane

Director of Doctoral Studies

Karen Seto (380 Edwards St., Rm. 102, 203.432.9784, karen.seto@yale.edu)

Professors Mark Ashton, Michelle Bell, Gaboury Benoit, Graeme Berlyn, Benjamin Cashore (on leave [F]), Sir Peter Crane, Michael Dove (on leave [Sp]), Daniel Esty, Thomas Graedel, Timothy Gregoire, Matthew Kotchen, Xuhui Lee, Robert Mendelsohn, Chadwick Oliver (on leave [F]), Peter Raymond, James Saiers, Oswald Schmitz, Karen Seto (on leave [Sp]), David Skelly, John Wargo

Associate Professors Robert Bailis, Marian Chertow, Julie Zimmerman

Assistant Professors Mark Bradford, Craig Brodersen, Liza Comita, Justin Farrell, Alexander Felson, Eli Fenichel (on leave), Kenneth Gillingham, Karen Hébert, Nadine Unger

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. With the permission of the director of doctoral studies, the total teaching requirement may be reduced for students who are awarded fellowships supported by outside funding. Regardless of outside funding, all doctoral students must serve as teaching fellows for a minimum of two terms.

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 510Ea, 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
  • [F&ES 620b, Integrative Assessment]
Capstone
  • F&ES 950a, Life Cycle Assessment Practicum
  • F&ES 953a,b, Business and the Environment Consulting Clinic
  • F&ES 954a, Management Plans for Protected Areas
  • [F&ES 955a,b, Seminar in Research Analysis, Writing, and Communication]
  • F&ES 956a,b/MGT 618a,b, Entrepreneurial Business Planning
  • F&ES 957b, Energy Specialization Capstone
  • [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 Integrated, 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: Spatial, Strategic, Tactical, and Operational
  • [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 670b, Southern Forest and Forestry Field Trip
  • F&ES 680a, Forest and Ecosystem Finance
  • F&ES 683b, Seminar in Tropical Forest Restoration in Human-Dominated Landscapes
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 Society
  • [F&ES 704a, An Atmospheric Perspective of Global Change]
  • [F&ES 705b, Climate and Air Pollution]
  • F&ES 722a, Boundary Layer Meteorology
  • [F&ES 771a, Climate Modeling]
Environmental Chemistry
  • F&ES 706a, 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 715b, Advanced Reading in Biogeochemistry
  • F&ES 743aU, Environmental Chemical Analysis
  • F&ES 773b, Air Pollution Control (APC)
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 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 780b, Seminar in Forest Inventory
  • [F&ES 781b/STAT 674b, Applied Spatial Statistics]
Social Sciences
Economics
  • [F&ES 795b, Nature as Capital: Merging Ecological 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 805a,b, Seminar in Environmental and Natural Resource Economics
  • F&ES 890a/MGT 820a, Energy Markets Strategy
  • F&ES 904a, Doctoral Seminar in Environmental Economics
  • F&ES 905b, Doctoral Seminar in Environmental and Energy Economics
Environmental Policy
  • F&ES 718b, IPCC AR5 Assessment: Mitigation of Climate Change
  • [F&ES 775b, Sustainable Sites]
  • F&ES 790a, Environmental Leadership and Biography: Values, Decision Making, and Impact in Environmental Management
  • F&ES 792a, Structuring Success: Skills and People Required to Convert Social Ideas into Positive Community Reality
  • F&ES 807a/MGT 688a, Corporate Environmental Management and Strategy
  • F&ES 808b/LAW 21107/REL 926b, Law, Environment, and Religion: A Communion of Subjects
  • 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 816b, Electric Utilities: An Industry in Transition
  • 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 824b/LAW 21033, 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 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 842b/LAW 21758, Sustainability: Environment, Energy, and the Economy in the Twenty-First Century
  • [F&ES 843b, Readings in Environmental History]
  • F&ES 849b, Natural Resource Policy Practicum
  • F&ES 850a, International Organizations and Conferences
  • F&ES 851b, Environmental Diplomacy Practicum
  • F&ES 853b, The Political Economy of Global Energy Policy
  • [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]
  • F&ES 871a/LAW 20238, International Trade in a Globalizing World
Social and Political Ecology
  • F&ES 760b, Conservation in Practice: An International Perspective
  • [F&ES 763b, Translating the Science of Wildlife Conservation into Practice]
  • F&ES 772a, Social Justice in the Food System
  • F&ES 774a, Agriculture: Origins, Evolution, Crises
  • F&ES 783Ea,b, Introduction to Religions and Ecology
  • F&ES 784Ea, Western Religions and Ecology
  • F&ES 785Eb, East Asian Religions and Ecology
  • F&ES 793b/ANTH 773bU/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 869b, Disaster, Degradation, Dystopia: Social Science Approaches to Environmental Perturbation and Change]
  • F&ES 877b/ANTH 561b, Anthropology of the Global Economy for Development and Conservation
  • F&ES 878a, Anthropology of Climate Change
  • [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, Technological and Social Innovation in Global Food Systems
  • F&ES 889a, Environmental Risk Assessment (ERA)
  • F&ES 893b/EHS 511b, Applied Risk Assessment
  • F&ES 896a/EHS 503a, 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: International 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: Issues and Perspectives

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French

82-90 Wall Street, 3d floor, 203.432.4900

http://french.yale.edu

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

Chair

Alice Kaplan (on leave [F])

Acting Chair [F]

Maurice Samuels

Director of Graduate Studies

Christopher L. Miller (82-90 Wall St., Rm. 325, 203.432.4466)

Professors R. Howard Bloch, Edwin Duval (on leave [F]), Marie-Hélène Girard (Visiting), Alice Kaplan (on leave [F]), Thomas Kavanagh (on leave [Sp]), Christopher L. Miller, Maurice Samuels

Assistant Professors Morgane Cadieu, Thomas Connolly, Christopher Semk, Yue Zhuo

Affiliated Faculty Dudley Andrew (Film & Media Studies), Carol Armstrong (History of Art), Ardis Butterfield (English), Carolyn Dean (History), John Merriman (History; on leave [Sp])

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 and Media Studies (in conjunction with the Film and Media Studies Program). Students in all 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. Students in the combined degree program should fulfill the French department’s language requirement by substituting for Latin either a Creole language of the Caribbean or Spanish, and by demonstrating competence in a second foreign language that is directly relevant to the study of the Caribbean. 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 courses 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 and Media 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 and Media Studies. In addition, Film and Media Studies requires a dissertation defense. For further details see Film and Media 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 on the department’s Web site at http://french.yale.edu/academics/graduate-program.

Courses

FREN 815b/CPLT 581b/ENGL 525b, Medieval Lyric Ardis Butterfield

This course considers the mobile and shifting nature of medieval lyric from several perspectives: as poetry, as music, as poetry and music together (where appropriate), and as a material, visual, and aural construct produced on the page and in performance. Our weekly seminars explore a wide range of lyrics from the twelfth to the fifteenth century from the troubadours in France to lyrics in England. Authors include Arnaut Daniel, Jean Renart, Adam de la Halle, and Machaut; we also read the Roman de Fauvel and many anonymous and understudied but inventive English songs and short poems. Translations are provided if necessary. Musical training not required. Reading knowledge of French preferred but not required. T 9:25–11:15

FREN 835b, Renaissance Imitation: The AeneidEdwin Duval

An introduction to Renaissance practices of imitation, parody, allusion, and intertextuality, focusing on the particular case of the Aeneid. The seminar considers major works of the French Renaissance in which recognizable echoes of Virgil’s poem generate essential meanings and effects not discernible to the uninformed reader. Readings include, in addition to the Aeneid itself, works of all kinds (lyric, dramatic, narrative, and other) by Lemaire de Belges, Marot, Rabelais, Scève, Du Bellay, Ronsard, Jodelle, and Montaigne. Conducted in French. T 1:30–3:20

FREN 850a, Passion in the Age of Reason Christopher Semk

This seminar investigates the place of the passions in seventeenth-century French literature and culture. We consider the ways in which the passions were defined and deployed in a wide range of literary forms, including devotional literature, drama, the novel, and philosophical texts. Readings by Corneille, Descartes, François de Sales, Lafayette, and Scudéry. Conducted in French. T 1:30–3:20

FREN 876a, Libertins et philosophesThomas Kavanagh

This seminar focuses on the two major currents that define French literature and culture during the eighteenth century: libertinage and philosophie. Our concern is with examining how the interplay between these different options—one focusing on the body, the other on the mind; one frivolous, the other serious—represents distinct yet complementary attempts to recast the premises of the cultural and social order. Works by Crébillon, Voltaire, Boyer d’Argens, Rousseau, Diderot, La Mettrie, Palissot, Laclos, Beaumarchais, and Sade as well as paintings by Boucher, Fragonard, and David. Conducted in French. M 9:25–11:15

FREN 885b, Modern French Poetry Thomas Connolly

A survey of nineteenth- and twentieth-century verse poetry written in French, including works by Nerval, Baudelaire, Mallarmé, Rimbaud, Verlaine, Maeterlinck, Apollinaire, Desnos, Fondane, Jacob, Dadelsen, Char, and Du Bouchet. With a selection of theoretical, philosophical, and poetological texts. Conducted in French. W 9:25–11:15

FREN 898b/CPLT 898b, Fin-de-siècle France Maurice Samuels

The course examines major French literary and artistic movements of the last decades of the nineteenth century (Naturalism, Decadence, Symbolism) in their cultural context. Weekly reading assignments pair literary texts with contemporary theoretical/medical/political discourse on such topics as disease, crime, sex, poverty, colonialism, nationalism, and technology. Literary authors include Barbey, Mallarmé, Maupassant, Rachilde, Villiers, and Zola. Theorists include Bergson, Freud, Krafft-Ebing, Le Bon, Nordau, Renan, and Simmel. Some attention also paid to the visual arts. Prerequisite: reading knowledge of French. W 1:30–3:20

FREN 923a, Community and Communication in Twentieth-Century French Thought  Yue Zhuo

This seminar traces a utopic trend in twentieth-century French thought that challenges the foundations of traditional communities. How is a harmonious and authentic human community possible when post-WWI Europe is seen as having reached a general level of decay and “insipidity” (Lévi-Strauss)? If true communication is to be dreamed of outside a colonial pan-capitalist West, where should one start to look for it? Ethnographical expeditions, secret societies, the “sacred,” eroticism, personal memories, group “dérive,” “idiorrythmy” of archaic communities, each brings in a new dose of excitement and energy, each proves to be intangible and depletes further the notion of community. Is literature the only remainder? Is it compatible with politics? Authors include Lévi-Strauss, Leiris, Bataille, Nancy, Blanchot, Duras, Debord, and Barthes. Reading knowledge of French preferred but not required. W 3:30–5:20

FREN 928b, Flâneuses and Vagabondes in Twentieth-Century Novel and Film  Morgane Cadieu

What is a woman vagabond? A maroon? A nomad? A streetwalker? The seminar examines various representations of women vagabonds in French and francophone literature, visual arts, and film, in contrast with male vagabonds and women at home. Readings include works by Louis Aragon, Sophie Calle, Colette, Assia Djebar, Jean Genet, Edouard Glissant, George Sand; films by Chantal Akerman and Agnès Varda; and theoretical works by Braidotti, Buck-Morss, Sedgwick, and Wittig. Conducted in French. TH 1:30–3:20

FREN 946a/AFAM 846a/AFST 746a/CPLT 725a, Postcolonial Theory and Its Literature Christopher L. Miller

A survey of theories relevant to colonial and postcolonial literature and culture. The course focuses on theoretical models (Orientalism, hybridity, métissage, créolité, “minor literature”), but also gives attention to the literary texts from which they are derived (francophone and anglophone). Readings from Said, Bhabha, Spivak, Mbembe, Amselle, Glissant, Deleuze, Guattari. Conducted in English. TH 1:30–3:20

FREN 980a, Seminar on the Profession Christopher L. Miller

Open only to French department graduate students entering the job market, this workshop concentrates on the skills and the materials needed for candidacy. Individual and group activities throughout the fall term. Intense focus on the preparation of written materials, followed by training in performative skills. For credit (does not count toward sixteen-course requirement). Graded Satisfactory/Unsatisfactory.

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Genetics

Sterling Hall of Medicine I313, 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), Antonio Giraldez, Mustafa Khokha (Pediatrics), Tae Hoon Kim, Peining Li, Arya Mani (Internal Medicine), Michael Nitabach (Cellular & Molecular Physiology), James Noonan, Valerie Reinke, Zhaoxia Sun

Assistant Professors Chris Cotsapas (Neurology), Valentina Greco, Mark Hammarlund, Natalia Ivanova, Janghoo Lim, Jun Lu, 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 Satisfactory/Unsatisfactory); Ethics: Scientific Integrity in Biomedical Research (as part of GENE 901b, graded Satisfactory/Unsatisfactory).

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 (http://bbs.yale.edu), 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 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  Offered every other year]

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 Offered every other year]

GENE 734a/MB&B 734a/MBIO 734a/PATH 634a, Molecular Biology of Animal Viruses Robert Means

Lecture course with emphasis on mechanisms of viral replication, oncogenic transformation, and virus-host cell interactions. 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, Andrew Miranker, Karla Neugebauer, 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 applying genomic approaches in their thesis research. At a minimum, students must have basic familiarity with working in a UNIX/Linux computing environment. Prior experience with shell scripting or a scripting language such as Perl, Python, or Ruby is strongly recommended. Interested students must contact the instructor early in the fall term to discuss their prior experience and expectations for the course. 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 Scott Holley 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

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 Craig Crews

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

GENE 912b/CBIO 912b/MCDB 912b, Second Laboratory Rotation Craig Crews

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

GENE 913b/CBIO 913b/MCDB 913b, Third Laboratory Rotation Craig Crews

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, John Wettlaufer

Associate Professors Hagit Affek, Kanani Lee

Assistant Professors William Boos, Pincelli Hull, Maureen Long, Noah Planavsky, 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]

[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]

[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  Shun-ichiro Karato

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 528aU, Science of Complex Systems Jun Korenaga

Introduction to the quantitative analysis of systems with many degrees of freedom. After reviewing relevant mathematics, the course goes through three fundamental components in the science of complex systems: how to simulate complex systems, how to analyze model behaviors, and how to validate models using observations. Topics to be covered include cellular automata, bifurcation theory, deterministic chaos, self-organized criticality, renormalization, and inverse theory. Weekly lab sections are used for paper discussion as well as hands-on coding experiences with MATLAB. MW 9–10:15, 1 HTBA

[G&G 529b, Introduction to Geodynamics]

[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]

G&G 538a/ASTR 520a, Computational Methods in Astrophysics and Geophysics  Paolo Coppi

The analytic and numerical/computational tools necessary for effective research in astronomy, geophysics, and related disciplines. Topics include numerical solutions to differential equations, spectral methods, and Monte Carlo simulations. Applications are made to common astrophysical and geophysical problems including fluids and N-body simulations.

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 555bU, Petrogenesis of Mountain Belts]

G&G 556aU, Introduction to Seismology Maureen Long

Earthquakes and seismic waves, P and S waves, surface waves and free oscillations. Remote sensing of Earth’s deep interior and faulting mechanisms. Prerequisites: MATH 120, 222, and PHYS 181, or equivalents.

[G&G 557b, Advanced Seismology]

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

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]

[G&G 602bu, Paleoclimates]

[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 650bu, 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]

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 710a 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 719b, Topics in Mineral Physics Shun-ichiro Karato

The seminar focuses on advanced topics in planetary structure, composition, and evolution from the perspective of mineral physics. The seminar relies on both classic mineral physics papers as well as recently published results. T 3:30–5

[G&G 720a, Caves, Chemistry, and Climate]

G&G 735a, Principles in Organic Geochemistry Mark Pagani

[G&G 740a, Student Research Seminar]

G&G 742a, Seminar in Polar Processes and Climate Mary-Louise Timmermans

This course is a forum for reading and discussing a selection of papers related to the climate of the polar regions. Atmosphere, ice, and ocean processes and interactions are studied in the context of arctic and global climate. 3 HTBA

G&G 744b, Seminar in Mantle and Core Processes Maureen Long

T 4–5:30

G&G 746a or b, Seminar in Climate and Energy 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

http://german.yale.edu

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

Chair

Rüdiger Campe

Director of Graduate Studies

Carol Jacobs (WLH 310, carol.jacobs@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)

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; media history and theory; 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 mainly 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 and Media 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 and Media Studies

The Department of Germanic Languages and Literatures also offers, in conjunction with the Film and Media Studies Program, a combined Ph.D. in Germanic Languages and Literatures and Film and Media Studies. For further details, see Film and Media Studies. Applicants to the combined program must indicate on their application that they are applying both to Film and Media 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 520b/PHIL 613bU, History of Analytic Philosophy Paul Franks

A study of the problems and methods of early analytic philosophers, including Frege, Russell, Moore, Wittgenstein and the Logical Positivists. Problems such as realism, a priori propositions and convention, logic and meaning, empirical knowledge, verification and truth. Methods of analysis deploying formal notations, and studies of ordinary and scientific uses of language. W 1:30–3:20

GMAN 536bU/CPLT 536bU, Around Kafka Henry Sussman

Franz Kafka’s writings viewed as a site for the radical questioning and dislocation of Western systems, institutions, and mores of the early twentieth century. Attention to the shorter fiction, the novels, the letters, and their strategic interrelations; examination of the fields of knowledge, ideological presumptions, and aesthetic and cultural experiments that Kafka touched, and to some degree deranged, with his writing. T 1:30–3:20

GMAN 559aU/CPLT 560aU, Rilke, Yeats Carol Jacobs

Study of the works of two twentieth-century authors, Rainer Maria Rilke and William Butler Yeats, who, in very different ways, challenge conventional modes in which to think about the relationship between literature and what we tend to call reality. W 1:30–3:20

GMAN 564aU/CPLT 532aU, W.G. Sebald Carol Jacobs

Close readings of the major works of W.G. Sebald along with texts of other authors whose writings play a direct or indirect role in these writings (Thomas Browne, Grimmelshausen, Celan). We explore the workings of these texts in relation to theory of literature in terms of memory, representation, identity, ethical imperatives, and intertextual and intermedial relations. M 1:30–3:20

GMAN 602aU/CPLT 621aU, Books, Displays, and Systems Theory Henry Sussman

A status report on the book as a medium in an age of cybernetic technology and virtual reality. The contentious no-man’s-land between books and contemporary systems. T 3:30–5:20

GMAN 610bU, The NibelungenliedWilliam Whobrey

A reading of the medieval Nibelungenlied, partly in the original Middle High German, to include discussion of the manuscript tradition, other treatments of this heroic material, and its continuation in the Klage. Reception of the text to the present day is also considered. TH 3:30–5:20

GMAN 615b/CPLT 964b, Meaning and History: Blumenberg, Derrida, Foucault  Rüdiger Campe

Discussion of seminal works by Blumenberg, Derrida, and Foucault from the early 1960s. All three authors develop models of critical hermeneutics from their respective readings of Husserl (and Heidegger) on science and technology (Crisis of European Sciences). We explore how a general rethinking of interpretation and criticism in the humanities starts from the questioning of science and technology, and what this means for today’s humanities. TH 1:30–3:20

GMAN 667a/CPLT 711a, Hölderlin Rainer Nägele

There is something curious about the status of Hölderlin’s poetry in the context of European literature: only known to a small circle within his lifetime, Hölderlin’s poetry emerged at the beginning of the twentieth century as a major model for modern poetry. This seminar examines in close readings the particular shapes and forms of Hölderlin’s poetry that allowed it to become a major force in modernity. The seminar pays particular attention to the close connection between poetry and poetics in Hölderlin’s writings. TH 1:30–3:20

GMAN 668b/CPLT 712b, Brecht Rainer Nägele

While the emphasis is on Brecht’s theatrical writings and productions, both in his theoretical and practical writing and staging, the seminar also involves a closer look at Brecht’s poetry, whose status in and impact on modern poetry is still not adequately recognized. W 1:30–3:20

GMAN 704a/PHIL 701a, Schopenhauer: The World as Will and RepresentationKarsten Harries

A careful reading, with special emphasis on the reception of Schopenhauer’s ideas. T 1:30–3:20

GMAN 705b/PHIL 702b, Nietzsche: Truth, Value, and Tragedy Karsten Harries

An examination of Nietzsche’s understanding of tragedy as the only acceptable answer to nihilism, given the death of God. T 1:30–3:20

GMAN 710bU/CPLT 628bU, Goethe’s Wilhelm Meister Kirk Wetters

Goethe’s epoch-making Wilhelm Meister’s Apprenticeship marks a turning point in the history of the novel. Published in 1795–96, it is generally recognized as the first novel of the nineteenth century and as the prototypical novel of education. In the unconventional sequel, Wilhelm Meister’s Journeyman Years, Goethe shows his unwillingness to repeat the model of his earlier breakthrough work. W 3:30–5:20

GMAN 760bU/CPLT 905bU/FILM 760bU, Intermediality in Film Brigitte Peucker

Film is a hybrid medium, the meeting point of several others. This course focuses on the relationship of film to theater and painting, suggesting that where two media are in evidence, there is usually a third. Topics include space, motion, color, theatricality, tableau vivant, ekphrasis, spectatorship, and new media. Readings feature art historical and film theoretical texts as well as essays pertinent to specific films. Films by Fassbinder, Bergman, Murnau, von Trier, Rohmer, Godard, Kiarostami, and others, concluding with three films by Peter Greenaway. T 3:30–5:20

GMAN 900a,b, Directed Reading

By arrangement with the faculty.

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Global Affairs

The MacMillan Center

Jackson Institute for Global Affairs

Horchow Hall, 203.432.3418

http://jackson.yale.edu/academics

M.A.S., M.A.

Director

James Levinsohn (Global Affairs; School of Management)

Director of Graduate Studies

Nuno Monteiro (Political Science)

Director of Student Affairs

Cristin Siebert (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 (School of Management), Ellen Lust (Political Science; on leave [F]), Catherine Panter-Brick (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), Ana De La O Torres (Political Science), Susan Hyde (Political Science), Kaveh Khoshnood (Public Health), Jason Lyall (Political Science), A. Mushfiq Mobarak (School of Management), Nancy Qian (Economics)

Assistant Professors Costas Arkolakis (Economics), David Atkin (Economics), Lorenzo Caliendo (Economics; School of Management), Lloyd Grieger (Sociology; on leave), Daniel Keniston (Economics), Nuno Monteiro (Political Science), Thania Sanchez (Political Science), Tariq Thachil (Political Science), Jessica Weiss (Political Science), Jonathan Wyrtzen (Sociology; International Affairs)

Senior Lecturers Charles Hill (International Security Studies), Justin Thomas

Lecturers Michael Boozer (Economics), Robert Hecht, Robert Hopkins, Matthew Kocher (Political Science), Jean Krasno, Alice Miller (Public Health; Law), Michael Reed Hurtado (Latin American Studies), Sean Smith, Edward Wittenstein

Visiting Professor* Francis Wilson

Senior Fellows* David Brooks, Johnnie Carson, Howard Dean, Thomas Graham, Michele Malvesti, Stanley McChrystal, Luis Moreno Ocampo, John Negroponte (International Security Studies), Stephen Roach, Emma Sky

*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 two-year Master of Arts (M.A.) and the one-year Master of Advanced Study (M.A.S.) degrees in Global Affairs. The fifty to sixty students in the M.A. program combine fundamental training in core disciplines in Global Affairs with an individualized concentration that has relevance to current international issues. Students in the M.A.S. program select courses based on their individual academic and professional goals. 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 programs are 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. The M.A. program is designed primarily for students seeking an advanced 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. The M.A.S. program is aimed at midcareer professionals with extensive experience in a field of global affairs such as, but not limited to, international security, diplomacy, and development.

Special Admissions Requirements

Applicants to either program 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 M.A. students are strongly encouraged to have taken introductory courses in microeconomics and macroeconomics prior to matriculation.

Special Requirements for the M.A. 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 and courses taken in fulfillment of the language requirement, 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). 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 M.A. 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 full-time employment or a full-time internship, lasting at least ten 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, while maintaining a High Pass average. To remain in good academic standing at the end of the first year, M.A. students are expected to complete half of the course work required for the degree, with at least a High Pass average and one grade of Honors. Students who do not have at least a High Pass average or the required number of courses at the end of the first year will not be allowed to continue in the program.

Special Requirements for the M.A.S. Degree

The M.A.S. in Global Affairs requires one year of graduate study at Yale. To complete the degree, students must take eight courses in one year of full-time study. Courses are chosen in consultation with the director of graduate studies (DGS) at the start of each term. The program of study is customized to a student’s individual academic and professional goals.

Special Requirements for the M.A. 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 M.A. 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/academics, e-mail jackson.institute@yale.edu, or call 203.432.3418.

Courses

GLBL 522b/MGT 522b, Behavioral Strategies for Selling New Products in Emerging Markets 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 and Economic Development 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 half-term spring courses.

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 590bU, Cybersecurity, Cyber War, and International Relations  Edward Wittenstein

Cyberspace is the backbone of our global commerce and communication and defense systems, and it is the critical infrastructure that powers our modern civilization. Yet despite the benefits that have resulted from this global connectivity, significant vulnerabilities persist and threats are on the rise, especially to American national security interests. Drawing from academic and government sources in the fields of history, law, political science, and sociology, this course analyzes the rapidly evolving realm of international cyber relations. Topics include cyber crime, cyber espionage, cyber war, and cyber governance. After exploring the history, growth, current functions, and management of the Internet, the class turns to a number of recent challenges that cyberspace has helped produce: scandals such as WikiLeaks and Edward Snowden’s disclosures about the NSA; new cyber weapons like Stuxnet; technologies employed by authoritarian governments to monitor and stifle online dissent; the role that social networking technologies have played in the Arab Spring revolutions; tensions in U.S.-China relations resulting from cyber espionage and theft of intellectual property; and online “hactivists” whose protests cause significant Internet disruption. Particular attention is paid to whether any existing policy frameworks provide a basis for strengthening U.S. cybersecurity, fostering greater international understanding, and developing common cyber norms of behavior. The seminar also reflects on the legal and ethical dimensions of cybersecurity; the challenges of attribution and deterrence in cyberspace; the role of national and international government oversight; the relationship between the public and private sectors; and the tensions among privacy, transparency, freedom, and national security on the Internet.

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 Justin Thomas

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 11:35–12:50, 1 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 graduate students only. W 1:30–3:20

GLBL 811a/AMST 780a/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 813a/HIST 969a, War, Memory, Identity David Blight, Jay Winter

This course explores the uses of memory—in narrative, visual, and commemorative forms—in relation to war and the construction of personal, collective, and national identities. Our focus is on the United States and the Anglo-Saxon world, from 1860 to the present. We examine memoirs, fictionalized accounts of combat, commemorative projects and pilgrimages, and historical narratives. In the American case, we start with the Civil War, though we examine ways in which later wars have been turned into narrative. The Australian case is one in which the birth of the nation was and still is configured as an outcome of the First World War, and in particular the Gallipoli campaign. The British, Canadian, and Irish cases in the twentieth century show other complexities as to how war is remembered, each with its own character. This is a research seminar, and students produce a 25-page paper on some aspects of this theme by the end of the term. T 1:30–3:20

GLBL 819a, State-Sanctioned Atrocities Michael Reed Hurtado

In this research seminar we explore various approaches to understanding the commission of atrocities by state authorities. Termed system crimes, state crime, macrocriminality, crimes of obedience, administrative massacre, bureaucratic killing, or state terrorism, this type of offense often escapes accountability as states are successful in exercising denial. Various fields, including criminology, psychology, sociology, political science, history, and law, offer explanations. We explore these disciplines and their contribution to the construction of a deeper understanding of macro, meso, and micro issues that influence the commission of state-sanctioned atrocities. Under what conditions do states order atrocities? How do organizational dynamics contribute to the spiral of commission? Does ideology play a role in furthering state policy or practice that entails the commission of atrocities? What dispositional and situational elements can explain state-sponsored killing? How is the perpetration of atrocities learned and perfected? Course discussion and papers should contribute to the identification of effective mechanisms to promote accountability for state-sponsored offenses. We study (but not exclusively) cases that have taken place in Latin American countries. Participants write a research paper on a topic developed over the course of the class.

GLBL 821a, Better Policy Choices to Improve Health in Low-Income Settings  Robert Hecht

How can health gains for low-income households be accelerated and sustained through better policy and financing choices by governments and donor organizations? Using data and customized analytical techniques, students explore ways to formulate and assess policy and program options that address the most pressing health/nutrition/population (HNP) challenges in developing countries. We examine a series of eight to ten new analytical frameworks and techniques that have been developed and applied over the past five years to major HNP challenges in Africa, Asia, and Latin America, with important impacts on the ground. Students contribute to shaping the agenda for further development of innovative methods for global health policy research and advisory services, and pursue their own mini-project on an HNP issue of their choosing. Prerequisite: introductory economics or permission of the instructor.

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. M 3:30–5:20

GLBL 825b/ANTH 640b, Global Health: Ethnographic Perspectives Marcia Inhorn

This interdisciplinary seminar, designed for graduate students in Anthropology and Global Health, explores in an in-depth fashion anthropological ethnographies on many of the serious health problems facing populations in resource-poor societies around the globe. The course focuses on three major issues: (1) poverty, structural violence, and health as a human right; (2) struggles with infectious disease; and (3) the health of women and children (and men, too). Within these three themes, many major issues of global health concern are addressed, including the health-demoting effects of poverty, racism, patriarchy, and inhumane conditions of life and labor in many countries; men’s and women’s sexuality in the era of HIV/AIDS; the politics of epidemic disease control and other disasters, and the role of communities, nation-states, and international organizations in responding to such crises; issues of coercion in population control and the quest for reproductive rights; and how child health is ultimately dependent on the health and well-being of mothers. The underlying purpose of the course is to develop students’ awareness of the political, socioeconomic, ecological, and cultural complexity of most health problems in so-called developing nations and the consequent need for anthropological sensitivity, contextualization, and activist involvement in the field of global health. The course is also designed to expose students to salient health issues in many parts of the world from the United States to China. However, the primary focus is on global health issues facing sub-Saharan Africa and Latin America. M 1:30–3.20

GLBL 838a/ANTH 538a, Culture and Politics in the Contemporary Middle East  Marcia Inhorn

This interdisciplinary seminar is designed to introduce students to some of the most pressing contemporary cultural and political issues shaping life in the Middle East and North Africa. The course aims for broad regional coverage, with particular focus on several important nation-states (e.g., Egypt, Saudi Arabia, Afghanistan, Iran, Iraq) and Western interventions in them. Students should emerge with a keener sense of Middle Eastern regional histories and contemporary social issues, as described by leading scholars in the field of Middle Eastern studies and particularly Middle Eastern anthropology. Following a historical introduction, the course is organized around three core themes—Islam, politics, modernity—with movement from the macropolitical level of Islamic discourse and state politics to the most intimate domains of gender, family life, and contemporary youth culture. Through reading, thinking, talking, and writing about a series of book-length monographs, students gain broad exposure to a number of exigent issues in the Middle Eastern region, as well as to the ethnographic methodologies and critical theories of Middle East anthropologists. Students are graded on seminar participation, leadership of seminar discussions, two review/analysis papers, and a comparative written review of three books. Required for Council on Middle East Studies (CMES) graduate certificate students. Recommended for Middle East concentrators in other disciplines. W 1:30–3:20

GLBL 847a, Rich or Poor? Comparative Development in Southern Africa, 1960–2010  Francis Wilson

A comparative analysis of development over a fifty-year period across the African subcontinent. Where was each country, economically and politically, in 1960? Where was each expected to be in 2010? What factors contributed to the projected and actual economies fifty years later? Mauritius, which was expected to grow increasingly poorer but has become the richest country in Africa, serves as just one of ten country studies we examine. Students write a research paper focusing on one country.

GLBL 890a/HIST 782a, “Pax Britannica,” “Pax Americana,” and Global Order  Patrick Cohrs

This research seminar focuses on classic and new interpretations of the nineteenth century’s “Pax Britannica,” the twentieth century’s “Pax Americana,” and their significance for the transformation of modern international world order in a globalizing world. The seminar first explores the emergence of a British “world system” during the long nineteenth century, analyzing its foundations, power structures, and networks, yet also the challenges it confronted before and after World War I. In a comparative perspective, the seminar then concentrates on a reassessment of U.S. aspirations to recast world order after the twentieth century’s two world wars. It examines to what extent these aspirations gave rise to an unprecedented “American peace system” and whether this system was based on hegemonic or imperial premises in different regional contexts. Special focus on British and American approaches to international institutions and regimes of international order. 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. F 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 903b, The Making of a Connected World Patrick Cohrs

This course has two parts. The first explores a process that has transformed the modern world: globalization. It analyzes its origins, distinctive stages, and the consequences of what it engendered—not only accelerating global interconnectedness but also, and crucially, different forms of regional and global interdependence. The focus is on the political, economic, and cultural forces that spurred, or impeded, what ultimately became an unstoppable historical development. Its dynamics are traced from the era of globalizing imperialist competition in the nineteenth century to the aftermath of the twentieth century’s global cold war. The course’s second part examines the history of attempts to establish more durable systems of regional and eventually global order, particularly after crises and wars that had worldwide repercussions. It highlights fundamental changes in the sphere of classic international politics; the growing importance of nongovernmental actors and transnational attempts to create a global community; and the relevance of supranational institutions and regimes of international law. It thus seeks to illuminate longer-term learning processes and to show which aspirations to meet the challenges of a connected world have decisively influenced the international (dis)order of the twenty-first century. M 1:30–3:20

GLBL 910a/HIST 980a, Genocide in History and Theory Benedict Kiernan

Comparative research and analysis of genocidal occurrences from ancient times to the present; theories and case studies; an interregional, interdisciplinary perspective. Readings and discussion, guest speakers, research paper. TH 1:30–3:20

GLBL 917a, Global Governance and International Organizations Thania Sanchez

This course explores the role that international institutions play in world politics. The international system is anarchic, as there is no central authority that can impose a global order. Some international relations scholars argue that this lack of a sovereign leads to disorder and an inevitable fight for power, but others note that we see international organizations, norms, and laws that regulate an international system that is quite orderly. How are these institutions possible? How do states cooperate absent an ultimate authority that can enforce rules? Are international institutions efficacious? This course examines the scholarship on the sources of global governance. By looking at both theory and empirics, the course evaluates the structure of global governance in different areas, including international security, human rights, trade, development, and the environment. M 1:30–3:20

GLBL 921b, Humanitarian Interventions Catherine Panter-Brick

Researchers find themselves increasingly working alongside humanitarian workers in states of emergency, armed conflict, food crises, and natural disasters. The goal of this seminar course is to discuss state-of-the-art analyses of humanitarian interventions in order to develop comparative analysis and insight. We debate issues of theoretical, empirical, and policy relevance through a grounding in current literature. Readings include narratives from the field and well-articulated critiques or commentaries. This course is of interest to students interested in anthropology, international development, global health, development, and human security interventions. Topics include the form and content of humanitarian aid; how humanitarian actors bring notions of culture, dignity, and justice into quotidian practice; how personal relations structure the dynamics and shape of humanitarian action; how humanitarians negotiate the many critical conflicts in humanitarian practice; the relationship between military and humanitarian interventions, and between short-term aid and long-term development; and issues related to policy, legal protection, health care, morality, and governance in relation to the moral imperative to save lives in conditions of extreme adversity. W 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

http://history.yale.edu

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

Chair

Naomi Lamoreaux

Director of Graduate Studies

Carolyn Dean (236 HGS, 203.432.1361)

Professors Jean-Christophe Agnew, Abbas Amanat (on leave [Sp]), Ned Blackhawk (on leave [F]), David Blight, Daniel Botsman, Paul Bushkovitch (on leave [F]), George Chauncey (on leave [Sp]), Stephen Davis, Carolyn Dean, Carlos Eire (on leave [Sp]), Laura Engelstein, John Mack Faragher, Paul Freedman (on leave [F]), Joanne Freeman, John Gaddis, Beverly Gage (on leave [F]), Glenda Gilmore, Bruce Gordon, Valerie Hansen, Robert Harms (on leave [Sp]), Jonathan Holloway, Matthew Jacobson, Gilbert Joseph, Paul Kennedy, Daniel Kevles (on leave [F]), Benedict Kiernan, Jennifer Klein (on leave), Naomi Lamoreaux, Bentley Layton (on leave), Kathryn Lofton, Mary Lui (on leave [F]), J.G. Manning, Ivan Marcus, John Merriman (on leave [Sp]), Joanne Meyerowitz, Alan Mikhail, Peter Perdue, Steven Pincus (on leave), Stephen Pitti, 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 Patrick Cohrs, Fabian Drixler (on leave), Crystal Feimster, Naomi Rogers, Edward Rugemer, Paul Sabin, Marci Shore, Eliyahu Stern

Assistant Professors Paola Bertucci, Rosie Bsheer, Rohit De, Alejandra Dubcovsky-Joseph (on leave), Marcela Echeverri, Anne Eller, Daniel Magaziner, Isaac Nakhimovsky, Joanna Radin, William Rankin (on leave [F]), Julia Stephens, Jenifer Van Vleck

Lecturers* Adel Allouche, Annping Chin (Senior Lecturer), Becky Conekin (Senior Lecturer), Ivano Dal Prete, William Metcalf, Chitra Ramalingam, 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 1,000 words) 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 one foreign language 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 One language relevant to the student’s research interests.

Ancient French, German, Greek, and Latin.

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 are 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.

More information is available on the department’s Web site, http://history.yale.edu.

Courses

HIST 500a, Approaching History: Problems, Methods, and Theory  Daniel Botsman, J.G. Manning

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 540a, Introduction to Research in Medieval History Raymond Clemens

The seminar provides an introduction to research in medieval European history: often-used source genres, methods, and research tools. We focus on working with primary sources in original languages, occasionally in their original form. A working knowledge of a medieval language (preferably Latin) is, therefore, desirable. In 2014 the seminar focuses on the relationship between the living and the dead as found in obituaries in a collection of missals from the Beauvais Cathedral recently acquired by the Beinecke Library. Techniques in paleography from the tenth to the fifteenth century are also covered. T 3:30–5:20

HIST 545b, Medieval Towns Paul Freedman

European towns from their transformations of the late Roman Empire to 1500. The political, religious, and commercial functions of towns, their government, and the degree of autonomy they possessed are the main topics covered. Comparisons among geographic regions with special attention to regions of precocious developmental and political autonomy such as northern Italy and Flanders. T 1:30–3:20

HIST 576a/REL 732a/RLST 678a, Readings in Reformation History: Calvin and Calvinism Carlos Eire, Bruce Gordon

The course begins with the life and thought of John Calvin considered within the historical context of the sixteenth century. Particular emphasis is placed on Calvin’s role in the wider Reformation and his interaction with allies and opponents. The course then shifts to study the phenomenon of Calvinism as it spread through Europe and, later, New England. Prerequisite: some background in Reformation history. T 1:30–3:20

HIST 582b/AMST 705b/RLST 705b, Readings in Religion in American Society, 1600–2001 Harry Stout

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 583a/AMST 704a/RLST 760a, Research Seminar in American Religious History, 1560–2010 Harry Stout

Students may write on any aspect of American religious history in any century; emphasis is on the completion of an article-length essay based on original research. Essays might stand on their own or preview Ph.D. dissertation research. TH 1:30–3:20

HIST 586aU/JDST 837aU/WGSS 837aU, Same-Sex Love in Jewish History  Shaun Halper

A historical survey of attitudes and representations of same-sex love and its political and cultural significance among Jews from antiquity to the Holocaust; consideration of how sexuality and gender have been organized within Jewish society, as well as the mores and norms of the wider Christian and Muslim populations in which Jews lived. Students are introduced to major debates and methodological problems in LGBT and Jewish historiography. W 3:30–5:30

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. MW 3:30–4:20, 1 HTBA

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, Jewish History and Thought 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, Jewish History, Thought, and Narratives in Medieval Societies Ivan Marcus

Research seminar that focuses on the two medieval Jewish subcultures of Ashkenaz (northern Christian Europe) and Sefarad (mainly Muslim and Christian Spain). T 1:30–3:20

HIST 628a, Microhistories Keith Wrightson

A research seminar. The first weeks 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. TH 9:25–11:15

HIST 634a, Community, Markets, and Authority in Pre-Industrial Europe  Francesca Trivellato

Reading seminar. Influential studies dating from as far back as the nineteenth century and as recently as 2013 about the fundamental institutions—social, political, and economic—that shaped and transformed medieval and early modern European societies. Topics include medieval communes, the public debt, trade diasporas, craft guilds, questions of trust, information, and credible commitments. T 7–8:50

HIST 639b, Cross-Cultural Exchanges in the Mediterranean Alan Mikhail, Francesca Trivellato

Classic and recent works that address questions of conflicts and interactions in the early modern Mediterranean from multiple perspectives. Students are exposed to new methods and new empirical studies that are reshaping the field. T 7–8:50

HIST 655a, Readings in Modern European Intellectual History Marci Shore

This reading seminar focuses on secondary works on the intellectual and cultural history of modern Europe, including Russia. Discussions consider historiography and the points where intellectual history intersects with the fields of philosophy, political theory, comparative literature, and literary theory. The reading list permits a survey of a variety of approaches. M 1:30–3:20

HIST 656b/PLSC 629b, Histories of Political Thought Isaac Nakhimovsky

Since the nineteenth century, a prominent strand of scholarly reflection about politics has taken the form of examinations of past claims about politics. This reading seminar has a historiographical rather than a methodological focus. It aims to develop a comparative framework for discussing the kinds of preoccupations and commitments that have animated various important contributions to the history of political thought. Authors examined include Johann Kaspar Bluntschli, Francis Lieber, Otto Gierke, Friedrich Meinecke, Carl Schmitt, Reinhart Koselleck, Leo Strauss, Hannah Arendt, John Pocock, John Rawls, and Michel Foucault. TH 1:30–3:20

HIST 667a/WGSS 667a, 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. W 9:25–11:15

HIST 678b, Russia, 1598–1725 Paul Bushkovitch

State, society, and religion in a period of upheaval and transformation. W 1:30–3:20

HIST 683b, Global History of Eastern Europe Timothy Snyder

A thematic survey of major issues in modern east European history, with emphasis on recent historiography. A reading course with multiple brief writing assignments. TH 3:30–5:20

HIST 702a/AMST 802a, Readings in Early National America Joanne Freeman

An introduction to the early national period and its scholarship, exploring major themes such as nationalism, national identity, the influence of the frontier, the structure of society, questions of race and gender, and the evolution of political cultures. W 1:30–3:20

HIST 719b/AFAM 765b/AMST 760b, Research Approaches to the Americas before 1860 Edward Rugemer

There are many approaches to the study of the past: political, social, cultural, economic, Atlantic, continental, comparative, and more. This research course explores the study of history through a broad set of writings on the Americas in the top academic journals, with an emphasis on issues of race and slavery. Students also research and write an article-length essay for submission to an appropriate journal. W 9:25–11:15

HIST 728b/AMST 799b, The American Century Jean-Christophe Agnew

The seminar looks at recent work in the intellectual and cultural history of WWII and Cold War America—the years between the New Deal and the New Frontier. Secondary readings highlight current directions in historiography as well as the range of research opportunities available, while class assignments and discussions focus for the most part on the different ways one can teach the period and its documentary sources, including literature, film, music, and painting. The seminar aims to suggest the richness and coherence of this period as a subject for intellectual and cultural historians—especially for those wishing to pursue a research topic in this area—and as an occasion to explore the possibilities for interdisciplinary teaching. W 1:30–3:20

HIST 730a/AMST 801a, U.S. Intellectual Formations in the Twentieth Century  Jean-Christophe Agnew

This seminar introduces students to recent works on some of the more important intellectual movements in twentieth-century U.S. history and explores the widely different contextualist approaches that historians have taken toward them. Our first set of questions focuses on the intellectuals as a social type or formation: How did they mobilize themselves and others differently over the course of the century as the institutional ground shifted beneath their feet, the culture industries multiplied, and the communication revolution unfolded? How should we understand the real and imagined spaces that intellectuals fashioned for themselves and the impact of those geographies upon their identities and ideas? What effects have the changing forms of intellectual collaboration had on the genesis, refinement, and articulation of ideas in this country? Our second set of questions focuses on some of the ideas, ideologies, paradigms, “imaginaries,” and intellectual identities that took hold over the course of the century, with a view toward comparing the different visions in relation to one another and against the circumstances of their efflorescence. One short and one long paper. W 3:30–5:20

HIST 735a/AFAM 706a/AMST 714a, Readings in Twentieth-Century U.S. History  Glenda Gilmore

Recent trends in American political history from the 1890s, with an emphasis on the social analysis of mass politics and reform. TH 3:30–5:20

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

Projects chosen from the post-Civil War period, with an emphasis on twentieth-century social and political history, broadly defined. Research seminar. TH 9:25–11:15

HIST 746a/AMST 903a, Introduction to Public Humanities Ryan Brasseaux

What is the relationship between knowledge produced in the university and the circulation of ideas among a broader public, between academic expertise on the one hand and nonprofessionalized ways of knowing and thinking on the other? What is possible? This seminar provides an introduction to various institutional relations and to the modes of inquiry, interpretation, and presentation by which practitioners in the humanities seek to invigorate the flow of information and ideas among a public more broadly conceived than the academy, its classrooms, and its exclusive readership of specialists. Topics include public history, museum studies, oral and community history, public art, documentary film and photography, public writing and educational outreach, the socially conscious performing arts, and fundraising. In addition to core readings and discussions, the seminar includes presentations by several practitioners who are currently engaged in different aspects of the Public Humanities. With the help of Yale faculty and affiliated institutions, participants collaborate in developing and executing a Public Humanities project of their own definition and design. Possibilities might include, but are not limited to, an exhibit or installation, a documentary, a set of walking tours, a Web site, a documents collection for use in public schools. TH 9:25–11:15

HIST 747b/AFAM 763b/AMST 731b, Methods and Practices in U.S. Cultural History  Matthew Jacobson

This sampling of U.S. cultural history from the early national period to the present is designed to unfold on two distinct planes. The first is a rendering of U.S. culture itself—a survey, however imperfect, of the major currents, themes, and textures of U.S. culture over time, including its contested ideologies of race and gender, its organization of productivity and pleasure, its media and culture industries, its modes of creating and disseminating “information” and “knowledge,” its resilient subcultures, and its reigning nationalist iconographies and narratives. The second is a sampling of scholarly methods and approaches, a meta-history of “the culture concept” as it has informed historical scholarship in the past few decades. The cultural turn in historiography since the 1980s has resulted in a dramatic reordering of “legitimate” scholarly topics, and hence a markedly different scholarly landscape, including some works that seek to narrate the history of the culture in its own right (Kasson’s history of the amusement park, for instance), and others that resort to cultural forms and artifacts to answer questions regarding politics, nationalism, and power relations (Melani McAlister’s Epic Encounters). In addition to providing a background in U.S. culture, then, this seminar seeks to trace these developments within the discipline, to understand their basis, to sample the means and methods of “the cultural turn,” and to assess the strengths and shortcomings of culture-based historiography as it is now constituted. M 1:30–3:20

HIST 752b/AMST 741b, Indians and Empires Ned Blackhawk

This course explores recent scholarship on Indian-imperial relations throughout North American colonial spheres from roughly 1500 to 1900. It examines indigenous responses to Spanish, Dutch, French, English, and lastly American and Canadian colonialism and interrogates commonplace periodization and geographic and conceptual approaches to American historiography. It concludes with an examination of American Indian political history, contextualizing it within larger assessments of Indian-imperial and Indian-state relations. M 9:25–11:15

HIST 762b/LAW 21113, United States Legal History: Directed Reading John Witt

This seminar takes up readings in the history of law in British North America and the United States from European contact into the 1960s and 1970s. Topics include law in the colonies and among Native peoples; legal controversies of the American Revolution and the Constitution; the laws of capitalism and slavery; the jurisprudence of the Civil War and Reconstruction; legal education and the legal profession; the rise of the administrative state; and the civil rights revolution and its aftershocks. Paper required. Enrollment limited to twenty. M 2:10–4

HIST 763a/AMST 649a, Readings in Latina or Latino History Stephen Pitti

A reading of the historical works that focus on Latino communities in the United States. We focus particular attention on Mexican American, Puerto Rican, and Cuban American communities, and we look at topics such as racial identity, border conflict, 1960s activism, patterns of residency and migration, transnationality and citizenship, labor struggle and class formation, and gender and sexuality. Readings bring together scholarship from several disciplines and emphasize both the critical importance of this developing field and its contemporary challenges. TH 9:25–11:15

HIST 768b/AMST 768b, Asian American History and Historiography Mary Lui

This reading and discussion seminar examines Asian American history through a selection of recently published texts and established works that have significantly shaped the field. Major topics include the racial formation of Asian Americans in U.S. culture, politics, and law; U.S. imperialism; U.S. capitalist development and Asian labor migration; and transnational and local ethnic community formations. The class considers both the political and academic roots of the field as well as its evolving relationship to “mainstream” American history. T 9:25–11:15

HIST 774a/AMST 770a/WGSS 750a, Research in the History of Gender and Sexuality George Chauncey

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

HIST 782a/GLBL 890a, “Pax Britannica,” “Pax Americana,” and Global Order  Patrick Cohrs

This research seminar focuses on classic and new interpretations of the nineteenth century’s “Pax Britannica,” the twentieth century’s “Pax Americana,” and their significance for the transformation of modern international world order in a globalizing world. The seminar first explores the emergence of a British “world system” during the long nineteenth century, analyzing its foundations, power structures, and networks, yet also the challenges it confronted before and after World War I. In a comparative perspective, the seminar then concentrates on a reassessment of U.S. aspirations to recast world order after the twentieth century’s two world wars. It examines to what extent these aspirations gave rise to an unprecedented “American peace system” and whether this system was based on hegemonic or imperial premises in different regional contexts. Special focus on British and American approaches to international institutions and regimes of international order. T 1:30–3:20

HIST 783b/AMST 717b, Readings in Transnational History Jenifer Van Vleck

Readings in historiography after the “transnational turn”—the project of writing and teaching history across national boundaries. Emphasis on methods, especially research strategies and interpretive frameworks. Topics of readings and discussions include empire, colonialism, and postcolonialism; nations and nationalisms; borders and borderlands; globalization; cultural transfer and hybriditiy; and transnational approaches to histories of race, gender, and sexuality. W 3:30–5:20

HIST 788a/AMST 780a/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 800a/HSAR 746a/MDVL 565a, Circa 1000 Valerie Hansen, Mary Miller, Anders Winroth

The world in the year 1000, when the different regions of the world participated in complex networks. Archaeological excavations reveal that the Vikings reached L’Anse aux Meadows, Canada, at roughly the same time that the Kitan people defeated China’s Song dynasty and established a powerful empire stretching across the grasslands of Eurasia. Viking chieftains donned Chinese silks while Chinese princesses treasured Baltic amber among their jewelry. In what is now the American Southwest, the people of Chaco Canyon feasted on tropical chocolate, while the lords of Chichen Itza wore New Mexican turquoise—yet never knew the Huari lords of the central Andes. Islamic armies conquered territory in western China (modern Xinjiang) and northern India (around Delhi) for the first time. In this seminar, students read interpretative texts based on archaeology and primary sources, work with material culture, and develop skills of cross-cultural analysis. M 1:30–3:20

HIST 806a, Literature of the Field: Colonial Latin America Stuart Schwartz

This course considers the recent historiography of colonial Latin America and the Caribbean with an Atlantic and cross-imperial frame. T 1:30–3:20

HIST 807a/AMST 650a, 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. F 1:30–3:20

HIST 815b/AFAM 801b, Slavery in the Atlantic World Marcela Echeverri, Stuart Schwartz

This seminar provides an introduction to the legal, economic, social, and political dimensions of the history of slavery in the Atlantic world. With a comparative perspective, it examines the rise and fall of the institution of slavery in the European Atlantic empires between the sixteenth and nineteenth centuries. Topics include the transatlantic slave trade, the plantation economy and the master class, alternative slave economies, slave life and politics, free blacks, and abolitionism during the Age of Revolutions. T 1:30–3:20

HIST 820b, Problems in Modern Mexican History: People, State, and Nation in Historical Motion Gilbert Joseph

Focusing on the relationship between forms of the state and grassroots political culture, the course examines prevailing trends and controversies in historical writing on Mexico, with special attention given to the Mexican Revolution and its legacies. F 1:30–3:20

HIST 823a/AFAM 785a/AMST 756a, Haiti in the Americas Anne Eller

This course broadens the temporal parameters of Atlantic history to consider the formation and impact of colonial Saint-Domingue, the import of revolutionary Haiti, and the trajectory of state making on the island through imperial projects of the twentieth century. The course engages with scholarship from the circum-Caribbean, the United States, France, and the greater Atlantic African diaspora. W 1:30–3:20

HIST 831b/AFST 671b, The African Diaspora Anne Eller, Daniel Magaziner

This seminar explores the lives, culture, politics, and impact of Africans and their descendants in diaspora over the past thousand years. The course focuses especially on the global slave trade, struggles for emancipation and citizenship, and Pan-African and cultural nationalist movements of the nineteenth and twentieth centuries. W 1:30–3:20

HIST 839a/AFST 839a, Environmental History of Africa Robert Harms

An examination of the interaction between people and their environment in Africa and the ways in which this interaction has affected or shaped the course of African history. W 9:25–11:15

HIST 855b, Historiography of the Modern Middle East Rosie Bsheer

This seminar aims to familiarize students with some of the major themes and debates in the field of modern Middle East history and pays careful attention to competing theoretical frameworks and methodological approaches. The course looks at some of the most important literature on Orientalism, modernity, Ottoman reform, nationalism, state formation, class, gender, natural resources, cities and urban history, and religion. The course is particularly suited to those preparing comprehensive exams in the field. TH 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 863a, Narratives of Modern Iran Abbas Amanat

Close reading, content analysis, and contextual study of modern Persian historical narratives, autobiographies, reform literature, memoirs, travel accounts, and selective documents as well as major studies on the themes of power, morality and violence, Islam and politics, modernity, and contested identities. W 3:30–5:20

HIST 868b, Documents in Tang, Song, and Yuan Dynasties Valerie Hansen

A survey of the historical genres of premodern China: the dynastic histories, other chronicles, gazetteers, literati notes, and Buddhist and Daoist canons. How to determine what different information these sources contain for research topics in different fields. Prerequisite: at least one term of classical Chinese. W 1:30–3:20

HIST 872b/EALL 824b, The Shenbao Lab: Explorations in Chinese Digital Humanities Peter Perdue

The availability of abundant online sources in Chinese promises to reshape dramatically the ways in which we study modern Chinese history, but we need to gain experience in using new techniques of analysis of online digital sources. The complete online database of the text of the Shanghai newspaper Shenbao and part of its illustrated supplement, Dianshizhai Huabao, offers students new possibilities for looking at many topics of interest. These include the effects of mass journalism on public sentiments and the public sphere; the audiences of popular images and text; the relationship between elite writers and popular audiences; the overlapping and distinct appeals of literary tropes, mythology, news of Western affairs, and domestic news; and the impact of new technologies on Chinese urban society. Students read these and other online materials and write research papers that use them for original perspectives in modern Chinese cultural and social history. Prerequisites: knowledge of classical and modern Chinese. Open to qualified undergraduates with permission of the instructor. W 3:30–5:20

HIST 882b/EALL 782b, The Life of the Analects: From the Beginnings to the Present  Annping Chin

The course examines the formation of the Analects, its political uses in China’s imperial court, and its moral sway over the populace. It also looks at Western responses in the seventeenth and eighteenth centuries. Emphasis is placed on the historical circumstances that allowed the text to grow and thrive. M 3:30–5:20

HIST 884b, Readings in the History of Modern Japan Daniel Botsman

This course offers students an opportunity to explore recent English-language scholarship on the history of modern Japan (post-1868). W 1:30–3:20

HIST 895b, Twentieth-Century Vietnam Benedict Kiernan

French colonial rule, cultural change, Japanese occupation, and the origins, course, and aftermath of the Vietnamese-American conflict. War and society from the formation of a modern national identity to the rise of communism, the resurgence of Buddhism, independence and division, the U.S. intervention, escalation and defeat, the postwar Cambodian conflict and the 1979 Chinese invasion, regional integration, and economic reform. Readings, discussion, and research. W 3:30–5:20

HIST 905a/SAST 620a, Debates in South Asia: History and Theory Rohit De, Julia Stephens

Since the emergence of subaltern studies in the 1980s, South Asian historiography has been dominated by debates over the methods and theory that have come to influence the broader discipline of history. The seminar seeks to introduce participants to the major debates in South Asian studies through reading the original texts alongside newer scholarship addressing the themes of bureaucracy, secularism, visual media, political economy, and the environment. M 7–8:50

HIST 913b/HSHM 713b, Geography and History William Rankin

A research seminar focused on methodological questions of geography and geographic analysis in historical scholarship. We consider approaches ranging from the Annales School of the early twentieth century to contemporary research in environmental history, history of science, urban history, and more. We also explore interdisciplinary work in social theory, historical geography, and anthropology and grapple with the promise (and drawbacks) of GIS. Students may write their research papers on any time period or geographic region, and no previous experience with geography or GIS is necessary. Open to undergraduates with permission of the instructor. W 9:25–11:15

HIST 928a/HSHM 738a, Medicine and the Human Sciences Henry Cowles

This seminar presents an overview of the history of the human sciences, broadly defined. How have science and medicine been brought to bear on human nature in various times and places? How have scholars grappled with these efforts, especially in the last decade? And how might we build on their scholarship in our own work? We take as our starting point not the disciplines of the human sciences (e.g., psychology, anthropology, and sociology) but rather a set of practices that scientists and doctors have put to use on minds, bodies, and societies. Such practices cut across disciplinary divides, and so will we, engaging with work by anthropologists, philosophers, and literary scholars alongside that of historians of science and medicine. Students may take the course as either a reading or research seminar, meaning those taking it for credit may submit either a historiographical essay or an original research piece for their final paper. T 3:30–5:20

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, cultural, and intellectual history of medicine, focusing on the United States. Reading and discussion of the recent scholarly literature on medical cultures, public health, and illness experiences from the early national period through the present. Topics include the role of gender, class, ethnicity, race, religion, and region in the experience of health care and sickness and in the construction of medical knowledge; the interplay between lay and professional understandings of the body; the role of the marketplace in shaping professional identities and patient expectations; citizenship, nationalism, and imperialism; and the visual cultures of medicine. 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. TH 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. TH 1:30–3:20

HIST 941a/HSHM 739a, Historical Perspectives on Science and Religion  Ivano Dal Prete

The interaction between science and religion examined from a historical standpoint. The course discusses pivotal problems raised by science and religion studies, and explores the historical roots of modern issues. Topics include natural philosophy in medieval Islam and Christianity, the rise of biblical literalism, heterodox cosmologies in the Renaissance, religion and the scientific revolution, the history of evolutionism vs. creationist theories. M 1:30–3:20

HIST 943b/HSHM 736b/WGSS 730b, Health Politics, Body Politics Naomi Rogers

A reading seminar on struggles to control, pathologize, and normalize human bodies, with a particular focus on science, medicine, and the state, both in North America and in a broader global health context. Topics include disease, race, and politics; repression and regulation of birth control; the politics of adoption; domestic and global population control; feminist health movements; and the pathologizing and identity politics of disabled people. T 1:30–3:20

HIST 947bU/HSHM 654bU, The Scientific Revolution Paola Bertucci

The changing relationship between the natural world and the arts from Leonardo to Newton. Topics include the scientific revolution, Renaissance anatomy and astronomy, and alchemy and natural history. TTH 11:35–12:25, 1 HTBA

HIST 949aU/HSHM 656aU, Photography and the Sciences Chitra Ramalingam

Does photography belong in the history of art, or does its status as an “automatic” or “scientific” recording technique and its many uses in the sciences distinguish its history from that of earlier visual media? How does photography look when we approach it from the cultural history of science? How might its role in the sciences have shaped photographic aesthetics in the arts? This course examines the making of photography’s discursive identity as an experimental and evidentiary medium in the sciences, from its announcement to the public in 1839 to the digital innovations of the present day. We take a historical and archival perspective on uses for (and debates over) photography in different fields of the natural and human sciences, grounded in visits to photographic collections at Yale. TH 1:30–3:20

HIST 962b/AMST 790b, Writing History John Demos

The focus of the seminar is prose-writing about history. We proceed through reading and discussion of exemplary texts, with an emphasis on their literary aspects (including thematic and narrative structure, author-to-subject connections, the fact/fiction boundary, and the moral dimension of historical work). There is also a monthlong practicum, set in the middle of the term and devoted entirely to the students’ own writing. The goal throughout is to raise consciousness about this oft-neglected part of the historian’s task—and to improve performance within it. T 3:30–5:20

HIST 965a/ANTH 541a/F&ES 836a/PLSC 779a, Agrarian Societies: Culture, Society, History, and Development Alan Mikhail, Peter Perdue, Kalyanakrishnan Sivaramakrishnan

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. W 1:30–5:20

HIST 969a/GLBL 813a, War, Memory, Identity David Blight, Jay Winter

This course explores the uses of memory—in narrative, visual, and commemorative forms—in relation to war and the construction of personal, collective, and national identities. Our focus is on the United States and the Anglo-Saxon world, from 1860 to the present. We examine memoirs, fictionalized accounts of combat, commemorative projects and pilgrimages, and historical narratives. In the American case, we start with the Civil War, though we examine ways in which later wars have been turned into narrative. The Australian case is one in which the birth of the nation was and still is configured as an outcome of the First World War, and in particular the Gallipoli campaign. The British, Canadian, and Irish cases in the twentieth century show other complexities as to how war is remembered, each with its own character. This is a research seminar, and students produce a 25-page paper on some aspects of this theme by the end of the term. T 1:30–3:20

HIST 980a/GLBL 910a, Genocide in History and Theory Benedict Kiernan

Comparative research and analysis of genocidal occurrences from ancient times to the present; theories and case studies; an interregional, interdisciplinary perspective. Readings and discussion, guest speakers, research paper. TH 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, Charles Hill, Adam Tooze

Part II of the two-term linked seminar offered during the calendar year 2014. 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

http://arthistory.yale.edu

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 (on leave), Jock Reynolds (Adjunct), Vincent Scully (Emeritus), Robert Thompson, 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

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 and Media Studies

The Department of the History of Art offers, in conjunction with the Film and Media Studies Program, a combined Ph.D. in the History of Art and Film and Media 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 and Media Studies. For further details, see Film and Media 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, Critical Approaches to the History of Art Carol Armstrong

An introduction to the foundations of modern art-historical method: formalism, connoisseurship, iconology, social history, visual culture. Readings include Wölfflin, Riegl, Friedländer, Warburg, Kubler, Foucault, Crary, among others. M 10:30–12:20

HSAR 512a or b, Directed Research

By arrangement with faculty.

HSAR 557b/ARCG 735b/CLSS 826b, Art and Text in Greek Antiquity  Milette Gaifman

Throughout Greek antiquity, Greek visual culture explored the relationship between art and text: in images of mythological scenes, in written descriptions of works of art, and in combining inscribed texts with pictorial representations. Taking Lessing’s Laocoön of 1776 as a point of departure, the seminar examines the tensions between the visual and the literary throughout Greek antiquity. Themes include pictorial narratives, the literary genre of ekphrasis, as well as the role and significance of inscriptions in Greek artistic representations. TH 10:30–12:20

HSAR 570a/ARCG 749a/CLSS 846a, Becoming Hadrian: Autobiography and Art in the Second Century A.D. Diana Kleiner

Marguerite Yourcenar’s famed fictional Memoirs of Hadrian serves as the starting point for an exploration of Hadrian and the art he commissioned in Rome and abroad. Hadrian’s passion for life, quest after peace, romantic wanderlust, veneration of Greek culture, and craving for love, along with his acceptance of death’s inexorableness, led him to commission some of Rome’s greatest monuments. The emperor’s flair for leadership and talent as an amateur architect inform student projects on the sculpture, mosaics, and buildings of the age, among them the portraiture of Hadrian’s lover Antinous, the Pantheon, and Hadrian’s Wall in Britain. Special attention is paid to the Pantheon and to Hadrian’s Villa at Tivoli, an empire unto itself where Hadrian’s autobiography was fully realized. Qualified undergraduates who have taken Roman Art: Empire, Identity, and Society and/or Roman Architecture may be admitted with permission of the instructor. T 1:30–3:20

HSAR 579b, Modernism and the Middle East Kishwar Rizvi

This course studies the concepts that inform the making and reception of modern architecture in the Middle East. In the Islamic world, new fundamentalisms and shifting religious trends have created an environment in which each country must renegotiate its past and reconsider its collective future. Whether by suppressing their Islamic roots, as in the case of republican Turkey, or through reinventing them, as in the case of post-Revolution Iran, such countries must constantly transform their national image. It is through public works, such as architecture and planning, that they convey their political and religious ideology. This course examines the debates and theories of modern architectural production that have informed the discourse on Islamic architecture by situating cases of colonial and nationalist architecture in the context of their particular social and religious history. T 1:30–3:20

HSAR 588b, Studies in Medieval Sculpture, 900–1500 Jacqueline Jung

For much of the Middle Ages, figural sculpture was the artistic medium most familiar, most accessible, and often most memorable to men and women of all social stations and ranks. Although sculptural works could communicate theological precepts with the same clarity as images in two dimensions, the artistic and material properties peculiar to sculpture imbued it with mimetic qualities impossible to achieve in other media, allowing it to generate a range of meanings, responses, and behaviors peculiar to itself. Through a series of investigations of important works in stone and wood, principally from France, Germany, and Italy, this seminar explores the place of sculpture in the larger history of medieval art from the Romanesque period to the dawn of the Reformation. In addition to thinking about changing modes of three-dimensional representation over time, we consider the multifaceted ways sculpture has been presented in more than a century of scholarly literature. Readings include works by Baxandall, Camille, Dahl, Forsyth, Fricke, Grandmontagne, Jung, Nash, Recht, Sauerländer, Schapiro, Suckale, and Vöge. The seminar includes a trip to the Metropolitan Museum of Art or the Cloisters. Prerequisite: reading knowledge of German; reading knowledge of French is strongly recommended. TH 1:30–3:20

HSAR 589a, Movement, Materiality, and Affect in Medieval Art Jacqueline Jung

After two decades of scholarship focused chiefly on “the image” in the “era before art” and on the various means by which medieval artists and viewers sought to move past or through the image and into the realm of the ineffable, recent studies have redirected attention to the things themselves—their material properties and visual effects, and above all the way they resonate in the modern world. This seminar, which welcomes students both in and beyond the field of medieval art history, tests the possibilities and limitations of the so-called material turn in art history through close engagement with the scholarly literature and a selection of European monuments and objects made between the fifth and fifteenth centuries. We consider the communicative and ontological value of diverse media (sculpture, painting, metalwork, ivories, mosaics, textiles, etc.) and their relations to embodied beholders in real spaces. We also consider strategies of mediation, above all the role photography has played in conveying the formal properties of works of art and disembodying the process of viewership. Readings include works by Belting, Brilliant, Bynum, Demus, Eisenstein, Ganz, Gell, Hahn, Herder, Jantzen, Petcheva, Suckale, and others. The seminar includes visits to the Beinecke Library, the Yale Art Gallery, and the Metropolitan Museum and/or the Cloisters in New York. Reading knowledge of French and/or German is strongly recommended. W 1:30–3:20

HSAR 600aU, Painting Poetry in Islamic Art Kishwar Rizvi

An exploration of the intersection between objects and texts in Islamic art with a focus on the arts of Iran, Turkey, and India. The seminar studies holdings in Yale’s libraries and art galleries, which include ninth-century Qurans, thirteenth-century ceramics, and nineteenth-century lithographs, in order to gain an understanding of the manner in which poetic texts were deployed as an inspiration for visual art while serving as a critique of its very materiality. TH 3:30–5:20

HSAR 605b/RUSS 603b, Russian Realist Literature and Painting Molly Brunson

An interdisciplinary examination of the development of nineteenth-century Russian realism in literature and the visual arts. Topics include the Natural School and the formulation of a realist aesthetic; the artistic strategies and polemics of critical realism; narrative, genre, and the rise of the novel; the Wanderers and the articulation of a Russian school of painting; realism, modernism, and the challenges of periodization. Readings include novels, short stories, and critical works by Dostoevsky, Turgenev, Goncharov, Tolstoy, Chekhov, and others. Painters of focus include Fedotov, Perov, Shishkin, Repin, and Kramskoy. Special attention is given to the particular methodological demands of inter-art analysis. M 3:30–5:20

HSAR 632b, Mannerism Joost Keizer

The opening decades of the sixteenth century in Italy marked a founding moment in the history of art. Some of the defining features of the modern institution of art received their definitive form then: art theory, autonomy, authorship, the art academy, a modern conception of style, and the origins of the discipline of art history. Although the excitement about individual artists of the period is bigger than ever before—witness the popularity of some recent exhibitions, both in Europe and the United States—interest in defining what Mannerism was has almost completely disappeared. And so it is time not only to revisit old models but also to come up with new narratives. Rather than offering an overview, this seminar explores new ways of thinking about the period. T 1:30–3:20

HSAR 690b, Cézanne and His Afterlives Carol Armstrong

This course looks at the actual and possible afterlives of Cézanne’s life of painting through a series of pairings of other figures with this progenitor of twentieth-century abstraction. Beginning with Cézanne’s own pairing of his early work with that of Manet, and proceeding through Émile Zola’s fictionalization of Cézanne in L’Oeuvre of 1886, the seminar considers Cézanne’s work in light of critics and philosophers who wrote about him—such as Rainer Maria Rilke, Roger Fry, Clement Greenberg, and Maurice Merleau-Ponty; later painters to whom his work was important, from Émile Bernard and Maurice Denis to Matisse, Braque, Picasso, Mondrian, de Kooning, and others; and later authors and thinkers in various fields whose ideas may fruitfully be compared to his way of picturing reality, from Virginia Woolf and Albert Einstein to R.D. Laing and Luce Irigaray. In each case, the pairing serves both as a two-way screen of mutual inflection and as a means of complicating and reconfiguring the chronologies and teleologies of what has come to be called modernism. Readings, presentations, and class discussions, one short preliminary paper, and a final research paper. M 10:30–12:20

HSAR 691b, Visual Culture of Australia Tim Barringer

This seminar investigates the arts of Australia and New Zealand from the period of European settlement (ca. 1788) to the present day. The class opens with a discussion of indigenous art in Australia and New Zealand and the impact of European settlement on the cultural production of Aboriginal peoples and Maori. Remaining sessions examine the repercussions for the history of modern art of examining seriously the work of indigenous and settler artists in Australia and New Zealand. The class concludes with a fully funded trip to Australia in May 2015; participation in the trip is required. Themes include early visual culture of the Australian penal colonies; the development of Sydney as an artistic center; the emergence of art and patronage in Van Diemen’s Land (Tasmania), and the representation and agency of indigenous peoples; traveling artists and the picturesque in Australia and New Zealand; the Gold Rush and “Marvellous Melbourne”; botanical draftsmanship and scientific illustration; Aboriginal and Maori artists in the nineteenth century; portraiture in Australia and New Zealand and the emergence of photography in Australasia; Symbolism and the Arts and Crafts Movement in Australia and New Zealand; ANZAC and the First World War; early modernism in Australasia; Nolan and Australian art post-1945; contemporary art and the indigenous. Prerequisite: students must have audited HSAR 306a, Art and the British Empire. W 3:30–5:20

HSAR 696a/AFAM 769a, Violence, Race, and Modernity Erica James

The course engages the art and material culture of transatlantic slavery, slave societies, Emancipation, Reconstruction, Jim Crow, and contemporary times in the United States and the Caribbean through the indices of violence, trauma, and memory. It posits that violence (cultural, epistemic, ideological, systemic, physical, etc.) is a fundamental part of modernity within the African diaspora, but has thus far been under-examined within art history and visual culture. M 3:30–5:20

HSAR 711a, Postmodernism: Frameworks J.D. Connor

Survey of North American intellectual history of the early 1960s, in particular the broad effort to redescribe aesthetic objects, social structures, and concepts as frameworks of practice. Domains include cultural criticism (Boorstin, Sontag, Baldwin), art history (Kubler, Fried, Kaprow), media theory (McLuhan, Farber), sociology (Goffman, Garfinkel), strategy (Schelling, Kahn), economics (Coase, March, Friedman), linguistics (Chomsky), urban studies (Jacobs, Lynch), literary theory (Fletcher), philosophy (Austin, Rawls), history of science (Kuhn). The measurement of those transitions against canonical and historical accounts of the origins of postmodernism (Lyotard, Jameson, Anderson, DeKoven) and contemporary cinematic examples (e.g., Psycho, The Miracle Worker, The Connection, The Manchurian Candidate, Advise and Consent, To Kill a Mockingbird, The Birds, Cleopatra, Contempt, A Fistful of Dollars, Blow Job, Faces of November). T 1:30–3:20

HSAR 719a, The Material Culture of Australia and New Zealand Edward Cooke, Jr.

This seminar focuses upon the craftsmen and their products in the Antipodes from the late eighteenth century to the present. Looking closely at materials, techniques, forms, and decoration and paying attention to the training of craftsmen and the function and circulation of their work, the course probes the full complexity of textiles, metalwork, ceramics, and woodworking in regard to issues of colonialism, hybridity, and control of work. Attention is devoted to indigenous work as well as that of immigrants from the United Kingdom, Germany, China, and America. TH 9:25–11:15

HSAR 720b/AMST 786b/REL 966b/RLST 698b, Sensational Religion: Sensory Cultures in Material Practice Sally Promey

This interdisciplinary seminar explores the sensory and material histories of (largely American) religious images, objects, buildings, and performances as well as the potential for sensory subjects to spark controversy in material religious practice. The goal is not only to study the visual cultures of religions but also to investigate possibilities for scholarly examination of a more robust human sensorium of sound, taste, touch, scent, and sight, the points where the senses meet material things (and vice versa) in religious life and practice. The seminar is coordinated with other campus events, including speakers in the Sensory Cultures of Religion Research Group. Permission of the instructor required; qualified undergraduates are welcome. M 3:30–5:20

HSAR 730a/AMST 785a/JDST 799a/REL 967a/RLST 697a, Religion and the Performance of Space Sally Promey, Margaret Olin

This interdisciplinary seminar explores categories, interpretations, and strategic articulations of space in a range of religious traditions in the United States. The course is structured around theoretical issues, including historical deployments of secularity as a framing mechanism, conceptions of space and place, and perceived relations between property and spirituality. Examples of the kinds of case studies treated in class include public displays of religion, the enactment of ritual behaviors within museums, the marking of religious boundaries of various sorts, and emplaced articulations of “spiritual” properties or real estate. Several campus events, including research group presentations, are coordinated with the seminar. Permission of the instructor required; qualified undergraduates are welcome. M 3:30–5:20

HSAR 739a, Histories and Theories of Modern Architecture: The Rise and Fall of the Machine Craig Buckley

Modern architecture is architecture defined by and for the age of the machine. We examine this central contention, tracing its formulation, evolution, digression, and eclipse from the waning decades of the nineteenth century to the 1960s. Drawing on the writings of architects, artists, critics, and historians, the seminar pays attention to those machines and mechanized processes that fascinated architects and historians, and considers these in relation to the parallel, yet distinct, ways that buildings served to mobilize and interpret literal as well as symbolic aspects of machines. Retracing this history of debates about mechanization provides an opportunity to reassess key assumptions and arguments about machines and their relationship to architectural production and discourse. Finally, we consider how, in the decades following WWII, mechanization gradually lost command of the narrative of modern architecture, asking how the waning of this dominance, (through notions such as second machine age, information society, post-industrial society, among others) comes to be registered in late-modern architecture, form, and space. Readings include works by Gottfried Semper, Karl Marx, Alois Riegl, Otto Wagner, William Morris, Frank Lloyd Wright, Adolf Loos, Patrick Geddes, Hermann Muthesius, Le Corbusier, Walter Gropius, Ludwig Mies van der Rohe, Adolf Behne, Hannes Meyer, Lewis Mumford, Sigfried Giedion, Nikolaus Pesvner, Pierre Francastel, Martin Heidegger, Konrad Wachsmann, Bruno Zevi, Marshall McLuhan, Alan Colquhoun, Reyner Banham, Manfredo Tafuri, Fredric Jameson, Nicholas Negroponte, and Beatriz Colomina, among others. W 3:30–5:20

HSAR 740a, The Language of Landscape Jennifer Raab

At mid-nineteenth century in the United States, large-scale landscape paintings were enormously popular; tens of thousands of people paid to see the exhibitions of single canvases, bringing opera glasses to view the pictures closely. A few decades later, critics dismissed these canvases, often with a sense of embarrassment. Taking such works as our objects of study, this course broadly considers the relationship between landscape, art, ideology, and perception. Readings range from Kant, Burke, and Ruskin to Thoreau and Emerson to Humboldt and Darwin; critical texts include W.J.T. Mitchell, Denis Cosgrove, Joseph Koerner, Rachael DeLue, and Bryan Wolf. T 10:30–12:20

HSAR 741b, The Documentary Photograph Jennifer Raab

What is the relationship between documentary photography and truth? How is aesthetic pleasure elicited by (or in spite of) the political, military, economic, or social functions of such photographs? This course explores two rich and complex periods of documentary photography: the images made for land surveys of the American West following the Civil War (O’Sullivan, Bell, Jackson, Russell) and the work produced for the Farm Security Administration during the Great Depression and the beginning of World War II (Lange, Evans, Lee, Parks, Post Wolcott, Rothstein, Shahn). These photographs were often conceived of and collected as discrete bodies of work. Thus we also consider the material, theoretical, and cultural functions of the “archive” and the “file” as essential aspects of the documentary mode. M 3:30–5:20

HSAR 746a/HIST 800a/MDVL 565a, Circa 1000 Valerie Hansen, Mary Miller, Anders Winroth

The world in the year 1000, when the different regions of the world participated in complex networks. Archaeological excavations reveal that the Vikings reached L’Anse aux Meadows, Canada, at roughly the same time that the Kitan people defeated China’s Song dynasty and established a powerful empire stretching across the grasslands of Eurasia. Viking chieftains donned Chinese silks while Chinese princesses treasured Baltic amber among their jewelry. In what is now the American Southwest, the people of Chaco Canyon feasted on tropical chocolate, while the lords of Chichen Itza wore New Mexican turquoise—yet never knew the Huari lords of the central Andes. Islamic armies conquered territory in western China (modern Xinjiang) and northern India (around Delhi) for the first time. In this seminar, students read interpretative texts based on archaeology and primary sources, work with material culture, and develop skills of cross-cultural analysis. M 1:30–3:20

HSAR 747b, Architecture and the Kinetic Image Craig Buckley

This seminar examines the relationship between concepts of architectural and cinematic space in the twentieth century. The aim is to provide an introduction to the literature on architecture and cinema and to examine a series of laboratories, buildings, sets, pavilions, and environments marked by the impact of moving images, encounters that have transformed concepts of space and expanded the media through which architects think and work. Examining the collaborations of architects, film directors, set designers, critics, and technicians, the course probes the evolving nature of technologies of the kinetic image, and its complement, the manner in which architects have increasingly sought to conceptualize space in terms of movements and flows, from that of the human body, to the automobile, to information. Topics may include Étienne-Jules Marey’s experimental station; expressionist film sets; film experiments at the Bauhaus; cinema design in Weimar Berlin, Amsterdam, and Paris; the multiscreen films of Charles and Ray Eames; the Philips Pavilion; Intermedia environments of the 1960s; the use of film in urban analysis by Donald Appleyard, Denise Scott Brown, and Robert Venturi; the projection environments and multimedia pavilions of Expo ’70; early video installations by Dan Graham and Dara Birnbaum; and the introduction of computer animation into architectural design. M 1:30–3:20

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 778bU/AFAM 728bU/AFST 778bU, From West Africa to the Black Americas: The Black Atlantic Visual Tradition Robert Thompson

Art, music, and dance in the history of key classical civilizations south of the Sahara—Mali, Asante, Dahomey, Yorùbá, Ejagham, Kongo—and their impact on the rise of New World art and music. TTH 11:35–12:50

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

Key African civilizations influencing 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 782b/AFST 782b, Toward a History of Black Atlantic Architecture  Robert Thompson

The course begins with discussion of basic traits of African and African American vernacular architecture. We then consider an artistic geography of house types in Africa with African American echoes. The course focuses on a number of monuments such as the kashars of Morocco, the cone-on-cylinder style in West Africa and colonial Virginia, the square plan with pyramidal roof in Cameroon and the highlands of Angola, the Mulberry Castle plantation houses for blacks of 1714–25, and the stone skyscrapers off ancient Ethiopia. Students pick one tradition as a basis for a term paper. There are also weekly three-page papers on the styles under discussion. TH 3:30–5:20

HSAR 784a/AFAM 810a/FILM 780a, Montage and the Black Moving Image  Kobena Mercer

Examines strategies in post-1980s practices across film art, video art, and gallery-based installation that address the black moving image as a starting point for aesthetic innovation and political critique. Formal considerations of archive materials, image/text relationships, performance, and the spatial conditions of embodied perception are investigated in relation to contextual changes in the contemporary conditions of image circulation and in relation to the global legacies of modernists and avant-garde discourse on film. Required reading features texts by artists, including John Akomfrah, Isaac Julien, and Renée Green; key texts on montage by Walter Benjamin, Sergei Eisenstein, and Peter Wollen; and contemporary texts in theory and criticism by Kodwo Eshun, Okwui Enwezor, Stuart Comer, Tanya Leighton, and Kara Keeling. TH 1:30–3:20, screenings W 4–6

HSAR 787b/AFAM 824b, From Hybridity to Transculturation: Methods in Studies of Cross-Cultural Aesthetics Kobena Mercer

Examines conceptual vocabularies introduced by the reception of early African American modernism, mid-century studies of Africanisms in Caribbean art and culture, and Black Atlantic art practices from the 1980s onwards, investigating how the anti-hybridity backlash led to a reappraisal of transculturation, syncretism, creolization, translation, and other concepts in the study of black diaspora art practices. Required reading includes source material by Alain Locke, Fernando Ortiz, and Robert Farris Thompson; texts in cultural studies by Homi Bhabha, Stuart Hall, Robert J.C. Young, Tariq Modood, and Jan Nederveen Pieterse; and art criticism by Jean Fisher, Okwui Enwezor, Sarat Maharaj, and Nikos Papastergiadis. TH 3:30–5:20

HSAR 799b, Travel, Mobility, and Transmissions of Visual Knowledge  Tamara Sears

In 1342 the famed Moroccan traveler Ibn Battuta set off from Delhi to take up the post of ambassador to the Mongol court in China. The distances and paths that he traversed through the Indian subcontinent were neither new nor static: they resonated with routes of trade and circulation that were recorded in Greek and Roman accounts and that were described in great detail by colonial-era travelers. Looking diachronically at such accounts, from the classical world to the present day, this seminar examines rubrics of travel and mobility to probe the directions, mechanics, and extents of the transmission of visual knowledge. In addition to tracing the movement of artistic forms, we consider the movement of underlying technologies of making, broader cultural exchanges, and multiple modes of agency. We draw methodologically upon scholars such as Barry Flood, Sanjay Subrahmanyam, Bruno Latour, and James Clifford; primary source readings (all in English translation) include Strabo, Arrian’s Indica, the Periplus, Alberuni, Ibn Battuta, the Ba¯burna¯ma, Domingo Paes, Thomas Rowe, Jean-Baptiste Tavernier, and William Hodges. We may also consider excerpts from poetry, drama, and pilgrimage manuals originally composed in Sanskrit and other Indic languages. T 1:30–3:20

HSAR 814b, Japan’s Global Baroque Mimi Hall Yiengpruksawan

The intersection of art, science, and diplomacy at Kyoto and Nagasaki in the time of Japanese, Portuguese, Spanish, and Dutch cultural and mercantile interaction in the sixteenth and seventeenth centuries, with attention to the entangled political relations linking the shogun Toyotomi Hideyoshi, Philip II of Spain, Jesuit missionaries such as Alessandro Valignano, and the Christian daimyo¯ of Kyushu and the Inland Sea. Focus on Japanese castle architecture, nanban screens, world maps, arte sacra, and tea ceremony practices as related to the importation of European arte sacra, prints and drawings, scientific instruments, and world atlases such as Theatrum Orbis Terrarum. Includes inquiry into back-formations such as “baroque” and “global” to describe and/or interpret sixteenth- and seventeenth-century cultural productions. W 9:25–11:15

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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; on leave [F]), Joanna Radin (History of Medicine), William Rankin (History; on leave [F]), Naomi Rogers (History of Medicine; Women’s, Gender & Sexuality Studies), William Summers (Molecular Biophysics & Biochemistry), John Harley Warner (History of Medicine; History)

Affiliated Faculty Dimitri Gutas (Near Eastern Languages & Civilizations), Bettyann Kevles (History), Jennifer Klein (History; on leave), Joanne Meyerowitz (History), Amy Meyers (Center for British Art), Alan Mikhail (History), Kevin Repp (Curator, Modern European Books & Manuscripts, Beinecke Library), Paul Sabin (History), Gordon Shepherd (Neurobiology), Frank Snowden (History; History of Medicine), 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 654bU/HIST 947bU, The Scientific Revolution Paola Bertucci

The changing relationship between the natural world and the arts from Leonardo to Newton. Topics include the scientific revolution, Renaissance anatomy and astronomy, and alchemy and natural history. TTH 11:35–12:25, 1 HTBA

HSHM 656aU/HIST 949aU, Photography and the Sciences Chitra Ramalingam

Does photography belong in the history of art, or does its status as an “automatic” or “scientific” recording technique and its many uses in the sciences distinguish its history from that of earlier visual media? How does photography look when we approach it from the cultural history of science? How might its role in the sciences have shaped photographic aesthetics in the arts? This course examines the making of photography’s discursive identity as an experimental and evidentiary medium in the sciences, from its announcement to the public in 1839 to the digital innovations of the present day. We take a historical and archival perspective on uses for (and debates over) photography in different fields of the natural and human sciences, grounded in visits to photographic collections at Yale. TH 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, cultural, and intellectual history of medicine, focusing on the United States. Reading and discussion of the recent scholarly literature on medical cultures, public health, and illness experiences from the early national period through the present. Topics include the role of gender, class, ethnicity, race, religion, and region in the experience of health care and sickness and in the construction of medical knowledge; the interplay between lay and professional understandings of the body; the role of the marketplace in shaping professional identities and patient expectations; citizenship, nationalism, and imperialism; and the visual cultures of medicine. 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. TH 1:30–3:20

HSHM 713b/HIST 913b, Geography and History William Rankin

A research seminar focused on methodological questions of geography and geographic analysis in historical scholarship. We consider approaches ranging from the Annales School of the early twentieth century to contemporary research in environmental history, history of science, urban history, and more. We also explore interdisciplinary work in social theory, historical geography, and anthropology and grapple with the promise (and drawbacks) of GIS. Students may write their research papers on any time period or geographic region, and no previous experience with geography or GIS is necessary. Open to undergraduates with permission of the instructor. W 9:25–11:15

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. TH 1:30–3:20

HSHM 736b/HIST 943b/WGSS 730b, Health Politics, Body Politics Naomi Rogers

A reading seminar on struggles to control, pathologize, and normalize human bodies, with a particular focus on science, medicine, and the state, both in North America and in a broader global health context. Topics include disease, race, and politics; repression and regulation of birth control; the politics of adoption; domestic and global population control; feminist health movements; and the pathologizing and identity politics of disabled people. T 1:30–3:20

HSHM 738a/HIST 928a, Medicine and the Human Sciences Henry Cowles

This seminar presents an overview of the history of the human sciences, broadly defined. How have science and medicine been brought to bear on human nature in various times and places? How have scholars grappled with these efforts, especially in the last decade? And how might we build on their scholarship in our own work? We take as our starting point not the disciplines of the human sciences (e.g., psychology, anthropology, and sociology) but rather a set of practices that scientists and doctors have put to use on minds, bodies, and societies. Such practices cut across disciplinary divides, and so will we, engaging with work by anthropologists, philosophers, and literary scholars alongside that of historians of science and medicine. Students may take the course as either a reading or research seminar, meaning those taking it for credit may submit either a historiographical essay or an original research piece for their final paper. T 3:30–5:20

HSHM 739a/HIST 941a, Historical Perspectives on Science and Religion  Ivano Dal Prete

The interaction between science and religion examined from a historical standpoint. The course discusses pivotal problems raised by science and religion studies, and explores the historical roots of modern issues. Topics include natural philosophy in medieval Islam and Christianity, the rise of biblical literalism, heterodox cosmologies in the Renaissance, religion and the scientific revolution, the history of evolutionism vs. creationist theories. M 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 Cotton (TAC S625, 203.785.3857, barbara.cotton@yale.edu)

Professors Jeffrey Bender (Internal Medicine), Alfred Bothwell, Lieping Chen, Joseph Craft (Internal Medicine), Peter Cresswell, Madhav Dhodapkar (Internal Medicine), Vishwa Dixit (Comparative 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 Tarek Fahmy (Biomedical Engineering), Daniel Goldstein, Susan Kaech, Eric Meffre, Warren Shlomchik (Internal Medicine), Bing Su

Assistant Professors Stephanie Eisenbarth (Laboratory Medicine), Ann Haberman (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 eight tracks, encourages individualized attention to maximize scientific interactions. There is complete freedom to work with any of the 350 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, which takes place at the student’s first committee meeting after the prospectus examination.

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. A student is entitled to the M.Phil. degree once all academic, teaching, and prospectus requirements have been met. Also required is a first-year committee meeting at which the members sign an approval form stating that the student is making good progress toward his or her research.

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 350 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 537a, Advanced Immunology Seminar: Autoimmunity Martin Kriegel, David Hafler, Eric Meffre, Kevan Herold

T 2–4

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.

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 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 Cotton 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. 15–Dec. 5. 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. 9–March 13.

IBIO 613b, Research Rotation 3 Alfred Bothwell and faculty

See description under IBIO 611a. Course dates are March 16–May 22.

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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 406, 203.785.6842

http://medicine.yale.edu/investigativemedicine

Ph.D.

Director of Graduate Studies

Joseph Craft (joseph.craft@yale.edu)

Deputy Director

Eugene Shapiro

Professors Karen Anderson (Pharmacology), Henry Binder (Internal Medicine), Joseph Craft (Internal Medicine; Immunobiology), Thomas Gill (Internal Medicine; Epidemiology), Fred Gorelick (Internal Medicine; Cell Biology), Jeffrey Gruen (Pediatrics; Genetics), Harlan Krumholz (Internal Medicine; Epidemiology), Eugene Shapiro (Pediatrics; Epidemiology), George Tellides (Surgery), Mary Tinetti (Internal Medicine; Epidemiology)

Associate Professors David Fiellin (Internal Medicine; Epidemiology), Chirag Parikh (Internal Medicine)

Fields of Study

The Investigative Medicine program offers a 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 but are not limited to:

  • 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. 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 also 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. All applicants must be eligible to practice medicine in the United States.

Special Requirements for the Ph.D. Degree

The minimum overall course requirements for the doctorate program are completion of nine (9) courses. Intensive 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. In addition to IMED 655b, 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 minimum required curriculum for each program of study is as follows:

Course Requirements for Laboratory-Based Patient-Oriented Research

IMED 625a, Principles of Clinical Research

IMED 630a, Ethical and Practical Issues in Clinical Investigation

IMED 635a or b, Directed Reading in Investigative Medicine

IMED 645a, Introduction to Biostatistics in Clinical Investigation

IMED 655b, Writing Your First Big Grant Proposal

IMED 680b, Topics in Human Investigation

CBIO 601, Molecular and Cellular Basis of Human Disease

CB&B 740a, Clinical and Translational Informatics

Elective (1)

Course Requirements for Clinically Based Patient-Oriented Research

IMED 630a, Ethical and Practical Issues in Clinical Investigation

IMED 635a or b, Directed Reading in Investigative Medicine

IMED 655b, Writing Your First Big Grant Proposal

IMED 660c, Methods in Clinical Research, Part I

IMED 661a, Methods in Clinical Research, Part II

IMED 662b, Methods in Clinical Research, Part III

IMED 680b, 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 28–August 8, 2014. 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. Four sessions are required; dates/times by arrangement. Consent of instructor required.

IMED 645a, Introduction to Biostatistics in Clinical Investigation Eugene Shapiro

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 14–25, 2014. 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 provides 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

http://italian.yale.edu

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

Chair

Giuseppe Mazzotta

Director of Graduate Studies

Millicent Marcus (82-90 Wall St., Rm. 426, 203.432.0599)

Professors Millicent Marcus, Giuseppe Mazzotta

Associate Professor Angela Capodivacca

Assistant Professor Christiana Purdy Moudarres

Affiliated Faculty Francesco Casetti (Film & Media Studies), Joost Keizer (History of Art), Gundula Kreuzer (Music), Alastair Minnis (English), Frank Snowden (History), Gary Tomlinson (Whitney Humanities Center), Francesca Trivellato (History)

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 and Media Studies

The Department of Italian also offers, in conjunction with the Film and Media Studies Program, a combined Ph.D. in Italian and Film and Media Studies. For further details, see Film and Media Studies. Applicants to the combined program must indicate on their application that they are applying both to Film and Media 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 560b/CPLT 708b, Age of Disenchantment Giuseppe Mazzotta

This course focuses on the literary debates, theological arguments, and scientific shifts taking place between the Council of Ferrara-Florence (1437–38) and the Council of Trent and beyond, by reading key texts by Valla, Cusa, Pulci, Luther, Erasmus, Ariosto, Campanella, Bruno, Galileo, and Bellarmino. It examines issues such as the crisis of belief, the authority of the past, the emergence of freedom, new aesthetics, and the effort to create a new theological language for modern times. T 3:30–5:20

ITAL 646a/CPLT 926a, Translation: Theory and Practice Angela Capodivacca

Keeping in mind the Italian expression “traduttore traditore” (translator = traitor), the course introduces different theories of translation, from classical contributions to modern theories. Reading a variety of influential authors on translation (Cicero, Quintilian, Jerome, Augustine, Dante, Bruni, Valla, Machiavelli, Foscolo, Schopenhauer, Nietzsche, Ungaretti, Gramsci, Steiner, Eco, Benjamin, Derrida, Venuti), the seminar exposes students to the problem of translation, broadly defined and considered. We address questions such as the nature of the act of translation, the goal of translation, and the difficulties that arise due to differences in language structure as well as the underlying cultures. In our readings we not only consider how these texts portray the utility and the difficulties of translating, but also translation’s implications for ideology, language status, textual authority and signification, canon formation, authenticity, and originality. TH 3:30–5:20

ITAL 647b, Ariosto and Machiavelli Angela Capodivacca

This course aims to challenge the Italian critic Francesco De Sanctis’s description of Ariosto and Machiavelli as exemplary early modern authors confronted with a common set of crises, to which they propose antithetical coping strategies. For De Sanctis, Ariosto aims to maintain the status quo, even while bringing it to a culminating stage in its development; Machiavelli, instead, enacts a decisive break, a paradigm shift that anticipates a new era. By reading closely some of their defining works in dialogue with each other (Orlando Furioso and Asino; Satire and Decennali; Cinque Canti and Principe; Suppositi and Mandragola; Lena and Clizia), we can appreciate the complexities, textured approaches, and challenges that both Ariosto and Machiavelli pose to the modern age. In Italian. TH 3:30–5:20

ITAL 691a/b, Directed Reading Millicent Marcus

1 HTBA

ITAL 700a/CPLT 706a, The New Map of the World: Vico’s Poetic Philosophy  Giuseppe Mazzotta

Examination of Vico’s thought globally and in the historical context of the late Renaissance and the Baroque. Starting with Vico’s Autobiography and working up to his University Inaugural Orations, On the Study Methods of Our Time, the seminar delves into his juridical-political texts and submits the second New Science (1744) to a detailed analysis. Some attention is given to Vico’s poetic production and the encomia he wrote. The overarching idea of the seminar is the definition of Vico’s new discourse for the modern age. To this end, discussion deals prominently with issues such as Baroque encyclopedic representations, the heroic imagination, the senses of “discovery,” the redefinition of “science,” the reversal of neo-Aristotelian and neo-Platonic poetics, the crisis of the Renaissance, and the role of the myth. T 3:30–5:20

ITAL 780a, Il romanzo del Novecento Millicent Marcus

No literary form is better suited to gauging the convulsive changes wrought by Italy’s entrance into modernity than the novel. Infinitely permeable to the forces of historical circumstance, the novel counters these external forces with its own version of the evolving Italian subject in all its personal richness and complexity. We study the evolution of this literary genre throughout the course of the twentieth century and, in the process, adopt a variety of approaches, including, but not limited to, semiotics, psychoanalysis, narratology, gender, ideological criticism, and “la questione della lingua.” In Italian. W 3:30–5:20

ITAL 785b/CPLT 930b/FILM 624b, The Holocaust in Italian Literature and Film  Millicent Marcus

Though Italy was among the Nazi-occupied countries with the highest survival rate of its Jewish population, the Holocaust has continued to haunt the Italian literary and cinematic imagination in ways that warrant close critical scrutiny. The aesthetic and moral problem of how to represent this event in art gains special urgency in the Italian context, where a realist tradition dating back to Dante and Giotto joins forces with a postwar neorealist impulse to create a series of compelling literary and cinematic works. In keeping with the Holocaust’s invitation to interdisciplinary study, the course examines the intersection of a number of discourses—historical, literary, cinematic—viewed from a variety of perspectives—feminist, generic, philosophical, theological, and historiographic. Since several of the authors are women, the question of the “voce femminile” and its creation of an alternative, or anti-history, is also raised. W 3:30–5:20, screenings M 8

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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

Daniel Markovits

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 during 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 fellow 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

http://ling.yale.edu

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

Chair

Robert Frank

Director of Graduate Studies

Gaja Garosz [F]

Claire Bowern [Sp]

Professors Stephen Anderson, Robert Frank, Roberta Frank (on leave [F]),* Frank Keil,* Zoltán Szabó,* Petronella Van Deusen-Scholl (Adjunct; Center for Language Study), Raffaella Zanuttini

Associate Professors Claire Bowern, Ashwini Deo, Gaja Jarosz, Maria Piñango, Kenneth Pugh (Adjunct; Haskins Laboratory)

Assistant Professor Ryan Bennett

Lecturer Jim Wood

Supporting faculty in other departments J. Joseph Errington (Anthropology)

*A joint appointment with primary affiliation in another department.

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