Yale University Bulletin | Graduate School of Arts and Sciences Programs and Policies 2012–2013

Degree-Granting Departments and Programs

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

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

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

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

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

Return to Top

African American Studies

81 Wall Street, 203.432.1170

www.yale.edu/afamstudies

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

Chair

Elizabeth Alexander

Director of Graduate Studies

Glenda Gilmore (81 Wall St., glenda.gilmore@yale.edu)

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

Associate Professor Terri Francis

Assistant Professors Jafari Allen, GerShun Avilez, Crystal Feimster, Erica James (on leave), Paige McGinley, Anthony Reed, Edward Rugemer, Vesla Weaver

Lecturers Kathleen Cleaver, Flemming Norcott, Deborah Thomas

Fields of Study

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

Special Admissions Requirements

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

Special Requirements for the Ph.D. Degree

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

Qualifying examinations and the dissertation proposal will be administered jointly by the program and participating department and must be passed within the time required by the participating department. 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 contact the prospective department and request a description of all 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 in their third and fourth years.

Master’s Degrees

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

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

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

Courses

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

A required course for all first-year students in the joint 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. T 9:25–11:15

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

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

AFAM 647b/ANTH 591b/WGSS 689b, Black Feminist Theory and Praxis 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. TH 3:30–5:20

AFAM 673bu/FILM 712bu, The Filmworks of Spike Lee Terri Francis

Survey of Spike Lee’s films and writings, in the contexts of African American cultural movements and American independent films. TH 3:30–5:20, screenings W 7–9:30

AFAM 709b/AMST 709b/HIST 736b/WGSS 736b, Research in U.S. Political and Social History after 1865 Glenda Gilmore

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

AFAM 717au/FILM 715au, African American Cinema Terri Francis

A survey of African American cinema from Oscar Micheaux’s Within Our Gates (1919) to Julie Dash’s Daughters of the Dust (1991) and beyond. Topics include the concept of a black aesthetic, the relationship between commercial and independent filmmaking practices, and the question of genre. TH 3:30–5:30, screenings M 7–9

AFAM 727a/HSAR 780a, Running Backs and Wide Receivers: The Influence of African Dance on American Sport Robert Thompson

Starting with an intensive study of the main organizing principles in African dance and their variations among four key civilizations, Mandé, Yorùbá, Igbo, and Kongo, the seminar systematically compares these traits and gestures first with key black American dancing and then with action styles in black American sport. Emphasis is given to the transformation of soccer by the black superstar Pelé, and black influence in the reshaping of NFL football. TH 3:30–5:20

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, Kongon—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

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

AFAM 733b/AMST 678b/HIST 717b, Readings on Slavery in the Americas to 1800 Edward Rugemer, Alejandra Dubcovsky

This reading course examines the histories and historiographies of the slave systems of the Americas from about 1500 to 1800. The course has a broad geographical scope, moving away from national histories and engaging with hemispheric, Atlantic, and world history paradigms. T 9:25–11:15

AFAM 734b/FILM 719b/WGSS 632b, Film Race Gender Terri Francis

Film aesthetics and intellectual history of African American cinema. Shifting views on race/racism and gender/sex/sexism within the overall context of the Hollywood industry. American independent/experimental filmmaking practices and African diaspora aesthetics. African American cinema as a case of cross-cultural contact, complicity, and creativity. Issues of stereotypes, authorship, and performance. Shared problematics and passions between African American film and literature. Film positioned less as a window and more as a palimpsest, a refracting medium with its own aesthetics and, within its own traditions, working over “race” and perceptions of particular cultures through plot devices, lighting, and sound, in particular, often in unexpected ways. Films alongside materials drawn from film, drama, literature, social history, journalism, television, photography, painting, dance, and other arts. Special unit on Josephine Baker, embodying the crucial conceptual bridge between black modernism and primitivism and between American race films and European colonial films. Baker through the lens of a recast Harlem Renaissance that emphasizes the modernist concerns of the body, life as art, migration, memory, and intercultural collaboration in a multidisciplinary canon. Readings from canonical, controversial, and recent publications in African American studies, film and media studies, and gender/sexuality studies. Oscar Micheaux and his circle, the L.A. Rebellion, “New” Black Cinema, and beyond. W 3:30–5:20

AFAM 736a/HSAR 785a/WGSS 788a, Bodies and Borders: Sexuality, Race, and Representation Kobena Mercer

Introducing methods from cultural studies, postcolonial studies, and psychoanalysis, this seminar examines representations of black bodies in modern art and visual culture. Abolitionist, Orientalist, and primitivist painting and sculpture are investigated through concepts of fetishism, fantasy, and the gaze, and in light of post-1960s artistic practices addressing interracial border zones as sites of cross-cultural hybridity. Artists include Carl Van Vechten, Wifredo Lam, Adrian Piper, Robert Mapplethorpe, Kara Walker, and Renee Cox; texts include Mikhail Bakhtin, Homi Bhabha, Frantz Fanon, and Griselda Pollock. TH 1:30–3:20

AFAM 738a/AMST 706a/HIST 711a/WGSS 716a, Readings in African American Women’s History Crystal Feimster

The diversity of African American women’s lives from the colonial era through the late twentieth century. Using primary and secondary sources we explore the social, political, cultural, and economic factors that produced change and transformation in the lives of African American women. Through history, fiction, autobiography, art, religion, film, music, and cultural criticism we discuss and explore the construction of African American women’s activism and feminism; the racial politics of the body, beauty, and complexion; hetero- and same-sex sexualities; intraracial class relations; and the politics of identity, family, and work. TH 9:25–11:15

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

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

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

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

AFAM 745b/HSAR 786b, Black Atlantic Visual Arts since 1980 Kobena Mercer

Surveying developments by which African American and Black Atlantic artists have questioned the core tenets of twentieth-century modernism, this seminar explores aesthetic strategies alongside contextual shifts from multiculturalism to globalization, thus introducing contemporary conceptions of diaspora. Artists include Alison Saar, Kerry James Marshall, Glenn Ligon, Keith Piper, Lorna Simpson, Fred Wilson, Yinka Shonibare, Kehinde Wiley, Mickalene Thomas; texts include Guy Brett, Okwui Enwezor, Jean Fisher, Nikos Papastergiadis, Michele Wallace, Judith Wilson. TH 1:30–3:20

AFAM 746a/AMST 671a/HIST 710a, Black Politics and Performance in the Twentieth-Century United States Jonathan Holloway, Paige McGinley

This course examines black politics and performance from the New Negro Renaissance to the Los Angeles Uprising. Bringing together methods from history and performance studies, the course focuses on questions of race, citizenship, memory, and movement within the framework of black cultural politics. The course moves across many modes of cultural and artistic production, from the Federal Theater Project to the essays of James Baldwin to the verbatim theater of Anna Deavere Smith. TH 1:30–3:20

AFAM 757a/AMST 722a/HIST 722a, Research Seminar in Nineteenth-Century U.S. History David Blight

Some class sessions focus on matters of craft: research techniques, styles of writing narrative and analysis; judging scholarly work; and philosophical dimensions of doing history in the early twenty-first century. The primary focus of course is for each student to complete his/her own major research paper. Students in any field of American history are welcome. W 9:25–11:15

AFAM 764b/AMST 715b/HIST 715b, Readings in Nineteenth-Century America David Blight

The course explores recent trends and historiography on several problems through the middle of the nineteenth century: sectionalism; expansion; slavery and the Old South; northern society and reform movements; Civil War causation; the meaning of the Confederacy; why the North won the Civil War; the political, constitutional, and social meanings of emancipation and Reconstruction; violence in Reconstruction society; the relationships between social/cultural and military/political history; problems in historical memory; the tension between narrative and analytical history writing; and the ways in which race and gender have reshaped research and interpretive agendas. W 1:30–3:20

AFAM 773a or b/SOCY 630a or 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 807a/ENGL 942a, African American Literary Criticism and Theory Jacqueline Goldsby

In this course we survey works that have shaped current research and critical debates in African American literary studies. What categories and methods of analysis presently structure the field’s critical imaginary? What texts—or, more precisely, what kinds of texts—comprise the canon of African American literary studies, and what theoretical cases are made for those works of art? How might these projects lead you to shape your own critical pursuits? Studies may include Elizabeth McHenry on the literary societies and reading practices among free blacks during slavery; Daphne Brooks on transatlantic “performances of freedom” during the late nineteenth and early twentieth centuries; Brent Edwards on the Harlem Renaissance’s translation to (and reconfiguration in) the scene of 1920s Paris; Lawrence Jackson’s “narrative history” of mid-twentieth-century African American writing; Candice Jenkins on the “politics of respectability” in contemporary black women’s writing; Madhu Dubey on the anxieties and aesthetics that animate black postmodern fiction; Kenneth Warren on the politics of canon formation and periodization. Also, since the Birmingham School’s cultural studies approach has proven decisive to the field’s development in the past two decades, we discuss its migration from England to the U.S. academy through select works by Stuart Hall, Hazel Carby, and Paul Gilroy. We read mostly monographs. Article-length works are defined through independent reading shaped by students’ research interests. Students write three short book reviews, lead class discussions, and submit a longer review essay. W 9:25–11:15

AFAM 811b/PLSC 866b, Race and the Politics of Punishment Vesla Weaver

In this course, we explore the rise of the carceral state in America and its implications for minorities, particularly the black urban underclass. We examine how punishment and surveillance and crime discourse have changed over time, debate the explanations for black mass incarceration, and consider its effects for the political lifeworlds of black communities. F 9:25–11:15

AFAM 816a/AMST 657a/WGSS 816a, Place and Space in Caribbean Literature, Theory, and Ecology Hazel Carby

Readings are drawn from twentieth-century Caribbean literature (fiction and poetry), written or translated into English, as well as cultural and literary theory and recent work on visual cultural and ecology. The course poses questions about the various inventions, imaginings, and mappings of bodies and locations; representations of nature, land, island, and archipelago; the architectures offered by literature; and the relation between ecology and war in the greater Caribbean region. T 1:30–3:20

AFAM 822a/AFST 651a/FREN 951a, The Francophone African Novel Christopher L. Miller

A comprehensive study of the novel—its discourse, aesthetics, and history—in colonial and postcolonial francophone Africa. Authors include Lamine Senghor, Ousmane Socé, Ousmane Sembène, Ferdinand Oyono, Ahmadou Kourouma, Yambo Ouologuem, Mariama Bâ, Aminata Sow Fall, Fatou Diome, Calixthe Beyala, Alain Mabanckou. Readings in French; course conducted in English. TH 1:30–3:20

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

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

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

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

AFAM 834b/AMST 658b/WGSS 834b, The Politics of Representation: Visual and Literary Culture and the Black Female Body Hazel Carby

Utilizing collections held in the Yale Art Gallery, the Center for British Art, and the Beinecke Library, this course juxtaposes literary texts and visual culture to create interdisciplinary conversations about the representation of the black female body with particular emphasis on issues of sexuality, gender, and racial formation. T 1:30–3:20

AFAM 880a or b, Directed Reading

By arrangement with faculty.

AFAM 895, Dissertation Prospectus Workshop Glenda Gilmore

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.

Return to Top

African Studies

Council on African Studies

The MacMillan Center

309 Luce Hall, 203.432.9903

www.yale.edu/macmillan/african

M.A.

Chair

Christopher Udry (Economics)

Director of Graduate Studies

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

Director of Program in African Languages

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

Professors Lea Brilmayer (Law), M. Kamari Clarke (Anthropology; on leave [Sp]), John Darnell (Near Eastern Languages & Civilizations), Owen Fiss (Law), William Foltz (Emeritus, Political Science), Robert Harms (History), 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 Professors Ann Biersteker (Adjunct; Linguistics), Michael McGovern (Anthropology; on leave)

Assistant Professors Robert Bailis (Forestry & Environmental Studies), Ato Onoma (Political Science; on leave), Edwige Tamalet Talbayev (French), Jonathan Wyrtzen (Sociology; on leave [F])

Senior Lecturer Cheryl Doss (Global Affairs; Economics)

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

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

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

Fields of Study

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

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

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

Special Admissions Requirement

The GRE General Test is required.

Special Requirements for the M.A. Degree

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

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

The Master’s Thesis

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

Program in African Languages

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

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

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

Courses

AFST 501au/INRL 516a, 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 531au/HIST 843au, Apartheid and Its Afterlives Daniel Magaziner

Apartheid in South Africa ended in 1994 with the election of Nelson Mandela and the once-banned African National Congress. Yet just as segregation predated the Afrikaner government’s system of minority rule, so too does apartheid continue to “live” past its conventional expiration date. This course compares the past and the present fates of South Africans. Rather than offer a conventional political narrative of setback, struggle, and triumph, the course proceeds thematically to examine how economics, science, literary culture, violence, and memory have figured at various epochs in South African history. We read monographs, biographies, short stories, and novels; view multimedia and photographs; and watch movies about the country’s contested past and present. T 1:30–3:20

AFST 532au/HIST 846au, After Colonialism Daniel Magaziner

This course offers a comparative analysis of decolonization and the postcolonial states in selected African countries. We examine various approaches to the national question and liberation in the late colonial era, then consider a comparative accounting for the trajectories of post-colonies. Topics to be considered include Negritude, Pan-Africanism, artistic approaches to the post-colony, religious revival and cultural politics, and the global Cold War. Students read monographs, articles, and novels, view movies, and listen to music. TH 2:30–4:20

AFST 541bu, Comparative Perspectives on African Literatures Ann Biersteker

Introduction to a wide range of topics in African literature through an examination of English translations of works composed both in African and in European languages. Readings include poetry, novels, plays, essays, nonliterary texts, and autobiographies. Consideration of the symbiotic relationship between composition and transmission. TH 1:30–3:20

AFST 577a/ANTH 577a, Anthropology of the Contemporary: NGOs, States, and International Bodies M. Kamari Clarke

This class is about the shift from studying small-scale societies to the “studying up” and making sense of the radical transformations in the world around us. We read ethnographies that examine new legal bodies, reconfigured medical formations, state projects, international organizations, NGOs, and new economic arrangements with the goal of considering the art of studying new institutional networks. M 3:30–5:20

AFST 590au, African Studies Colloquium Ann Biersteker

Students conduct research for the master’s thesis, give presentations on their research, and prepare a bibliography, a prospectus, and a draft chapter of the master’s thesis. Discussion of model essays and other examples of writing. W 1:30–3:20

AFST 598au, Introduction to an African Language I Kiarie Wa’Njogu and staff

Beginning instruction in an African language other than those regularly offered. Courses offered depend on availability of instructors. Methodology and materials vary with the language studied. Students may also study an African language through the noncredit Directed Independent Language Study program. Prerequisite: permission of the instructor. MTWTHF 9:25–10:15

AFST 599bu, Introduction to an African Language II Sandra Sanneh and staff

Continuing instruction in an African language other than those regularly offered. Courses offered depend on availability of instructors. Methodology and materials vary with the language studied. Students may also study an African language through the noncredit Directed Independent Language Study program. Prerequisites: AFST 598a and permission of the instructor. 5 HTBA

AFST 626au, Performance in Africa Frederick Lamp

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

AFST 633bu, Comparative Corruption Elizabeth Carlson

Corruption is usually considered a bad thing. But what is corruption, exactly? How do we identify and measure it? How serious is the harm it causes? Can it ever be functional or culturally appropriate? Why is corruption so rare in some countries and so commonplace in others? How can a country combat corruption—especially when corruption goes all the way to the top? The course addresses a wide variety of corruption in countries throughout the developed and developing world, but with a particular focus on Africa. W 1:30–3:20

AFST 645au, Political Economy of Natural Disasters Jennifer Bussell

Natural shocks pose particular threats to developing countries, such as those in South Asia and Africa. In this course, we investigate the incentives of national governments to build capacity to reduce the risk of, prepare for, and respond to natural shocks and resulting disasters. We also consider the role of international actors and local communities, all through examination of case studies, including the Indian Ocean tsunami, flooding in South Asia, and drought in West Africa. W 1:30–3:20

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 650, Second Year in an African Language

By arrangement with faculty. Prerequisite: AFST 599b.

AFST 651a/AFAM 822a/FREN 951a, The Francophone African Novel Christopher L. Miller

AFST 660, Third Year in an African Language

By arrangement with faculty. Prerequisite: AFST 650.

AFST 665bu, Language and Identity: South Africa Sandra Sanneh

The role of language in the construction of identity in South Africa. Focus on shifting identities during the apartheid period and since independence. MW 2:30–3:45

AFST 670, Fourth Year in an African Language

By arrangement with faculty. Prerequisite: AFST 660.

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 764bu/ANTH 622bu, Topics in African Studies]

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

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

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

AFST 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 840b/HIST 840b, Colonialism in Africa Robert Harms

Discussion of the theory and practices of colonialism in Africa. Topics include the motives for European expansion, the scramble for Africa, early colonialism, direct and indirect rule, “colonization of the mind,” the colonial state, the developmental state, late colonialism, and paths to decolonization. W 9:25–11:15

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

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

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

By arrangement with faculty.

SWAH 610au, Beginning Kiswahili I Kiarie Wa’Njogu

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

SWAH 620bu, Beginning Kiswahili II Kiarie Wa’Njogu

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

SWAH 630au, Intermediate Kiswahili I Kiarie Wa’Njogu

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

SWAH 640bu, Intermediate Kiswahili II Kiarie Wa’Njogu

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

SWAH 650au, Advanced Kiswahili I Kiarie Wa’Njogu

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

SWAH 660bu, Advanced Kiswahili II Kiarie Wa’Njogu

Continuation of SWAH 650a. TTH 1–2:15

SWAH 670au or bu, Topics in Kiswahili Literature Ann Biersteker

Advanced readings and discussion with emphasis on literary and historical texts. Reading assignments include materials on Kiswahili poetry, Kiswahili dialects, and the history of Kiswahili. Prerequisite: SWAH 660b. 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.

Return to Top

American Studies

230 Hall of Graduate Studies, 203.432.1186

www.yale.edu/amstud

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

Chair

Joanne Meyerowitz (230 HGS, 203.432.1186)

Director of Graduate Studies

Mary Lui (230 HGS, 203.432.1186)

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

Associate Professors Kathryn Lofton, Caleb Smith

Assistant Professors Birgit Brander Rasmussen, Crystal Feimster, Zareena Grewal, Paige McGinley, Alyssa Mt. Pleasant, Naomi Pabst

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 joint program must indicate on their application that they are applying both to American Studies and to African American Studies. All documentation within the application should include this information.

American Studies and Film Studies

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

Master’s Degrees

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

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

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

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

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

Courses

AMST 600a, American Scholars Matthew Jacobson

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

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

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

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

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

AMST 653a, Recording Vernacular Music Michael Denning

An introduction to the cultural study of vernacular musics in the era of sound recording. Topics include the rise of the music industry from sheet music to MP3s; the critical debates over vernacular musics associated with figures like Theodor Adorno, Charles Seeger, Alejo Carpentier, and Amiri Baraka; the rise of ethnographic field recording and the twentieth-century revivals of folk musics; the popular urban music cultures of ports and industrial cities; and the global circulation of commercial vernacular musics from jazz, tango, and hula to salsa and hip hop. TTH 1–2:15

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

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

AMST 657a/AFAM 816a/WGSS 816a, Place and Space in Caribbean Literature, Theory, and Ecology Hazel Carby

Readings are drawn from twentieth-century Caribbean literature (fiction and poetry), written or translated into English, as well as cultural and literary theory and recent work on visual culture and ecology. The course poses questions about the various inventions, imaginings, and mappings of bodies and locations; representations of nature, land, island, and archipelago; the architectures offered by literature; and the relation between ecology and war in the greater Caribbean region. T 1:30–3:20

AMST 658b/AFAM 834b/WGSS 834b, The Politics of Representation: Visual and Literary Culture and the Black Female Body Hazel Carby

AMST 671a/AFAM 746a/HIST 710a, Black Politics and Performance in the Twentieth-Century United States Jonathan Holloway, Paige McGinley

AMST 678b/AFAM 733b/HIST 717b, Readings on Slavery in the Americas to 1800 Edward Rugemer, Alejandra Dubcovsky

AMST 684b, Music in American Religion David Stowe

This course introduces students to the role of music in a variety of American religious traditions and to the links between spiritual experience and musical expression. Students gain an enhanced understanding of American religious history, appreciation for the varieties of religious experience, and awareness of the range of American vernacular music. The course is also designed to strengthen students’ skills in critical listening and introduce them to a variety of methods for analyzing the interplay between religious belief and musical practice.

AMST 685b, Disability: Representation, History, Ethics James Berger

This course provides an introduction to some key topics in contemporary disability studies. Students read sources on the history of the disability rights movement in the United States and texts on modes of theorizing disability and how these theorizations intersect with and sometimes contest the movement’s political assertions. Encounters with artistic and other cultural representations of disability have been central to disability studies, so students read or view significant literary and cinematic accounts of disability. Finally, the class contends with important recent ethical issues pertaining to disability: questions of eugenics, genetic screening, euthanasia, the ethics of care, and disability in a global perspective. Students write three short essays responding to class readings and a longer research paper. W 1:30–3:20

AMST 692a/HSAR 730a/JDST 799a, Religion and the Performance of Space Margaret Olin, Sally Promey

This interdisciplinary seminar explores categories, interpretations, and strategic articulations of space in a range of religious traditions. In conversation with the work of theorists of space such as Henri Lefebvre, Michel de Certeau, and Jonathan Z. Smith, the seminar examines spatial practices of religion in the United States during the modern era, including the conception, construction, and enactment of religious spaces. It is structured around theoretical issues, including (historical) deployments of secularity as a framing mechanism, ideas about space and place, and relations between property and spirituality. Examples of case studies treated in class include the enactment of rituals within museums, the marking of religious boundaries such as the Jewish eruv, and the assignment of “spiritual” ownership in Hawai’i Volcanoes National Park. Several campus events, including special lectures and symposia, the Religion and Film series, and a concurrent exhibition on the eruv, are coordinated with the seminar. Students make presentations and submit papers on topics of their choosing in consultation with the instructors. Prerequisite: permission of the instructors; qualified undergraduates are welcome. T 1:30–3:20

AMST 700a/HIST 700a, Introduction to the Historiography of the United States Ned Blackhawk

Readings and discussion of scholarly work on U.S. history from the settlement era to the present. Members of the department faculty visit the class on a rotating basis. M 1:30–3:20

AMST 705a/RLST 705a/HIST 720a, Readings in Religion and American History, 1600–2000 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 706a/AFAM 738a/HIST 711a/WGSS 716a, Readings in African American Women’s History Crystal Feimster

The diversity of African American women’s lives from the colonial era through the late twentieth century. Using primary and secondary sources we explore the social, political, cultural, and economic factors that produced change and transformation in the lives of African American women. Through history, fiction, autobiography, art, religion, film, music, and cultural criticism we discuss and explore the construction of African American women’s activism and feminism; the racial politics of the body, beauty, and complexion; hetero-and same-sex sexualities; intraracial class relations; and the politics of identity, family, and work. TH 9:25–11:15

AMST 709b/AFAM 709b/HIST 736b/WGSS 736b, Research in U.S. Political and Social History after 1865 Glenda Gilmore

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

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

AMST 715b/AFAM 764b/HIST 715b, Readings in Nineteenth-Century America David Blight

AMST 719a, Interrogating the Crisis of Islam Zareena Grewal

AMST 722a/AFAM 757a/HIST 722a, Research Seminar in Nineteenth-Century U.S. History David Blight

Some class sessions focus on matters of craft: research techniques, styles of writing narrative and analysis; judging scholarly work; and philosophical dimensions of doing history in the early twenty-first century. The primary focus of the course is for each student to complete his/her own major research paper. Students in any field of American history are welcome. W 9:25–11:15

AMST 737a/HSAR 737a, Craft and Design in Post-World War II America Edward Cooke, Jr.

In the two decades following World War II, economic prosperity and cultural optimism led to the golden age of American industrial design and the expansion of craft education programs in the universities. The term “designer/craftsman” was a respected label. Yet, by the 1970s, crafts, design, and art were three separate spheres. This seminar draws on period writings and artifactual examination to explore the interconnections of craft and design in the 1950s, their subsequent fragmentation, and recent attempts to build connections. W 9:25–11:15

AMST 739a/HIST 739a, Readings in American Indian History Alyssa Mt. Pleasant

Conceived as an introduction to the historiography of Native America, this seminar pays particular attention to the development of ethnohistorical inquiry, “new Indian history,” and current debates within the field. The course aims to provide broad chronological coverage from European contact through the twentieth century. There is similar emphasis on geographic breadth (within the political boundaries of the modern United States). Readings include recent publications and classic texts. The final project is a historiographical essay developing a fine-grained analysis of scholarship about a particular tribe or nation, region, theme, or period in American Indian history. W 9:25–11:15

AMST 740b/HIST 740b, Research in Western and Frontier History John Mack Faragher, George Miles

Taught with George Miles, curator of Yale’s extensive collection of Western Americana at the Beinecke Library. Meets at the Beinecke Library. Emphasis on research methods and the use of primary evidence to construct historical arguments. The goal of the seminar is the research and writing of an original and publishable historical essay. W 9:25–11:15

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, 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. TH 1:30–3:20

AMST 768a/HIST 768a, 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 776a/HIST 758a, Research in International and Transnational History Jenifer Van Vleck

This research seminar is designed to enable students to produce an original, article-length paper based on primary research. During the first four weeks of class, we read examples of both classic and new approaches to international history, with the goal of understanding and evaluating different research methodologies. Questions that the course considers include: What does it mean to work across geographical borders (or, indeed, disciplinary borders), conceptually and methodologically? Why might an international/transnational perspective enrich our understandings of national or local histories? How have historians grappled with the logistical challenges of multiarchival research—and how can we understand the archive itself in historical terms, as an institutional site that embodies (and often reproduces) relations of power? With such questions in mind, the remainder of the term is devoted to students’ own research papers, which they discuss and present, workshop-style, at various stages in the process. On a practical level, we discuss strategies for publishing articles in academic journals, for using seminar papers to advance work on the dissertation, and for finding archival collections and sources at Yale that are relevant to international history. W 3:30–5:20

AMST 780a/HIST 776a, Class and Capitalism in Twentieth-Century United States Jennifer Klein

Reading course on class formation, labor, and political economy in the twentieth-century United States; how regionalism, race, and class power shaped development of American capitalism. The course reconsiders the relationships between economic structure and American politics and political ideologies, and between global and domestic political economy. Readings include primary texts and secondary literature (social, intellectual, and political history; geography). TH 1:30–3:20

AMST 790b/HIST 790b, Narrative and Other Histories John Demos

An exploration, through readings and discussion, of the recent “literary turn” in historical study. Readings include history, fiction, and some theory. In addition, a month-long practicum focuses on writing by course participants. T 3:30–5:20

AMST 793b/HIST 793b, Power: Historical and Theoretical Approaches Jean-Christophe Agnew

An introduction to the widely different ways in which power and its correlative concepts (domination, coercion, oppression, authority, legitimacy, hegemony, resistance, etc.) have been treated by historians, sociologists, anthropologists, and political theorists. Case studies test the various approaches in different contexts. W 1:30–3:20

AMST 798b/HIST 726b, The Culture of the Gilded Age Cynthia Russett

This course uses fiction and nonfiction to look at some of the major concerns of late-nineteenth-century America, including political corruption, wealth and poverty, social reform, and the situation of women and minorities. Authors include Edward Bellamy, William Graham Sumner, Jane Addams, W.E.B. DuBois, and Charlotte Perkins Gilman. TH 1:30–3:20

AMST 799a/HIST 799a, The American Century, 1941–1961 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 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. T 1:30–3:20

AMST 814b/FILM 603b, 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. TH 1:30–3:20, screenings W 7

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 861b/ARCH 4241b, Built Environments Dolores Hayden

M 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 900, Independent Research

AMST 901, Directed Reading

AMST 902a and b, Prospectus Workshop Mary Lui

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

AMST 903a/HIST 746a, Introduction to Public Humanities Matthew Jacobson, Laura Wexler

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. Required for the master’s degree in Public Humanities. M 9:25–11:15

AMST 904, Practicum in Public Humanities

AMST 905, Master’s Project in Public Humanities

Return to Top

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

Associate Professors Michael McGovern, Karen Nakamura, Douglas Rogers

Assistant Professors Jafari Allen (African American Studies), Brenda Bradley, Sean Brotherton, Oswaldo Chinchilla, Narges Erami (Middle East Studies), Erik Harms (Southeast Asia Studies), Karen Hébert (Forestry & Environmental Studies), William Honeychurch, Sara Shneiderman, Brian Wood

Lecturers Carol Carpenter (Forestry & Environmental Studies), Madhavi Murty (South Asian Studies)

Edward P. Bass Distinguished Environmental Scholar Alison Richard

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

Although there are a few required courses or seminars for each subfield, more than three-fourths of a student’s program consists of electives, including course work in other departments. Admission to 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. Qualifying examinations, normally taken at the end of the second year, consist of eight hours written (four hours on one of the subfields, four hours on the student’s special interest), and two hours oral. Dissertations are normally based on field or laboratory research.

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 2:30–4:20

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

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

ANTH 501a, Anthropology and Classical Social Theory Erik Harms

Readings of primary texts in classical social theory, especially the writings of Marx, Weber, and Durkheim. Particular emphasis is placed on the role of these theorists in the early development of anthropology and social science more broadly. The course is reserved for first-year graduate students in Anthropology. TH 2:30–4:20

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. M 9:25–11:15

ANTH 503a, Research in Sociocultural Anthropology: Ethnographic Writing and Representation Jafari Allen

The course examines the representational practices that inform the doing and making of ethnography, broadly construed as the depiction of social life in the past and present. We consider classic and contemporary approaches to ethnography as a literary form as well as explore precedents and possibilities in the visual and performing arts. This is a core Anthropology graduate program course; others admitted only by permission of the instructor. TH 1:30–3:20

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

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

ANTH 513bu, 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.” TH 1:30–3:20

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

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

ANTH 538a/INRL 615a, 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, as the region enters a tumultuous new decade. 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 an 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. T 9:25–11:15

ANTH 541a/F&ES 836a/HIST 965a/PLSC 779a, Agrarian Societies: Culture, Society, History, and Development Peter Perdue, James Scott, 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. TH 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, 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. W 1:30–3:20

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

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

ANTH 555bu, China-Africa Encounters Helen Siu

The seminar focuses on layered structures that linked China and Africa in a broad “Asian” context. It cuts through policy polemics to provide historically informed and ethnographically nuanced perspectives. The density and diversity of Chinese activities in Africa have grown dramatically in the last decade, colored by volatile markets and the global reach of China for oil, and agricultural and mineral commodities. Themes to explore include diasporic experiences (informal economies, cultural strategies, ethnic and religious tensions in migrant communities); land, finance, infrastructure, and daily lives (the intertwined worlds of state planners, global investors, and local communities); and the meaning of aid and development (comparisons between postcolonial, neoliberal and late-socialist models and long-term societal impact). T 1:30–3:20

ANTH 557au, Anthropology of the Body Sean Brotherton

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

ANTH 560bu, Representing Iran Narges Erami

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

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

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

ANTH 562au, 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. M 1:30–3:20

ANTH 564au, Language, Nation, and Globalization J. Joseph Errington

A study of the ideologies and practices linking languages and nation-states from the nineteenth century through the current period of change in a globalizing political economy. T 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. W 9:25–11:15

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

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

ANTH 575au, Urban Anthropology and Global History Helen Siu

Analysis of urban life in historical and contemporary societies. Topics include capitalist and postmodern transformations, class, gender, ethnicity, migration, and global landscapes of power and citizenship. T 1:30–3:20

ANTH 577a/AFST 577a, Anthropology of the Contemporary: NGOs, States, and International Bodies M. Kamari Clarke

ANTH 578bu, Postwar Vietnam Erik Harms

An introduction to the study of Vietnamese society since the end of the Vietnam War in 1975, with a focus on how economic and political changes intersect with cultural and social life. Examination of the historical challenges of postwar socialism, economic renovation, and the intersection of “market-oriented socialism” with class dynamics, urbanization, gender, health care, and ritual life. TH 3:30–5:20

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 joint F&ES/Anthropology doctoral program. Three hours lecture/seminar. Enrollment limited to thirty. TH 2:30–5:20

ANTH 583a, 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. T 1:30–3:20

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

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

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

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

Intensive seminar workshop on visual anthropology production and analysis. Readings include core texts in the analysis of visual culture as well as visual anthropology field methods. Students produce a short ethnographic film, ethnophotographic essay, or article on visual culture. TH 1:30–3:20

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

In this seminar we study theories and ethnographies of marginal, hidden, secret, and invisible economies. We look at the manner in which a globalized world has created “new” economies that may be considered criminal by nation-states, as well as “old” economies that have always remained outside of the legitimate framework. W 3:30–5:20

[ANTH 622bu/AFST 764bu, Topics in African Studies]

ANTH 661au, The Ethnography of Speaking J. Joseph Errington

The seminar examines the social use of language and focuses on the interrelationships among verbal form, social function, and cultural meaning in varying modalities of spoken communicative interaction. W 1:30–3:20

ANTH 662bu/INRL 624b, Global Health: Ethnographic Perspectives Marcia Inhorn

This interdisciplinary seminar, designed for graduate students and advanced undergraduates in Anthropology and Global Health, explores 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). 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. Prerequisite: some background in medical anthropology, global health studies, or other relevant fields. T 9:25–11:30

ANTH 663bu/SAST 619b, Ethnicity and Indigeneity in a Mobile World Sara Shneiderman

Classical literature on ethnicity in conversation with more recent work on indigeneity and mobility. We consider the relationships between place, belonging, and citizenship in shaping contemporary identity practices and discourses. Readings are primarily ethnographic, with a focus on South Asia, but including material from Latin America, Native North America, Southeast and East Asia, Australia/New Zealand, and Africa. th 1:30–3:20

ANTH 701au/ARCG 701au, Foundations of Modern Archaeology Richard Burger

How method, theory, and social policy have influenced the development of archaeology as a set of methods, an academic discipline, and a political tool. Prerequisite: a background in the basics of archaeology equivalent to one of the introductory courses. W 1:30–3:20

ANTH 702a/ARCG 702a, Archaeological Approaches to Art and Iconography Oswaldo Chinchilla

ANTH 712bu/ARCG 712bu, Ancient Civilizations of Mesoamerica Oswaldo Chinchilla

The Indian civilizations of Mexico and Central America from earliest times through the Spanish conquest.

ANTH 718a/ARCG 718a, Archaeological Study of Craft Specialization Anne Underhill

In this seminar we evaluate methods for investigating the nature of craft specialization in antiquity. We consider methods to identify material traces of production activities and insights gained from ethnoarchaeological and ethnohistoric data. Several types of craft production are included. Another component of the course is discussion of the theoretical significance of the nature of craft specialization. W 9:25–11:15

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 9:25–11:15

ANTH 726au/ARCG 726au, 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. F 9:25–11:15

ANTH 736bu/ARCG 736bu, The Archaeology of Asian Civilizations William Honeychurch

F 9:25–11:15

ANTH 744bu/ARCG 744bu, Social Archaeology Anne Underhill

This seminar addresses how archaeologists make interpretations about different kinds of social groups that existed in the past. We consider groups at various social scales formed on the basis of residence, gender, class, occupation, and other factors. T 9:25–11:15

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

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

ANTH 754au/ARCG 754au, 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 2:30–4:20

ANTH 755bu/ARCG 755bu, Inca Culture and Society Richard Burger

The history and organization of the Inca empire and its impact on the nations and cultures conquered by it. The role of archaeology in understanding the transformation of Andean lifeways is explored, as is the interplay between ethnohistoric and archaeological approaches to the subject. T 2:30–4:20

ANTH 763au/ARCG 763au/NELC 589au, Archaeologies of Empire Harvey Weiss

Comparative study of origins, structures, efficiencies, and limitations of imperialism, ancient and modern, in the Old and New World, from Akkad to “Indochine,” and from Wari to Aztec. The contrast between ancient and modern imperialisms examined from the perspectives of nineteenth- and twentieth-century archaeology and political economy. TH 2:30–4:20

ANTH 764au/ARCG 764au, Archaeology of the Aztecs Oswaldo Chinchilla

An anthropological and ethnohistorical examination of the Aztec civilization that dominated much of Mexico from the fourteenth century until the Spanish Conquest of 1521.

ANTH 771bu/ARCG 771bu, 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. MW 9–10:15

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 776bu/ARCG 776bu, GIS and Spatial Analysis for Archaeology William Honeychurch

Introduction to the practice of Geographical Information Systems in anthropology with attention to archaeological applications. The growing use of GIS among anthropologists has transformed the way we carry out research and conceive of space. The course draws on research examples from a range of theoretical, analytical, and geographical contexts and introduces students to current software. Emphasis is placed on understanding how anthropological archaeologists have employed GIS as part of generating evidence to assess their hypotheses. F 2:30–4:20

ANTH 785bu/ARCG 785bu, 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. TTH 1–2:15

ANTH 812au, Topics in Anthropological Genetics Brenda Bradley

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

ANTH 820bu, Primate Genomics Brenda Bradley

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

ANTH 822a/ARCG 822a, 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. TH 1:30–3:20

[ANTH 829bu, Primate Evolution]

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 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 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. W 1:30–3:20

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 941a and b, Research Seminar in Japan Anthropology William Kelly

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 942b, Research Seminar in South Asia Anthropology Kalyanakrishnan Sivaramakrishnan

The seminar is for students preparing to become scholars of South Asia. It consists of systematic reading, analysis, discussion, and writing about the anthropological literature in English. It deals with a selection of key ethnographic monographs that cover important topics and debates in the anthropology of South Asia and India including caste, class, community, gender, language, development, environment, politics, and popular culture. Students actively prepare and lead discussions, and write either a proposal or research paper at the end of the term. The seminar is designed for doctoral students working on South Asia. Others with appropriate background and interests may be admitted by permission of the instructor. W 1:30–3:20

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.

Return to Top

Applied Mathematics

A. K. Watson Hall, 203.432.1278

www.cs.yale.edu/appliedmath2

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

Director of Graduate Studies

Peter Jones

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

Associate Professors John Emerson (Statistics), Josephine Hoh (Public Health), Yuval Kluger (Pathology), Michael Krauthammer (Pathology), Sekhar Tatikonda (Electrical Engineering; Statistics; Computer Science)

Assistant Professors Lisha Chen (Statistics), Kim Dang, Thierry Emonet (Molecular, Cellular & Developmental Biology; Physics), Mokshay Madiman (Statistics), Andrei Osipov, Ronen Talmon

Fields of Study

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

Requirements for the Ph.D. in Applied Mathematics

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

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

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

Honors Requirement

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

Master’s Degrees

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

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

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

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

Courses

AMTH 525, Seminar in Applied Mathematics

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

AMTH 561a/CPSC 662a, Spectral Graph Theory Daniel Spielman

An applied approach to spectral graph theory. The combinatorial meaning of the eigenvalues and eigenvectors of matrices associated with graphs. Applications to optimization, numerical linear algebra, error-correcting codes, computational biology, and the discovery of graph structure.

[AMTH 562au/CPSC 562au, Graphs and Networks]

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

[AMTH 664au, Topics in Computational Biology]

AMTH 665bu/CB&B 561b/MCDB 561bu/PHYS 529b, Systems Modeling in Biology Thierry Emonet, Steven Kleinstein, Kathryn Miller-Jensen, Xiao-Jing Wang, Steven Zucker

An introduction to the techniques of integrating knowledge from mathematics, physics, and engineering into the analysis of complex living systems. Use of these techniques to address key questions about the design principles of biological systems. Discussion of experiments and corresponding mathematical models. Reading of research papers from the literature. Students build their own models using MATLAB. TTH 2:30–3:45

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

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

AMTH 667b, Advanced Computational Vision Steven Zucker

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

Return to Top

Applied Physics

Becton Center, 203.432.9654

www.yale.edu/appliedphysics

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

Chair

A. Douglas Stone

Director of Graduate Studies

Michel Devoret (413 BCT, 203.432.4277)

Professors Charles Ahn, Richard Barker (Emeritus), 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 Jack Harris, Sohrab Ismail-Beigi

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, and they are to be completed in the first two years. 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 up to two of the seven required core courses after demonstrating equivalent training and competence by passing a written exam in the relevant subject. Success in such an exam will reduce the total course requirement by one for each exam passed.

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

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

There is no foreign language requirement.

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

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

Honors Requirement

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

Master’s Degrees

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

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

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

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

Courses

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

APHY 500a/ENAS 500a, Mathematical Methods I 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 Sohrab Ismail-Beigi

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

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

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

APHY 548au and 549bu/ENAS 850au and 851bu/PHYS 548au and 549bu, Solid State Physics I and II Victor Henrich [F], A. Douglas Stone [Sp]

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

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

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

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

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

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

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

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

APHY 677a/PHYS 677a, Noise, Dissipation, Amplification, and Information 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 679a/PHYS 679a, 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 2:30–3:45

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

An advanced course covering the concepts and techniques of radio-frequency design and their application in making microwave measurements. The course begins with a review of lumped element and transmission line circuits, network analysis, and design of passive elements, including filters and impedance transformers. We continue with a treatment of passive and active components such as couplers, circulators, amplifiers, and modulators. Finally, we employ this understanding for the design of microwave measurement systems and techniques for modulation and signal recovery, to analyze the performance of heterodyne/homodyne receivers and radiometers. MW 11:35–12:50

Return to Top

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), Eckart Frahm (Near Eastern Languages & Civilizations), Valerie Hansen (History), Leo Hickey (Geology & Geophysics), Andrew Hill (Anthropology), Diana Kleiner (Classics; History of Art), Roderick McIntosh (Anthropology), Mary Miller (History of Art), Eric Sargis (Anthropology), Ronald Smith (Geology & Geophysics), Anne Underhill (Anthropology), Harvey Weiss (Near Eastern Languages & Civilizations)

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

Lecturer Karen Foster (Near Eastern Languages & Civilizations)

The aims of the program are to give students the academic background needed for careers in museums, the conservation of archaeological resources, and teaching in community colleges and secondary schools, and to provide 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, and Near Eastern Languages & Civilizations.

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 of Art, or Near Eastern Languages & Civilizations; (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 623au/NELC 620au/WGSS 622au, Lives in Ancient Egypt Colleen Manassa

Introduction to the social history of ancient Egypt, from 3100 to 30 B.C.E., with particular focus on the lives of individuals attested in the textual and archaeological record, from pharaohs and queens to artists, soldiers, and farmers. Readings of primary sources in translation, and course projects integrating ancient objects in Yale collections. MW 10:30–11:20

ARCG 701au/ANTH 701au, Foundations of Modern Archaeology Richard Burger

ARCG 702a/ANTH 702a, Archaeological Approaches to Art and Iconography Oswaldo Chinchilla

ARCG 712bu/ANTH 712bu, Ancient Civilizations of Mesoamerica Oswaldo Chinchilla

The Indian civilizations of Mexico and Central America from earliest times through the Spanish conquest.

ARCG 718a/ANTH 718a, Archaeological Study of Craft Specialization Anne Underhill

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

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

ARCG 736bu/ANTH 736bu, The Archaeology of Asian Civilizations William Honeychurch

F 9:25–11:15

ARCG 744bu/ANTH 744bu, Social Archaeology Anne Underhill

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

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

ARCG 755bu/ANTH 755bu, Inca Culture and Society Richard Burger

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

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

ARCG 763au/ANTH 763au/NELC 589au, Archaeologies of Empire Harvey Weiss

ARCG 764au/ANTH 764au, Archaeology of the Aztecs Oswaldo Chinchilla

An anthropological and ethnohistorical examination of the Aztec civilization that dominated much of Mexico from the fourteenth century until the Spanish Conquest of 1521.

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

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

ARCG 776bu/ANTH 776bu, GIS and Spatial Analysis for Archaeology William Honeychurch

ARCG 785bu/ANTH 785bu, Archaeological Ceramics I Anne Underhill

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

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

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

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

By arrangement with faculty.

Return to Top

Architecture

Rudolph Hall, 203.432.2288

www.architecture.yale.edu

M.Phil., Ph.D.

Dean

Robert A. M. Stern

Director of Graduate Studies

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

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

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

Assistant Professor Kyoung Sun Moon

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

Fields of Study

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

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

Admission Requirements

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

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

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 two years in residence at Yale enrolled as full-time students in the School of Architecture. During the first two years of study, students will normally take at least eight courses, consisting of graduate seminars. During each of the four terms in residence, a student must take a Ph.D. seminar taught by members of the Ph.D. committee, which will introduce the student to various methodologies and areas of study. Some seminars will encourage primary research on a narrow topic or focus on producing a collective body of work, such as an exhibition, symposium, or publication. Others offer a broader survey of historiographies or a close reading of a body of texts. These four required seminars form the methodological core of the program.

Students will be encouraged to take courses outside the School of Architecture but related to their specific areas of interest. 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 four 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.

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

Ideally, the student’s field of interest will be defined in the course of the second year. At this point, the student will be assigned an adviser by the director of graduate studies (DGS). After the second year, doctoral students will work with a thesis committee and an adviser. One member of the thesis committee should be from outside the School of Architecture, with selection based on the student’s area of interest, and in consultation with the Ph.D. adviser and the DGS.

Upon completion of all course requirements and the language requirement, normally during the second year, doctoral students will take a qualifying exam, which requires an approximately 8,000-word research paper and an oral examination during which members of his/her dissertation committee will question the candidate in three fields of study. During the third year, candidates will present and defend a preliminary proposal for a dissertation topic, consisting of a thesis statement, program of research and study, and annotated bibliography.

By the end of the third year, students will begin a period of dissertation research and writing. A student is asked to submit a draft of the dissertation half a year before the final defense. After successful completion of the defense, students are given three months to complete the final submission.

Graduate Research Assistant and Teaching Fellow Experience

The program in Architecture considers teaching to be an important part of graduate training. Therefore, before completing the Ph.D., all candidates will be required to have at least two terms of teaching experience in their area of study at the School of Architecture or elsewhere in the University. At least one of these should be a history and theory survey course requiring direction of a discussion session. Students will also be encouraged to assist in studio teaching. Students in the Ph.D. program normally serve as teaching fellows for four terms.

Master’s Degree

M.Phil. The M.Phil. degree is awarded en route to the Ph.D. The minimum requirements for this degree are that a student shall have completed all requirements for the Ph.D. except the teaching fellow experience, the prospectus, and the dissertation.

For information on the master’s degrees offered by the Yale School of Architecture (the Master of Architecture and the Master of Environmental Design), visit the School’s Web site, www.architecture.yale.edu, or contact Office of Admissions, Yale School of Architecture, PO Box 208242, New Haven CT 06520-8242.

Courses

For courses and their descriptions, see the School of Architecture bulletin, online in both html and pdf versions at www.yale.edu/bulletin.

Return to Top

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

Robert Zinn (203.432.3017, robert.zinn@yale.edu)

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

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

Fields of Study

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

Special Admissions Requirements

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

Special Requirements for the Ph.D. Degree

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

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

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

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

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

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

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

Teaching experience is an integral part of graduate education in astronomy. All students will 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 510bu, Stellar Populations Robert Zinn

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

[ASTR 518b, Stellar Dynamics]

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. MW 4–5:15

ASTR 530au, Galaxies Jeffrey Kenney

The formation and evolution of galaxies. Topics include the morphology and structure of galaxies, stellar populations, central black holes, galaxy mergers, and galaxy properties as a function of environment. TTH 4–5:15

ASTR 540bu/G&G 501bu, Radiative Processes in Astrophysics/Stellar Atmospheres Debra Fischer

Theory of radiation fields and their propagation through media. Applications to stellar and planetary atmospheres and the interstellar medium including planetary energy balance and climate, terrestrial optical phenomena, solar physics, high-energy phenomena, and remote sensing. MW 9–10:15

ASTR 550au, 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. MW 9–10:15

ASTR 555au, Observational Astronomy Pieter van Dokkum

The design and use of optical telescopes, cameras, spectrographs, and detectors to make astronomical observations. The reduction and analysis of photometric and spectroscopic observations. TTH 9–10:15

[ASTR 560b, Interstellar Matter and Star Formation]

[ASTR 565au, The Evolving Universe]

ASTR 570b/PHYS 570b, High-Energy Astrophysics Priyamvada Natarajan

A survey of current topics in high-energy astrophysics, including accreting black hole and neutron star systems in our galaxy, pulsars, active galactic nuclei and relativistic jets, gamma-ray bursts, and ultra-high-energy cosmic rays. The basic physical processes underlying the observed high-energy phenomena are also covered. TTH 4–5:15

[ASTR 575b, Exoplanets]

ASTR 580a or b, Research

By arrangement with faculty.

ASTR 585b, Radio Astronomy Héctor Arce

Introduction to radio astronomy, theory, and techniques. Includes radiation fundamentals, antenna theory, and an introduction to radio interferometry. Discussion of spectral line radio emission and of thermal and nonthermal radio emission mechanisms in the context of galactic and extragalactic astronomical observations. TTH 9–10:15

[ASTR 590bu, Solar Physics]

[ASTR 600au/PHYS 600a, Cosmology]

ASTR 610a, 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. TTH 9–10:15

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

ASTR 710a and b, Professional Seminar

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

Return to Top

Biomedical Engineering

Dunham Laboratory, 203.432.4250

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

Chair

W. Mark Saltzman

Director of Graduate Studies

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

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

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

Assistant Professors Joerg Bewersdorf, Michael Choma, Rong Fan, Anjelica Gonzalez, Kathryn Miller-Jensen, Smita Sampath

Fields of Study

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

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

Return to Top

Cell Biology

C-207 Sterling Hall of Medicine, 203.737.5603

www.cellbiology.yale.edu

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

Chair

James Rothman

Director of Graduate Studies

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

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

Associate Professors Christopher Burd, David Calderwood (Pharmacology), Topher Carroll, Karin Reinisch, Elke Stein (Molecular, Cellular & Developmental Biology), Derek Toomre, Agnes Vignery (Orthopaedics), Tobias Walther

Assistant Professors Joerg Bewersdorf, Jonathan Bogan (Internal Medicine/Endocrinology), Daniel Colón-Ramos, Eric Dufresne (Mechanical Engineering & Materials Science), Shawn Ferguson, Megan King, Patrick Lusk, 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), axon guidance, 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, 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 staff

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

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

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

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

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

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

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

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

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

CBIO 606b, Advanced Topics in Cell Biology Karin Reinisch and faculty

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Return to Top

Cellular and Molecular Physiology

B147 Sterling Hall of Medicine, 203.785.4041

www.physiology.yale.edu

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

Chair

Michael Caplan

Director of Graduate Studies

Emile Boulpaep (SHM B142, 203.785.4055, emile.boulpaep@yale.edu)

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

Associate Professors Nadia Ameen (Pediatrics), Angelique Bordey (Neurosurgery), Jonathan Demb (Ophthalmology), Marie Egan (Pediatrics), Michael Nitabach, Vincent Pieribone, Susumu Tomita, David Zenisek

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

Fields of Study

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

Special Admissions Requirements

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

Special Requirements for the Ph.D. Degree

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

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

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

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

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

Honors Requirement

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

Master’s Degrees

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

M.S. Awarded only to students who are not continuing for the Ph.D. degree but who have successfully completed one year of the doctoral program (i.e., passing of at least four 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 535a/NSCI 645a/PSYC 535a, Foundations of Behavioral Neuroscience]

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

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

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

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

C&MP 570b, 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 10–12 students by the same group leader(s) throughout the year. Workshop format permits students to apply basic concepts of physiology to clinical syndromes and disease processes. Students are expected to participate actively in a weekly discussion of a clinical case that illustrates principles of human physiology and pathophysiology at the whole-body, system, organ, cellular, or molecular level. Prerequisites: C&MP 550a and permission of the instructor. Credit for full year only. Th 11–12:30

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

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

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

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

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

Readings and discussion on a diverse range of current topics in molecular medicine, pharmacology, and physiology. The class emphasizes analysis of primary research literature and development of presentation and writing skills. Contemporary articles are assigned on a related topic every week, and a student leads discussions with input from faculty who are experts in the topic area. The overall goal is to cover a specific topic of medical relevance (e.g., cancer, neurodegeneration) from the perspective of three primary disciplines (i.e., physiology: normal function; pathology: abnormal function; and pharmacology: intervention). M 3–5

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

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

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

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

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

Return to Top

Chemical & Environmental Engineering

Dunham Laboratory, 203.432.4250

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

Chair

Paul Van Tassel

Director of Graduate Studies

William Mitch (william.mitch@yale.edu)

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

Associate Professors Michelle Bell, Tarek Fahmy, William Mitch, Jordan Peccia, Julie Zimmerman

Assistant Professors Eric Dufresne, Chinedum Osuji, Andre Taylor, Corey Wilson

Fields of Study

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

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

Return to Top

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

J. Patrick Loria (1 SCL, 203.432.3913, chemistry.dgs@yale.edu)

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

Assistant Professors Richard Baxter, Jason Crawford, Nilay Hazari, Seth Herzon, David Spiegel, Elsa Yan

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) and the Test of Spoken English (TSE) if the TOEFL Internet-based test is not taken.

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]

CHEM 518au, Advanced Organic Chemistry William Jorgensen

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

[CHEM 519b, Advanced Organic Chemistry II]

CHEM 521au, Chemical Biology Jason Crawford, David Spiegel

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

CHEM 522b, Chemical Biology II Alanna Schepartz

A comprehensive introduction to the origins and emerging frontiers of chemical biology. This course develops the fundamental chemistry of molecules found in nature, a quantitative description of their interactions with themselves and each other, and subsequent effects on biological function. Topics include protein design, molecular evolution, chemical genetics, metabolic engineering, and methods in genomics and proteomics research. TTH 9–10:15

CHEM 523bu, Synthetic Methods in Organic Chemistry Jonathan Ellman

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

[CHEM 524b, Advanced Synthetic Methods in Chemistry]

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, Fundamentals of Organic Reaction Mechanisms Jason Crawford, David Spiegel

Introduction to problem-solving techniques in organic chemistry and chemical biology, focusing on fundamental mechanistic paradigms for synthetic and biosynthetic transformations. Course meetings maximize interaction between students and faculty with the goal of providing students with a strong conceptual skill set in preparation for full-time research.

CHEM 528a, Natural Product 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. MWF 11:35–12:50

CHEM 530bu, Statistical Methods and Thermodynamics Victor Batista

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

[CHEM 535a, Chemical Dynamics]

CHEM 537au, Chemistry of Isotopes Martin Saunders

Advanced applications of isotopes to chemical problems and the theory associated with them, including kinetic and equilibrium isotope effects, tracer applications, and dating. MWF 9:25–10:15

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]

[CHEM 548b, Nuclear Magnetic Resonance in Liquids]

CHEM 551au, 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 550bu, Theoretical and Inorganic Chemistry]

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 Crystallography Nilay Hazari, Michael Takase

An introduction to small molecule crystallography. The course covers both theoretical and applied concepts and includes hands-on experience on how to solve and refine the structure of small molecules. TTH 10:30–11:45

CHEM 554b, Bio-Inorganic Chemistry Gary Brudvig

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

[CHEM 555b, Inorganic Mechanisms]

CHEM 556b, Biochemical Rates and Mechanisms 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 John Faller

The principles of modern inorganic chemistry. Main group and transition element chemistry: reactions, bonding, structure, and spectra. TTH 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 10:30–11:20

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

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

CHEM 561Lb, Advanced Physical Methods in Molecular Science II

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

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

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

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

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

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

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

CHEM 570au, Introductory Quantum Chemistry Victor Batista

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

CHEM 572b, Advanced Quantum Mechanics John Tully

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

CHEM 590a, Ethical Conduct and Scientific Research Jonathan Parr

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

CHEM 600–670, Research Seminars

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

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

CHEM 720, Current Topics in Organic Chemistry

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

CHEM 730, Molecular Science Seminar

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

CHEM 990, Research

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

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 [F] (404 Phelps, 203.432.0980)

Irene Peirano [Sp] (307A Phelps, 203.432.8536)

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

Associate Professor Milette Gaifman (Classics; History of Art)

Assistant Professors Joshua Billings, Jay Fisher, Andrew Johnston, Pauline LeVen, Irene Peirano

Lecturers Alexander Loney (ACLS), Timothy Robinson, Joseph Solodow

Affiliated Faculty Susanne Bobzien (Philosophy), Dimitri Gutas (Near Eastern Languages & Civilizations), Bentley Layton (Religious Studies), Dale Martin (Religious Studies), Susan Matheson (Curator of Ancient Art, Art Gallery), David Quint (Comparative Literature), Barbara Sattler (Philosophy), Barbara Shailor (Deputy Provost; Paleography)

Fields of Study

The degree program in Classical Philology seeks 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.

Requirements for the Ph.D. Degree in Classics

1. Diagnostic sight translations in Greek and Latin (these are taken before the beginning of the first term and also, if necessary, before the beginning of the third) are given 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 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).
7. Translation examinations in Greek and Latin, based on the Classics 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 director of graduate studies. 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.

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.

Combined Programs

Classics and Ancient History

Admission requirements Students may apply to either the Department of Classics or the Department of History. In the former case, the requirements are the same as for Classical Philology; in addition, at least two term courses in Greek or Roman history are required for admission to the program.

Requirements for the Ph.D. degree in Classics and Ancient History

1. Diagnostic sight translations in Greek and Latin (these are taken before the beginning of the first term and also, if necessary, before the beginning of the third) are given 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, 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, based on the Ancient History Ph.D. reading list, in May following the yearlong survey of the language in question.
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 director of graduate studies.
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 director of graduate studies. 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.

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.

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

1. Diagnostic sight translations in Greek and Latin (these are taken before the beginning of the first term and also, if necessary, before the beginning of the third) are given 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 Classics director of graduate studies. 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.

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 joint program, normally during the first term of residence; the directors of graduate studies of both departments should be consulted before application to the joint 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 term and also, if necessary, before the beginning of the third) are given 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) of these at least four courses should be on postclassical European literature; (vi) and two courses on literary theory or methodology; (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.
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 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).
6. Translation examinations in Greek and Latin, based on the Classics 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, 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.
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 Joint-Ph.D. Program

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

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

The program is overseen by an interdepartmental committee currently consisting of Professors Susanne Bobzien, Verity Harte, and Barbara Sattler, 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/or Latin as follows: diagnostic sight translations in either Greek or Latin (taken at the beginning of the first term, at the beginning of the second year and, where deemed appropriate, also at the beginning or end of the second term) will be given to assess the student’s progress in the classical languages. The same pattern is repeated for the second language in the second year. Students with sufficient language proficiency may take the tests in both languages in the first year.
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, two terms of history of Greek or Latin literature, 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, 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, by the end of the fifth term in residence.
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, 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 term and also, if necessary, at the beginning of the third) are given 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 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).
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.

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 705bu, Daily Life in the Greek Papyri J.G. Manning

Introduction to the language and the content of Greek papyri from Egypt. Emphasis on documents of various kinds. MW 4–5:15

GREK 714bu, Homeric Hymns Pauline LeVen

Translation and study of selections from Hesiod’s Theogony and Works and Days and from the Homeric hymns, with attention to poetics, myths, and connections with Homeric epic. MW 2:30–3:45

GREK 726a/PHIL 601au, Plato’s Laws X Verity Harte, Raphael Woolf

The course focuses on the Greek text of Plato’s Laws, Book X, which offers one of the earliest surviving characterizations of atheism, against which it argues that gods exist, that they have concern for human beings, and that they are just. W 3:30–5:20

GREK 760au, Lyric Poetry: Pindar and Bacchylides Egbert Bakker

Close reading of the lyric poetry of Pindar and Bacchylides. Focus on victory odes (epinicians), with additional readings from paeans and dithyrambs. Discussion of composition, themes, and poetics, as well as issues of genre and performance. The poems’ relations to contemporary religious and social practices. Introduction to a range of modern critical approaches. TTH 1–2:15

GREK 790au, Greek Syntax and Stylistics Victor Bers

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

LATN 721au, Vergil’s Aeneid Irene Peirano

An in-depth study of Vergil’s Aeneid within its political context. MW 1–2:15

LATN 755bu, Martial Irene Peirano

A study of Martial’s epigrams. Topics include poetics and the book, sex and gender, the city of Rome, and Martial’s role in the history of the epigrammatic genre. TTH 1–2:15

LATN 759au, Latin Biography Andrew Johnston

A reading of a variety of Latin biographies (and autobiographies) from the Augustan period to Late Antiquity in their cultural and political contexts. Selected readings from other ancient works and modern scholarship in English. Emphasis on the development of the genre, and the constructed distinctions between biography and historiography, such as purpose, themes, evidence, and rhetorical techniques. TTH 11:35–12:50

LATN 760bu, Petronius Kirk Freudenburg

Close reading and discussion of the Latin text of Petronius’s Satyricon, with attention to grammar, syntax, and style, as well as to larger issues of literature and culture in Neronian Rome. MW 1–2:15

LATN 790bu, Latin Syntax and Stylistics Joseph Solodow

A systematic review of syntax and an introduction to Latin style. Selections from Latin prose authors are read and analyzed, and students compose short pieces of Latin prose. For students with some experience reading Latin literature who desire a better foundation in forms, syntax, idiom, and style. MW 9–10:15

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

An introduction to principal documents, preserved primarily on stone or in metal, that bear on Roman history from the fifth century B.C. to the fourth century A.D. Selected documents are either themselves important (e.g., the Twelve Tables) or are paradigmatic for occurrences that are extensive in time and space (e.g., imperial rescripts, city and colonial charters). Documents are in Latin or Greek and are accompanied by English translations. M 2:30–4:20

CLSS 645bu/HIST 507bu, 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. Prerequisite: proficiency in Greek and Latin. M 2:30–4:20

CLSS 807b, Aeschylus’s Oresteia Victor Bers

Poetic technique, political controversy, and textual matters in Aeschylus’s trilogy, with special attention to the Agamemnon. T 2:30–4:20

CLSS 808b/HIST 501b, Diocletian’s Prices Edict John Matthews

Diocletian’s Edict on Maximum Prices of 301 C.E., transmitted to us by epigraphic fragments from around fifty cities of the Greek east, was an attempt to control inflation by attaching maximum legal prices to a vast range of products and services, which are listed under thirty-five headings containing more than a thousand individual entries, presented in both Latin and Greek. The seminar approaches the edict not so much as a specific document of late Roman economic history, but as a presentation of the commercial and other resources available in the Roman empire in the period of its greatest prosperity and regional extent. The text is divided into topics corresponding to the main areas of economic activity that it includes (food and drink, manufactured products and building materials, labor costs and professional services, luxury items, spices and drugs, transport costs, and so on), and its study is directed to yield a portrait of the economy of the Roman empire and commercial relations within it. Attention is given to linguistic and lexicographical aspects, and to such supporting texts as Pliny’s Natural History and the Theodosian Code. Open to senior undergraduates with a sufficient knowledge of Latin and Greek. M 2:30–4:20

CLSS 827b/HSAR 558b, Materiality in Greek Art Milette Gaifman

This course takes advantage of recent scholarship in Classical art history in order to focus on the importance of media such as marble, bronze, clay, ivory, and gems in ancient visual culture. We examine the relationship between materials, technology, style, and subject matter across a range of contexts, such as the role played by bronze in the development of Greek naturalism; the influence of chryselephantine techniques on depictions of the gods; the relationship between colored marbles and the iconography of political power; and the use of precious and semiprecious stones as personal seals. Throughout, our emphasis is not only on the relationship between medium and facture, but also on the phenomenological qualities of different materials and their influence on ancient habits of viewing and representation. As the second class to be taught as part of the Yale-Cornell Consortium for the Study of Ancient Art, this course will also bring students of both institutions together in a mini-conference at Cornell University, combining student presentations with a workshop focused on the Cornell cast collection, in which we consider the relationship between materiality, replication, and the historiography of ancient sculpture. W 2:30–4:20

CLSS 838a, Ancient Commentaries Irene Peirano

A study of the ancient commentary tradition with special emphasis on Homer and Vergil. Topics to be considered include poetics (narrative, characterization, plot, style, etc.), representation of the critic’s role, textual traditions of ancient commentaries and their reception in modern scholarship, textual criticism in the scholia, Homeric scholia and their influence on Servius, commentaries and their reception in poetic texts. TH 2:30–4:20

CLSS 851a/HIST 515a, Theory and Methods in Ancient History J.G. Manning

This seminar examines recent trends and work in ancient history with respect to methodology and the use of theory. Special attention is paid to sources, including archaeology, and to work in comparative history. TH 3:30–5:20

CLSS 862b, Roman Elegy before Ovid Christina Kraus

Study of the elegiac verse of Catullus, Propertius, and Tibullus, with attention to the development of the genre. Supplementary readings from Gallus, Sulpicia, and epitaphic poems. Topics include the role of Catullus in the formation of “love” elegy; the relation of form to content, and the challenge of epic; Tibullus and the city/country divide; Propertius’s exploration of the metapoetics of elegy, and his opening up of the genre; elegy’s ventriloquism of women; voyeurism and necrophilia. Weekly secondary readings, at least one in-class presentation of a smaller topic, and a seminar paper. W 2:30–4:20

CLSS 881a, Proseminar: Classical Studies Egbert Bakker

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

CLSS 884b/HIST 517b, The Thirty Tyrants Donald Kagan

A study of the rule of the Thirty at Athens after the Athenian defeat in the Peloponnesian War. The ancient sources, chiefly the relevant passages in Xenophon’s Hellenica, Diodorus Siculus, and Plutarch’s Lives, are read in the original. Reading knowledge of French, German, or Italian desirable. TH 1:30–3:20

CLSS 890a/HSAR 581a, Roman Painting: Achievement and Legacy Diana Kleiner

Roman mural painting in all its aspects and innovations. Individual scenes and complete ensembles in palaces, villas, and houses in Rome and Pompeii are explored, as are their rediscovery and revival in the Renaissance and Neo-Classical period. Special attention is paid to the four architectural styles; history and mythological painting; the impact of the theater; the part played by landscape, genre, and still life; the accidental survival of painted portraiture; and the discovery and rejection of trompe l’oeil illusionism and linear perspective. T 1:30–3:20

CLSS 891a, Translation and the Classics Emily Greenwood

This course examines translations of a wide range of Greek and Latin texts in the context of translation studies. As well as exploring the practice and theory of translation in ancient Greece and Rome, including the intersection of translation, tradition, and reception, we also address modern texts that are literary classics in their own right, and which are also in some sense translations/adaptations/versions of Greek and Roman classics. Individual seminars focus on the translation of Homer, Sappho, Catullus, Horace, and Ovid, and topics for discussion include the dialogue between translations of Greco-Roman “classics” and theories of translation and gender; postcolonial translation; and intralingual translation. Against the backdrop of debates about what we lose from studying Classics in translation, this course is alert to what traditional philology gains from studying Classics in translation and from theorizing the activity of translation. T 2:30–4:20

CLSS 896a, History of Greek Literature I Pauline LeVen

A comprehensive treatment of Greek literature from Homer to the imperial period, with an emphasis on archaic and Hellenistic poetry. The course prepares for the comprehensive oral qualifying examinations. The student is expected to read extensively in the original language, working toward familiarity with the range and variety of the literature. MW 2:30–3:45

CLSS 897b, History of Greek Literature II Victor Bers

Continuation of CLSS 896a. TTH 10:30–11:20

CLSS 900a/b, Directed Reading

By arrangement with faculty.

CLSS 910a/b, Directed Reading

By arrangement with faculty.

Return to Top

Comparative Literature

451 College Street, Rm. 202, 203.432.2760

www.yale.edu/complit

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

Chair

Dudley Andrew

Director of Graduate Studies

To be announced

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

Associate Professors Moira Fradinger, Martin Hägglund

Assistant Professors Ben Conisbee Baer, David Gabriel

Lecturers Stefan Esposito, Adriana Jacobs

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

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

Fields of Study

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

Special Admissions Requirements

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

Special Requirements for the Ph.D. Degree

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

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

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

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

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

Combined Ph.D. Programs

Comparative Literature and Classics

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

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

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

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

Comparative Literature and Film Studies

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

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

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

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

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

Comparative Literature and Renaissance Studies

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

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

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

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

Master’s Degrees

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

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

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

Courses

CPLT 513b/FREN 933b, One Hundred Years of Swann’s Way Alice Kaplan

The first volume of Proust’s Recherche has inspired generations of literary critics, psychoanalysts, philosophers, historians, translators, and critical theorists. Reading Du côté de chez Swann in light of their responses to the novel allows us to construct an intellectual and literary history of a century of reading Proust. TH 1:30–3:20

CPLT 515a, Proseminar in Comparative Literature Dudley Andrew

Introductory proseminar for all first-year students in Comparative Literature (and other interested graduate students). Reflections and exercises that aim to grasp the roots and follow developments of this discipline, such as: philology, thematics, historical poetics, hermeneutics, deconstruction, translation theory, comparative arts, world literature. T 9:25–11:15

CPLT 517a/GMAN 605au, Interpretation and Authority Carol Jacobs

Close readings of works on problems of authority and interpretation by Sigmund Freud, Roland Barthes, Paul de Man, and Walter Benjamin. Exploration of their writing as a performance that questions simplistic notions of truth. Consideration of the problem of how to interpret texts that unsettle the very nature of interpretation. M 1:30–3:20

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

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

CPLT 527b/FILM 828b/RUSS 746b, Art and Ideology Katerina Clark

Examination of texts identified as ideological art, focusing on the relationship between the conventions they use and the ideology they seek to advance. Theoretical readings include works by Benjamin, Jameson, Lukács, Bakhtin, Marx, Althusser, and Judith Butler; literary works by Balzac, Brecht, Tretiakov, Ostrovsky, Orwell, Koestler, and others; films by Eisenstein, Leni Riefenstahl, and others. W 1:30–3:20

CPLT 539b/ENGL 846b, American Literature: Regional, National, Global 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, national, and global—we explore multiple permutations of locality and distance; the size of events; lengths and widths of causal connection; and the expanding or contracting spheres of race and gender. Authors include Anne Bradstreet, Nathaniel Hawthorne, Henry James, Sarah Orne Jewett, Ernest Hemingway, Gertrude Stein, Ezra Pound, Paul Bowles, Langston Hughes, Robert Lowell, Monique Truong, Edwidge Danticat. W 1:30–3:20

CPLT 560b/GMAN 559bu, Rilke and Yeats Carol Jacobs

Reading and discussion of the works of Rainer Maria Rilke and William Butler Yeats. M 1:30–3:20

CPLT 569b/FILM 771b/RUSS 750b, Montage, Collage, and Political Art John MacKay

Monuments of early Soviet film and their relationship to political-aesthetic debates surrounding montage and collage practice. Theories of montage; montage practices across the arts; twentieth-century conceptions of political art; debates about montage/collage practice and avant-gardism since World War II. M 3:30–5:20

CPLT 572a/ENGL 516au/MDVL 561a, Medieval Celtic Literature David Gabriel

Major texts of Celtic literature, focusing on works from the birth of vernacular literature in the Middle Ages to the early modern period. Cultural, historical, and literary issues surrounding works in the Irish and Welsh languages; literary culture in Breton, Cornish, Scottish Gaelic, and Manx. Genres include lyric and bardic poetry, heroic and religious narrative, and early Arthurian works. All texts are available in translation, but students have some opportunity to learn basic reading in one or more languages. T 1:30–3:20

CPLT 590b/FREN 968b/WGSS 620b, Writing Women: Gender and Nation Building in the Francophone Arab World Edwige Tamalet Talbayev

This course investigates the ways in which the related discourses of nationalism, Islam, and feminism can fruitfully intersect to illuminate the corpus of women’s literature from the former French colonies in the Arab world. With an emphasis on issues of social justice, citizenship, and feminism, both locally and transnationally, we interrogate the ways in which literature mediates the construction of women as historical subjects. Although the focus of the course is on francophone texts, we address the literary landscape of the former Maghrebi and Middle Eastern colonies and mandates as a whole, reading Arabic texts in translation alongside texts written in French and English. Proposed readings include Fatima Mernissi, Dreams of Trespass; Kateb Yacine, Nedjma; Tahar Ben Jelloun, Lettre à Delacroix; Joumana Haddad, I Killed Scheherazade; Leila Abouzeid, The Year of the Elephant; Fawzi Mellah, Le Conclave des pleureuses; Ahlam Mosteghanemi, Memory in the Flesh; Malika Mokeddem, Des rêves et des assassins. Reading knowledge of French recommended. W 3:30–5 :20

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

CPLT 630a/GMAN 562au, The Concept of Time Paul North

The historical formation of the concept of time, a fundamental idea in the humanities and sciences. The benefits and pitfalls of the specifically modern plan to ground thought and being in a theory of time. Texts in German intellectual history by Kant, Husserl, Heidegger, and Einstein, with reference to Marcel Proust’s novel In Search of Lost Time. T 1:30–3:20

CPLT 647a/FILM 704a/HSAR 647a, Perspectives on the Panorama Tim Barringer, Katie Trumpener

This course explores the cultural, aesthetic, and historical significance of the panorama. The first panoramas were massive 360-degree paintings generating a sense of immersion in an event or environment. Later panoramas took many shapes, anticipating the formats of photography, film, and digital imagery. We treat the panorama as a utopian, imperial, and didactic medium, tracing its cultural impact on painting, literature, popular culture, and contemporary art. We devote particular attention to its afterlife in cinema, from the earliest moving pictures to postwar experimental works and a long series of feature films with key panoramic sequences. T 1:30–3:20

CPLT 649b/GMAN 663b, Desire of Knowledge/Knowledge of Desire Rainer Nägele

The relationship between knowledge and desire is analyzed through close reading of Sophocles’ Oedipus Tyrannos, Goethe’s Faust, and Kafka’s “Forschungen eines Hundes.” W 3:30–5:20

CPLT 651a/GMAN 647au/PHIL 606au, Systems and Their Theory Henry Sussman

This course spans the developments between two of the most original and still-telling early system-makers, Kant and Hegel, and some important twentieth-century fiction writers, among them Kafka, Proust, Borges, Calvino, and Pynchon, whose works built and played upon the architecture of systems. We read a number of scholars and scientists who have thought about the systematic dimensions of culture and life: Gregory Bateson, Steps to an Ecology of Mind; Fritjof Capra, The Web of Life; Anthony Wilden, System and Structure; and James Gleick, Chaos. Seminars are divided between elucidations of systematic pictures of the world and specific instances from criticism, literature, and other art forms. We work to discern the follow-through between conceptual systems and the systematic dimensions of our everyday lives, whether legal, institutional, or familial. M 3:30–5:20

CPLT 680b/ENGL 977b, 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. TH 1:30–3:20

CPLT 681a/ENGL 681a, The Mock-Heroic Moment: Milton to Eliot Claude Rawson

The course begins with Milton’s critique of military epic in Paradise Lost. It deals with the changes in the status of the heroic following the decline of the traditional military epic in the seventeenth century, partly under the pressure of increasing antiwar sentiment, and of the domestication of subject matter which led to the so-called rise of the novel. Boileau, Dryden, Swift (Battle of the Books), Pope, Gay, Fielding, Byron, Shelley, Eliot, Joyce, and Auden. T 1:30–3:20

CPLT 694b/ENGL 967b/HSAR 694b, Edwardian Modernities Tim Barringer, Angus Trumble

This seminar explores the complex and heterogeneous culture of Edwardian Britain and its empire, 1901–1910, and in the following years leading to the First World War. Recent scholarship has emphasized the transitional nature of Edwardian culture. Radical shifts in social, political, and economic structures, and demands for the representation of women, for Indian and Irish independence, coincided with displays of opulence and imperial bravado. New technologies such as the motor car proliferated, and popular culture took on distinctively modern forms through the music halls, illustrated press, gramophone, and cinema. This was the moment of the emergence of distinctively British forms of modern art, literature, and music. Particular emphasis is placed on relationships between the arts: paintings by Sargent, Orpen, Conder, and Vanessa Bell; the literary work of Hardy, H.G. Wells, and Rudyard Kipling; and music by Elgar, Delius, and Vaughan Williams. Architecture and urbanism in Britain, its colonies, and dominions are also considered. The seminar is organized to coincide with the major exhibition Edwardian Opulence at the Yale Center for British Art, and it concludes with a trip to the UK to explore sites and collections especially redolent of the Edwardian era, including London’s imperial institutions, museum architecture and collections, the country houses of Edwin Lutyens, and the gardens of Gertrude Jekyll. W 1:30–3:20

CPLT 695b/FREN 833b, Montaigne and the Essay Tradition David Quint

The course covers most of Montaigne’s Essais, including all of the essays of the Third Book and the “Apologie de Raimond Sebond.” Attention is paid to the literary form of the essays as well as to their historical context and their models (Seneca, Plutarch, Erasmus). The end of the course looks at Montaigne’s English imitators (Bacon, Browne, Cornwallis). T 1:30–3:20

CPLT 786a/GMAN 614a, Literature and the Humanities Rüdiger Campe

The course discusses the place of literature and literary reading with regard to the ensemble of the humanities. Rather than addressing “literary theory,” the focus is on the epistemology of literature and literary criticism and their significance in and for the humanities. Main readings are Giambattista Vico (New Science), Friedrich Schlegel (Dialogue on Poetry), Wilhelm Dilthey (Introduction to the Human Sciences), and Maurice Blanchot and Michel Foucault (“ontology of literature”). Reading and discussion in English. Reading knowledge of Italian, German, and French welcome. T 3:30–5:20

CPLT 827bu/ HIST 827bu, Myth and Memory in the Persian Book of Kings Abbas Amanat

This course examines Ferdowsi’s Shahnameh, one the great epics of all times, with emphasis on six of its essential legends. Around the text (in English translation but also the original Persian) we explore political culture, historical context, and collective memories over the course of a millennium since its composition. Prerequisite: knowledge of Persian or familiarity with Persian history and culture. W 7–8:50

CPLT 856a/ENGL 916a, Imperial and Anti-Imperial Epic Joe Cleary

The collapse of the European empires and the rise of the American empire as the supervening world power in the twentieth century have inspired a wide variety of ambitious novelistic epic and tragic narratives, some focalized from the standpoint of the modern imperial metropoles, others from that of the colonial peripheries. Interleaving literary narratives and theoretical texts, and engaging matters of style and form as well as the difficulties of narrating historical transition, anticolonial insurrection, and the uneven nature of global capitalism, this seminar considers the complex relationship between the history of modern imperialism and the history of modern epic and tragic literary narration. Authors discussed may include Hegel, Lukács, Bakhtin, Moretti, Melville, Conrad, C.L.R. James, Malraux, Achebe, Vargas Llosa, and Yourcenar. W 1:30–3:20

CPLT 899a/FREN 893a, Realism and Naturalism Maurice Samuels

This seminar interrogates the nineteenth-century French Realist and Naturalist novel in light of various efforts to define its practice. How does critical theory constitute Realism as a category? How does Realism articulate the aims of theory? And how do nineteenth-century Realist and Naturalist novels intersect with other discourses besides the literary? In addition to several works by Balzac, novels to be studied include Stendhal’s Le Rouge et le Noir, Sand’s Indiana, Flaubert’s Madame Bovary, and Zola’s Nana. Some attention also paid to Realist painting. T 1:30–3:20

CPLT 900a, Directed Reading

CPLT 900b, Directed Reading

CPLT 901a, Individual Research

CPLT 901b, Individual Research

CPLT 902b/FILM 718bu/GMAN 636bu, Theatricality in Film Brigitte Peucker

Examination of the multiple implications of theatricality in and for the cinema. Theatricality as excess; the appropriation of theatrical modes for film; theatricality as modernist self-reflexivity; performance and the relation of theatricality to subjectivity (performing the self); ritual and reenactment in film; theatricality and the real; the material image. T 3:30–5:20

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

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

CPLT 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 1–2:15

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. Readings in English or the French, Spanish, or Italian originals; conducted in English. W 3:30–5:20

CPLT 963a/SPAN 943a, El Neobarroco Roberto González Echevarría

A study of the reevaluation of baroque literature (Góngora, Calderón, Quevedo, Sor Juana) by the Spanish Generation of 27, Dámaso Alonso, Pedro Salinas, Jorge Guillén, and twentieth-century Latin American writers such as Alejo Carpentier, José Lezama Lima, Severo Sarduy, Octavio Paz, and others. Theoretical essays such as Alonso’s La lengua poética de Góngora, Guillén’s Lenguaje y poesía, and Pedro Salinas’s Reality and the Poet in Spanish Poetry. Lezama’s La expresión americana, Carpentier’s Tientos y diferencias, Sarduy’s Barroco, and Paz’s Sor Juana o las trampas de la fe are analyzed, as are literary works such as Carpentier’s Concierto barroco, Lezama’s Paradiso, Sarduy’s Cobra, and Paz’s Blanco. In Spanish. W 3:30–5:20

Return to Top

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, 203.737.2903, hongyu.zhao@yale.edu)

Professors James Aspnes (Computer Science), Joseph Chang (Statistics), Ronald Coifman (Mathematics; Computer Science), Xing Wang Deng (Molecular, Cellular & Developmental Biology), Donald Engelman (Molecular Biophysics & Biochemistry), Mark Gerstein (Biomedical Informatics; Molecular Biophysics & Biochemistry; Computer Science), William Jorgensen (Chemistry), Douglas Kankel (Molecular, Cellular & Developmental Biology), Kenneth Kidd (Genetics; Ecology & Evolutionary Biology), Paul Lizardi (Pathology), Elias Lolis (Pharmacology), Perry Miller (Anesthesiology; Medical Informatics; Molecular, Cellular & Developmental Biology), Willard Miranker (Computer Science), 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), Alison Galvani (Public Health), Yuval Kluger (Pathology), Michael Krauthammer (Pathology), Andrew Miranker (Molecular Biophysics & Biochemistry), Corey O’Hern (Mechanical Engineering & Materials Science; Physics), Valerie Reinke (Genetics)

Assistant Professors Chris Cotsapas (Neurology), Thierry Emonet (Molecular, Cellular & Developmental Biology), Antonio Giraldez (Genetics), Tae Hoon Kim (Genetics), Steven Kleinstein (Pathology), Jun Lu (Genetics), Steven Ma (Public Health), James Noonan (Genetics), Jeffrey Townsend (Ecology & Evolutionary Biology), Jing Zhang (Statistics)

Fields of Study

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

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

Special Admissions Requirements

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

Special Requirements for the Ph.D. Degree

With the help of a faculty advisory committee, each student plans a program that includes courses, seminars, laboratory rotations, and independent reading. Students are expected to gain competence in three core areas: (1) computational biology and bioinformatics, (2) biological sciences, and (3) informatics (including computer science, statistics, and applied mathematics). While the courses taken to satisfy the core areas of competency may vary considerably, all students are required to take the following courses: CB&B 561b, 740a, and 752a. A typical program will include nine 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 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 MB&B 676b, Responsible Conduct in Research (or another course that covers the material).

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 nine 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 nine required courses taken at Yale, (2) complete the required course work for the Ph.D. program with an average grade of High Pass, (3) successfully complete three research rotations, and (4) meet the Graduate School’s Honors requirement.

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

Courses

CB&B 561b/AMTH 665bu/MCDB 561bu/PHYS 529b, Systems Modeling in Biology Thierry Emonet, Steven Kleinstein, Kathryn Miller-Jensen, Xiao-Jing Wang, Steven Zucker

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

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

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

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

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

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

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

Return to Top

Computer Science

A. K. Watson Hall, 203.432.1246

www.cs.yale.edu

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

Chair

Holly Rushmeier

Director of Graduate Studies

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

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

Associate Professors Brian Scassellati, Yang Richard Yang

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

Fields of Study

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

Research Facilities

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

Special Admissions Requirements

Applicants for admission should have strong preparation in mathematics, engineering, or science. They should be competent in programming but need no computer science beyond that basic level. The GRE General Test and a pertinent Subject Test are required.

Special Requirements for the Ph.D. Degree

There is no foreign language requirement. To be admitted to candidacy, a student must (1) pass ten courses (including CPSC 690 and CPSC 691) with at least two grades of Honors, the remainder at least High Pass, including three advanced courses in an area of specialization; (2) take six advanced courses in areas of general computer science; (3) successfully complete a research project in CPSC 690, 691, and submit a written report on it to the faculty; (4) pass a qualifying examination in an area of specialization; (5) be accepted as a thesis student by a regular department faculty member; (6) serve as a teaching assistant for two terms (four TF units); and (7) submit a written dissertation prospectus, with a tentative title for the dissertation. To satisfy the distribution requirement (requirement 2 above), the student must take one course in programming languages or systems, one programming-intensive course, two theory courses, and two in application areas. In order to gain teaching experience, all graduate students are required to serve as teaching assistants for two terms during their first three years of study. All requirements for admission to candidacy must be completed prior to the end of the third year. In addition to all other requirements, students must successfully complete CPSC 991, Ethical Conduct of Research, prior to the end of their first year of study. This requirement must be met prior to registering for a second year of study.

Master’s Degrees

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

M.S. (en route to the Ph.D.) To qualify for the M.S., the student must pass eight courses at the 500 level or above from an approved list. An average grade of at least High Pass is required, with at least one grade of Honors.

Terminal Master’s Degree Program Students may also be admitted to a terminal master’s degree program directly. The requirements are the same as for the M.S. en route to the Ph.D. This program is normally completed in one year, but a part-time program may be spread over as many as four years.

A brochure providing additional information about the department, faculty, courses, and facilities is available from the Graduate Coordinator, Department of Computer Science, Yale University, PO Box 208285, New Haven CT 06520-8285; e-mail, cs-admissions@cs.yale.edu.

Courses

CPSC 521au, Compilers and Interpreters Zhong Shao

Compiler organization and implementation: lexical analysis, formal syntax specification, parsing techniques, execution environment, storage management, code generation and optimization, procedure linkage, and address binding. The effect of language-design decisions on compiler construction.

CPSC 522bu, Operating Systems Bryan Ford

The design and implementation of operating systems. Topics include synchronization, deadlocks, process management, storage management, file systems, security, protection, and networking.

[CPSC 524bu, Parallel Programming Techniques]

CPSC 526au, Building Decentralized Systems

CPSC 527au, Object-Oriented Programming Michael Fischer

Object-oriented programming as a means to efficient, reliable, modular, reusable code. Use of classes, derivation, templates, name-hiding, exceptions, polymorphic functions, and other features of C++. TTH 2:30–3:45

CPSC 528bu, Language-Based Security

[CPSC 530au, Formal Semantics]

CPSC 531bu, Computer Music: Algorithmic and Heuristic Composition Paul Hudak

Study of the theoretical and practical fundamentals of computer-generated music. Music and sound representations, acoustics and sound synthesis, scales and tuning systems, algorithmic and heuristic composition, and programming languages for computer music. Theoretical concepts are supplemented with pragmatic issues expressed in a high-level programming language.

[CPSC 532bu, Computer Music: Sound Representation and Synthesis]

[CPSC 533bu, Computer Networks]

CPSC 534au, Mobile Computing and Wireless Networking Yang Richard Yang

An introduction to the principles of mobile computing and its enabling technologies. Topics include principles of mobile computing wireless systems; information management; location-independent and dependent computing models; disconnected or weakly connected operation models; human-computer interactions; mobile applications and services; security; power management; and sensor networks.

[CPSC 535bu, Internet-Scale Applications]

CPSC 536au/ENAS 960au, Networked Embedded Systems and Sensor Networks Andreas Savvides and staff

Introduction to the fundamental concepts of networked embedded systems and wireless sensor networks, presenting a cross-disciplinary approach to the design and implementation of smart wireless embedded systems. Topics include embedded systems programming concepts; low-power and power-aware design; radio technologies; communication protocols for ubiquitous computing systems; and mathematical foundations of sensor behavior. Laboratory work includes programming assignments on low-power wireless devices.

CPSC 537bu, Introduction to Databases Avi Silberschatz

An introduction to database systems. Data modeling. The relational model and the SQL query language. Relational database design, integrity constraints, functional dependencies, and natural forms. Object-oriented databases. Implementation of databases: file structures, indexing, query processing, transactions, concurrency control, recovery systems, and security.

CPSC 538bu, Database System Implementation and Architectures Daniel Abadi

A study of systems programming techniques, with a focus on database systems. In the first half of the term, students analyze the design of a traditional DBMS and build components of a DBMS prototype, e.g., a catalog-manager, a buffer-manager, and a query execution engine. In the second half, students examine nontraditional architectures such as parallel databases, data warehouses, stream databases, and Web databases.

CPSC 540bu, Numerical Computation Vladimir Rokhlin

Algorithms for numerical problems in the physical, biological, and social sciences: solution of linear and nonlinear systems of equations, interpolation and approximation of functions, numerical differentiation and integration, optimization.

CPSC 545au, Introduction to Data Mining Vladimir Rokhlin

A study of algorithms and systems that allow computers to find patterns and regularities in databases, to perform prediction and forecasting, and to improve their performance generally through interaction with data. MW 1–2:15

[CPSC 555au/ECON 563a, Economics and Computation]

[CPSC 557au, Sensitive Information in a Wired World]

[CPSC 562au/AMTH 562au, Graphs and Networks]

[CPSC 563bu, Machine Learning]

[CPSC 565au, Theory of Distributed Systems]

CPSC 567bu, Cryptography and Computer Security Michael Fischer

A survey of such private and public key cryptographic techniques as DES, RSA, and zero-knowledge proofs, and their application to problems of maintaining privacy and security in computer networks. Focus on technology, with consideration of such societal issues as balancing individual privacy concerns against the needs of law enforcement, vulnerability of societal institutions to electronic attack, export regulations and international competitiveness, and development of secure information systems.

CPSC 568au, Computational Complexity Joan Feigenbaum

CPSC 569bu, Randomized Algorithms James Aspnes

Beginning with an introduction to tools from probability theory including some inequalities like Chernoff bounds, the course covers randomized algorithms from several areas: graph algorithms, algorithms in algebra, approximate counting, probabilistically checkable proofs, and matrix algorithms.

CPSC 570au, Artificial Intelligence Brian Scassellati

Introduction to artificial intelligence research, focusing on reasoning and perception. Topics include knowledge representation, predicate calculus, temporal reasoning, vision, robotics, planning, and learning. MWF 10:30–11:20

CPSC 571au, Topics in Artificial Intelligence Drew McDermott

An in-depth study of one area of artificial intelligence. Topics vary from year to year. The topic for 2012–2013 is artificial intelligence and philosophy of mind.

CPSC 573bu, Intelligent Robotics Brian Scassellati

Introduction to the construction of intelligent, autonomous systems. Sensory-motor coordination and task-based perception. Implementation techniques for behavior selection and arbitration, including behavior-based design, evolutionary design, dynamical systems, and hybrid deliberative-reactive systems. Situated learning and adaptive behavior.

CPSC 575au/ENAS 575au, Computational Vision and Biological Perception Steven Zucker

An overview of computational vision with a biological emphasis. Suitable as an introduction to biological perception for computer science and engineering students, as well as an introduction to computational vision for mathematics, psychology, and physiology students.

CPSC 578bu, Computer Graphics Julie Dorsey

Introduction to the basic concepts of two- and three-dimensional computer graphics. Topics include affine and projective transformations, clipping and windowing, visual perception, scene modeling and animation, algorithms for visible surface determination, reflection models, illumination algorithms, and color theory.

[CPSC 579au, Advanced Topics in Computer Graphics]

CPSC 662a/AMTH 561a, Spectral Graph Theory Daniel Spielman

CPSC 671a, Advanced Artificial Intelligence Drew McDermott

This course looks at different facets of artificial intelligence in different terms. The topic this term is artificial general intelligence, or AGI. After about fifty years, AI has scored some impressive successes but has not yet produced a satisfying “artificial person,” that is, an entity that possesses a person’s ability to cope with many different situations, including linguistic discourse. Some think this is because the field has made a wrong turn toward overly specialized research. They have created a series of conferences on AGI to address the need for research that keeps its eyes on the long-term prize—the artificial person. This course is oriented around research papers in both the AGI subfield and its competition, narrow AI work on robotics. Students have opportunities to present and discuss these papers.

[CPSC 675b, Computational Vision and Biological Perception]

CPSC 690a or b, Independent Project I

By arrangement with faculty.

CPSC 691a or b, Independent Project II

By arrangement with faculty.

CPSC 692a or b, Independent Project

Individual research for students in the M.S. program. Requires a faculty supervisor and the permission of the director of graduate studies.

[CPSC 721b, Advanced Programming Language Topics]

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

CPSC 820a or b, Directed Readings in Programming Languages and Systems

By arrangement with faculty.

CPSC 840a or b, Directed Readings in Numerical Analysis

By arrangement with faculty.

CPSC 860a or b, Directed Readings in Theory

By arrangement with faculty.

CPSC 870a or b, Directed Readings in Artificial Intelligence

By arrangement with faculty.

CPSC 991a/MATH 991a, Ethical Conduct of Research

Return to Top

East Asian Languages and Literatures

308 Hall of Graduate Studies, 203.432.2860

www.yale.edu/eall

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

Chair

Edward Kamens [F]

To be announced [Sp]

Director of Graduate Studies

John Treat (307 HGS, john.treat@yale.edu)

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

Assistant Professors William Fleming, Michael Hunter, Chloë Starr (Divinity School)

Senior Lecturers Pauline Lin, Koichi Shinohara (Religious Studies)

Senior Lectors Hsiu-hsien Chan, Min Chen, Seungja Choi, Koichi Hiroe, Angela Lee-Smith, Rongzhen Li, Ninghui Liang, Fan Liu, Yoshiko Maruyama, Ling Mu, Michiaki Murata, Hiroyo Nishimura, Masahiko Seto, Jianhua Shen, Mari Stever, Wei Su, Haiwen Wang, Yu-lin Wang Saussy, Peisong Xu, William Zhou

Lectors Yukie Mammoto, Chuanmei Sun, Shucheng Zhang

Fields of Study

Fields for doctoral study are Chinese literature and Japanese literature. (See also the Combined Ph.D. Program in Film Studies.) Although the primary emphasis is on these East Asian subjects, the department welcomes applicants who are seeking to integrate their interests in Chinese or Japanese literature with interdisciplinary studies in such fields as history, history of art, linguistics, religious studies, comparative literature, film studies, literary theory and criticism, and the social sciences.

Special Admissions Requirements

The department requires entering students in Chinese or Japanese (and the Combined Program in Film Studies) to have completed at least three years of study, or the equivalent, of either Chinese or Japanese. Students applying in Chinese are expected to have completed at least one year of literary Chinese. Students applying in premodern Japanese are expected to have completed at least one year of literary Japanese. This is a doctoral program; no students are admitted for terminal master’s degrees.

Special Requirements for the Ph.D. Degree

During the first three years of study, students are required to take at least fourteen term courses. Usually students complete twelve term courses in the first and second years, and then take two tutorials or two seminars in the third year. Students concentrating in Chinese or Japanese literature are encouraged to take at least one term course in Western literature or literary theory. By the end of the second year, all students must prove their proficiency in a language other than their primary language of study that is relevant to their course of study and is approved by the director of graduate studies (DGS). By the end of the third year, students specializing in premodern Japanese literature must pass a reading test in literary Chinese. At the end of the second full academic year, the student must take a written examination in the language of his or her specialization, including both its modern and premodern forms.

At the end of each academic year, until a student is admitted to candidacy, a faculty committee will review the student’s progress. For the second-year review, the student must submit a revised seminar research paper, on a topic selected in consultation with the adviser, no later than April 1 of the fourth term. No later than the end of the sixth term the student will take the qualifying oral examination. The exam will cover three fields distinguished by period and/or genre in one or more East Asian national literatures or in other fields closely related to the student’s developing specialization. These fields and accompanying reading lists will be selected in consultation with the examiners and the director of graduate studies in order to allow the student to demonstrate knowledge and command of a range of topics. After having successfully passed the qualifying oral examination, students will be required to submit a dissertation prospectus to the department for approval by October 1 of the seventh term in order to complete the process of admission to candidacy for the Ph.D.

Opportunities to obtain experience in teaching language and literature form an important part of this program. Students in East Asian Languages and Literatures normally teach in their third and fourth years in the Graduate School.

Combined Ph.D. Program

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

Master’s Degrees

M.Phil. The successful completion of all predissertation requirements, including the qualifying examination, will make a student eligible for an M.Phil. degree.

M.A. (en route to the Ph.D.) The successful completion of twelve term courses and languages required in the first two years of study will make a student eligible for an M.A. degree.

Additional program materials are available at the department Web site, www.yale.edu/eall.

Courses

EALL 550b/RLST 558b, Lotus Su¯tra: Scripture and Commentaries Koichi Shinohara

The seminar is devoted to the reading of Kuma¯rajı¯va’s Chinese translation (T. 261) and the study of Chinese commentaries, particularly the commentaries by Jizang and Tiantai Zhiyi (T. 1718). Prerequisite: students must be prepared to read Chinese Buddhist texts in the original (or in kanbun). T 1:30–3:20

EALL 565b/HIST 875b, History and Literature of Modern China Peter Perdue, Jing Tsu

Discussion of selected literary and historical texts of nineteenth- and twentieth-century China, including primary and secondary works. Readings are primarily in English, but Chinese and Japanese texts are included for students who can read them. Topics include violence in practice and imagination; national identity formation within and beyond mainland China; linguistic transformation and media technology; journalism, aesthetic values, and political activism; literature and political influence of Chinese in the diaspora; and others as determined by the class. Research paper required. W 9:25–11:15

Courses in Chinese language at the elementary, intermediate, and advanced levels are listed in Yale College Programs of Study.

CHNS 500au, Man and Nature in Chinese Literature Kang-i Sun Chang

An exploration of man and nature in traditional Chinese literature, with special attention to aesthetics and cultural meanings. Topics include Daoism, Chan Buddhism, and lyricism; The Book of Changes as an inspiration for literature; body, sexuality, and nature; contemplation and self-cultivation; travel in literature; loss, lament, and self-reflection in song lyrics; nature and the supernatural in classical tales; landscape and the art of description; images of Utopian communities as compared to the Western notion of Utopia; ideas of self-identity; religious pilgrimage and allegory (as seen in the novel The Journey to the West). No knowledge of Chinese required. Chinese texts provided from time to time for students who read Chinese. TTH 1–2:15

CHNS 512au, Ancient Chinese Thought Michael Hunter

An introduction to the foundational works of ancient Chinese thought, from the ruling ideologies of the earliest historical dynasties through the diverse writings of the Warring States “masters” and including intellectual developments under the Qin and Han empires. TTH 11:35–12:50

CHNS 560au, Introduction to Literary Chinese I Michael Hunter

Reading and interpretation of texts in various styles of literary Chinese (wenyan), with attention to basic problems of syntax and literary style. Prerequisite: CHNS 151b or 153b or equivalent. TTH 9–10:15

CHNS 570bu, Advanced Readings in Modern Chinese 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. Prerequisite: CHNS 163b or 165b or equivalent. W 2:30–4:20

CHNS 571bu, Introduction to Literary Chinese II Pauline Lin

Continuation of CHNS 560a. Prerequisite: CHNS 560a or equivalent. TTH 11:35–12:50

CHNS 581au, Chinese Informal Prose Tina Lu

Translation and discussion of classical essays: first, models of guwen (ancient-style prose) from the Tang and Song dynasties, and second, the transformation of these models in the late Ming and early Qing into xiaopin (“lesser works”). Guwen as a choice both for philosophical and speculative writing and for describing the minutiae of everyday life. MW 11:35–12:50

CHNS 602au, Readings in Classical Chinese Prose Kang-i Sun Chang

Readings of classical Chinese prose with commentaries and notes in modern Chinese. Exploration of a variety of themes and styles. Lectures and discussion in English and sometimes in Chinese. Because readings are different year to year, this course may be repeated for credit. W 1:30–3:20

CHNS 820b, The Five Classics Michael Hunter

This seminar is an introduction to the texts that comprise the early Chinese canon: the Changes, Documents, Odes, Rituals, and Annals. After exploring the establishment of the Five Classics under the Han, we devote the rest of the term to reading lengthy selections from these traditions, each of which presents a unique set of interpretive challenges. Discussion topics include the development of early textual culture, processes of textual formation, the Five Classics in excavated manuscripts, and the use of database tools for the study of early Chinese texts. TH 2:30–4:30

CHNS 836b/HIST 852b, Early Chinese Narratives: Readings in the Zuo Commentary and Sima Qian Annping Chin

The course focuses on the structure, the historical context, and the writing of the Zuo Commentary (Zuozhuan) and Sima Qian’s Records of the Grand Historian (Shiji). Students also learn to read the commentaries to these texts and come to understand the knowledge that traditional scholarship can offer. Readings are in Chinese and English. M 3:30–5:20

CHNS 872a, Methods and Approaches to Modern Chinese Literature Jing Tsu

The course considers the different conceptual and comparative problems in the field of modern Chinese literary studies. Topics vary and may include national and world literatures, regionalism and urbanization, war and revolution, westernization, national and ethnic identities, and transdisciplinary approaches to literary studies. TH 3:30–5:30

CHNS 900, Directed Readings

Offered by permission of instructor and DGS to meet special needs not met by regular courses.

CHNS 990, Directed Research

Offered as needed with permission of instructor and DGS for student preparation of dissertation prospectus.

Courses in Japanese language at the elementary, intermediate, and advanced levels are listed in Yale College Programs of Study.

JAPN 569a, Literature and the Humanities John Treat

Canonical Japanese short stories and essays read in line-by-line translation. Use of reference works and the Internet to research structures and vocabulary. Intended for those at the fourth-year level in their study of modern Japanese, this course is designed to help students prepare for either graduate-level courses in Japanese literature or independent study of written Japanese. TTH 1–2:15

JAPN 570au, Introduction to Literary Japanese Edward Kamens

Introduction to the grammar and style of the premodern literary language (bungotai) through a variety of texts. Prerequisite: JAPN 151 or equivalent. MWF 9:25–10:15

JAPN 571bu, Readings in Literary Japanese William Fleming

Close analytical reading of a selection of texts from the Nara through Tokugawa period: prose, poetry, and various genres. Introduction of kanbun. Prerequisite: JAPN 570a or equivalent. MW 9–10:15

JAPN 581bu, Japanese Literature after 1970 John Treat

Study of Japanese literature published between 1970 and the present. Writers may include Murakami Ryu, Maruya Saiichi, Shimada Masahiko, Nakagami Kenji, Yoshimoto Banana, Yamada Eimi, Murakami Haruki, and Medoruma Shun. No knowledge of Japanese required. TTH 1–2:15

JAPN 587au/FILM 881a, Japanese Cinema after 1960 Aaron Gerow

The development of Japanese cinema after the breakdown of the studio system, through the revival of the late 1990s, to the present. MW 2:30–3:45, screenings W 7–9:30

JAPN 590au, The Kabuki Theater from Origins to the Present Day William Fleming

The kabuki theater and its conventions, repertoire, and historical development; the significance of the popular stage in early modern society; kabuki’s influence on popular literature and adaptation into other media; the role of censorship and politics. TTH 11:35–12:50

JAPN 701a, Readings in Heian and Kamakura Period Literature Edward Kamens

Close reading of texts in various genres and styles; research in traditional and contemporary criticism. This year, the seminar focuses on Buddhist poetry and tales (shakkyo¯ka and setsuwa). TH 9–11:15

JAPN 708a, Early Modern Japanese Literature William Fleming

Close reading of a wide range of prose, poetry, and drama from the Edo period (1600–1868), supplemented with relevant secondary scholarship; introduction to the reading of original materials in cursive calligraphic style (kuzushiji). T 2:30–4:30

JAPN 885b, Modern Japanese Novel John Treat

A seminar primarily designed as a three-year course in which graduate students specializing in Japanese literature are required to read major works of modern Japanese fiction in the original. W 11:35–12:50

JAPN 871b/FILM 871b, Readings in Japanese Film Theory Aaron Gerow

Theorizations of film and culture in Japan from the 1910s to the present. Through readings in the works of a variety of authors, the course explores both the articulations of cinema in Japanese intellectual discourse and how this embodies the shifting position of film in Japanese popular cultural history. T 1:30–3:20, with screenings

JAPN 900, Directed Readings

Offered by permission of instructor and DGS to meet special needs not met by regular courses.

JAPN 990, Directed Research

Offered as needed with permission of instructor and DGS for student preparation of dissertation prospectus.

Courses in Korean language at the elementary, intermediate, and advanced levels are listed in Yale College Programs of Study.

Return to Top

East Asian Studies

The MacMillan Center

320 Luce Hall, 203.432.3426

http://eastasianstudies.research.yale.edu

M.A.

Chair

Daniel Botsman (LUCE 345, 203.432.3197, daniel.botsman@yale.edu)

Director of Graduate Studies

Aaron Gerow (311 HGS, 203.432.7082, aaron.gerow@yale.edu)

Professors Daniel Botsman (History), Kang-i Sun Chang (East Asian Languages & Literatures), Deborah Davis (Sociology), Aaron Gerow (East Asian Languages & Literatures; Film Studies), Valerie Hansen (History), Edward Kamens (East Asian Languages & Literatures), William Kelly (Anthropology), Tina Lu (East Asian Languages & Literatures), Peter Perdue (History), Frances Rosenbluth (Political Science), Helen Siu (Anthropology), William Summers (Therapeutic Radiology; History of Science & Medicine), John Treat (East Asian Languages & Literatures), Jing Tsu (East Asian Languages & Literatures), Anne Underhill (Anthropology), Mimi Hall Yiengpruksawan (History of Art)

Associate Professor Karen Nakamura (Anthropology)

Assistant Professors Seok-Ju Cho (Political Science), Fabian Drixler (History), William Fleming (East Asian Languages & Literatures), William Honeychurch (Anthropology), Andrew Quintman (Religious Studies), Chloë Starr (Divinity; East Asian Languages & Literatures), Jeremy Wallace (Visiting), Eric Weese (Economics), Jessica Weiss (Political Science)

Senior Lecturers Annping Chin (History), Koichi Shinohara (Religious Studies; East Asian Languages & Literatures)

Lecturers Martin Bale, Amy Lelyveld, Di Yin Lu, Akira Shimizu

Senior Lectors Hsiu-hsien Chan, Min Chen, Seungja Choi, Koichi Hiroe, Zhengguo Kang, Angela Lee-Smith, Rongzhen Li, Ninghui Liang, Fan Liu, Yoshiko Maruyama, Ling Mu, Michiaki Murata, Hiroyo Nishimura, Masahiko Seto, Jianhua Shen, Mari Stever, Wei Su, Haiwen Wang, Yu-lin Wang Saussy, Peisong Xu, William Zhou

Lector Yukie Mammoto

Fields of Study

The Master of Arts program in East Asian Studies offers a concentrated course of study designed to provide a broad understanding of the people, history, culture, contemporary society, politics, and economy of China, Japan, or a transnational region within East Asia. This program is designed for students preparing to go on to the doctorate in one of the disciplines of East Asian Studies (i.e., anthropology; economics; history; history of art; language and literature including comparative literature, film studies, and theater studies; political science; sociology; etc.), as well as for those students seeking a terminal M.A. degree before entering the business world, the media, government service, or a professional school.

Course of Study for the M.A. Degree

The program is designed to be completed by successfully taking eight courses approved for graduate credit by the director of graduate studies (DGS) over the course of one academic year. A program of study for completion of the degree in one year consists of two terms of language study at or above Yale’s third-year level (unless the language requirement has already been met through previous study or native fluency) and six other term courses selected from the current year’s offerings of advanced language courses and lecture courses or seminars in any relevant subject area, with the approval of the 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 beginning or intermediate language class cannot be counted toward satisfying this requirement, except with the permission of the DGS.

Joint-Degree Programs

As the East Asian Studies M.A. degree is a one-year program, there are no joint-degree programs available. Students interested in pursuing additional degrees in the Yale professional schools should consider applying separately to those programs in order to complete such degrees before or after the East Asian Studies M.A. degree.

Program materials are available upon request to the Council on East Asian Studies, Yale University, PO Box 208206, New Haven CT 06520-8206; e-mail, eastasian.studies@yale.edu; Web site, http://eastasianstudies.research.yale.edu. Applications are available online at www.yale.edu/graduateschool/admissions; e-mail, graduate.admissions@yale.edu.

Courses

Please consult the course information available online at http://eastasianstudies.research.yale.edu/academic.php and http://students.yale.edu/oci for a complete list of East Asian-related courses offered at Yale University.

Return to Top

Ecology and Evolutionary Biology

Osborn Memorial Laboratories, 203.432.3837

www.eeb.yale.edu

M.S., Ph.D.

Chair

Paul Turner

Director of Graduate Studies

David Post (OML 426B, david.post@yale.edu)

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

Associate Professors Suzanne Alonzo, Alison Galvani (Public Health), Walter Jetz, Thomas Near, David Post

Assistant Professors Antónia Monteiro, Jeffrey Townsend (on leave [Sp]), David Vasseur

Senior Lecturer Marta Martínez Wells

Lecturers Adalgisa Caccone, Mary Beth Decker

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, 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 result 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.) Satisfactory completion of the first two years of study leading to the Ph.D. up to, but not necessarily including, the prospectus.

Additional material providing information on the department, faculty, courses, and facilities is available from Karen Broderick, Office of the Director of Graduate Studies, Department of Ecology and Evolutionary Biology, Yale University, PO Box 208106, New Haven CT 06520-8106; e-mail, karen.broderick@yale.edu; tel., 203.432.3837; fax, 203.432.2374; Web site, www.eeb.yale.edu.

Courses

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

Topics to be announced. M 2:30–4:30

E&EB 510au/STAT 501au, Introduction to Statistics: Life Sciences Walter Jetz, Jonathan Reuning-Scherer

Statistical and probabilistic analysis of biological problems presented with a unified foundation in basic statistical theory. Problems are drawn from genetics, ecology, epidemiology, and bioinformatics. Graduate students are expected to finish a course project in addition to regular homework and exams. TTH 1–2:15

E&EB 520au, General Ecology David Post, David Vasseur

A broad consideration of the theory and practice of ecology, including the ecology of individuals, population dynamics and regulation, community structure, ecosystem function, and ecological interactions on broad spatial and temporal scales. Topics such as climate change, fisheries management, and infectious disease are placed in an ecological context. MWF 10:30–11:20

E&EB 523Lbu, Laboratory for Principles of Evolution, Ecology, and Behavior 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 Nancy Moran, Michael Donoghue

An overview of evolutionary biology as the discipline uniting all of the life sciences. Evolution explains the origin of life and Earth’s biodiversity, and how organisms acquire adaptations that improve survival and reproduction. This course uses reading and discussion of scientific papers to emphasize that evolutionary biology is a dynamic science, involving active research to better understand the mysteries of life. We discuss principles of population genetics, paleontology, and systematics; application of evolutionary thinking in disciplines such as developmental biology, ecology, microbiology, molecular biology, and human medicine. TTH 10:30–11:20, 1 HTBA

E&EB 526Lbu, Laboratory for Evolutionary Biology Adalgisa Caccone

The companion laboratory to E&EB 525b. Study of patterns and processes of evolution, including collection and interpretation of molecular and morphological data in a phylogenetic context. Focus on methods of analysis of species-level and population-level variation in natural populations. TH 1:30–4:30

E&EB 530au, Field Ecology Linda Puth

A field-based introduction to ecological research. Experimental and descriptive approaches, comparative analysis, and modeling are explored through field and small-group projects. TTH 1–5

E&EB 535au, Evolution and Medicine Stephen Stearns

Survey of evolutionary insights that make important differences in medical research and clinical practice, including evolutionary mechanisms and the medical issues they affect. Individual genetic variation in susceptibility; evolutionary conflicts and trade-offs in reproductive medicine; the evolution of antibiotic resistance and virulence in pathogens; emerging diseases; the evolution of aging; cancer as an evolutionary process. MWF 11:35–12:25

E&EB 540au, Animal Behavior Suzanne Alonzo

An introduction to the study of animal behavior from an evolutionary and ecological perspective. History and methods of studying animal behavior. Topics include foraging, predation, communication, reproduction, cooperation, and the role of behavior in conservation. MW 11:30–12:45, 1 HTBA

E&EB 545b, Problems in Bioethics/Ethics Course for Advanced Topics David Post

M 2:30–4:30

E&EB 546au, Plant Diversity and Evolution Michael Donoghue

Introduction to the major plant groups and their evolutionary relationships, with an emphasis on the diversification and global importance of flowering plants. MW 1–2:15

E&EB 547Lau, Laboratory for Plant Diversity and Evolution Michael Donoghue

Hands-on experience with the plant groups examined in the accompanying lectures; local field trips. T 1–4

E&EB 550au, Biology of Terrestrial Arthropods Marta Martínez Wells

Evolutionary history and diversity of terrestrial arthropods (body plan, phylogenetic relations, fossil record); physiology and functional morphology (water relations, thermo-regulation, energetics of flying and singing); reproduction (biology of reproduction, life cycles, metamorphosis, parental care); behavior (migration, communication, mating systems, evolution of sociality); ecology (parasitism, mutualism, predator-prey interactions, competition, plant-insect interactions). TTH 11:35–12:50

E&EB 551Lau, Laboratory for Biology of Terrestrial Arthropods Marta Martínez Wells

Comparative anatomy, dissections, identification, and classifications of terrestrial arthropods; specimen collection; field trips. W 1:30–4:30

E&EB 564au, 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 565au, 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. T 1:30–4:30

E&EB 575a, Biological Oceanography Mary Beth Decker

Exploration of a range of coastal and pelagic ecosystems. Relationships between biological systems and the physical processes that control the movements of water and productivity of marine systems. Anthropogenic impacts on oceans, such as the effects of fishing and climate change. Includes three Friday field trips. TTh 11:35–12:50

[E&EB 630a/F&ES 730a, Ecosystem Ecology]

[E&EB 660bu, Conservation Genetics]

E&EB 672bu, Ornithology Richard Prum

An overview of avian biology and evolution, including the structure, function, behavior, and diversity of birds. The evolutionary origin of birds, avian phylogeny, anatomy, physiology, neurobiology, breeding systems, and biogeography. MWF 9:25–10:15

E&EB 673Lbu, Laboratory for Ornithology Richard Prum

Laboratory and field studies of avian morphology, diversity, phylogeny, classification, identification, and behavior. T 1:30–5

E&EB 678b, Mathematical Models and Quantitative Methods in Evolution and Ecology Suzanne Alonzo

In this course, we focus on how quantitative approaches are used to allow scientific inference. We discuss general principles for generating hypotheses that are testable (i.e., quantifiable). The course also examines a variety of approaches used to model population-level processes in evolution and ecology, including an overview of population genetics, quantitative genetics, optimality models, game theory, and population dynamic equations. We also discuss experimental design, statistical analyses, inference, and other quantitative methods. The course assumes a basic background in algebra, calculus, probability theory, and statistics. Please address any questions regarding the course to suzanne.alonzo@yale.edu. W 9:30–11:30

E&EB 680bu, Life History Evolution Stephen Stearns

Life history evolution studies how the phenotypic traits directly involved in reproductive success are shaped by evolution to solve ecological problems. Nowhere is the interplay between evolution and ecology more intimate. TTH 11:35–12:50

E&EB 690a, Evolution of Development Antónia Monteiro

An introduction to the ways that developmental mechanisms change through time to give rise to organismal diversity. Topics include how mutations influence the processes of gene regulation, tissue growth, and cell and organ differentiation. TTH 9–10:15

E&EB 712b, Foundations of Ecology David Vasseur

This seminar is intended to familiarize students with the evolution of key themes in ecology. Each week, students lead discussions of a classic and recent paper from the ecological literature with particular emphasis on how a theme has transitioned and/or shaped current knowledge. Presentation leaders are responsible for providing an overview of the citation history of the classic paper (based on ISI Web of Science database) and for selecting a recent paper that builds upon and advances themes covered by the classic paper. In addition, students are responsible for writing an NSF DDIG (or equivalent) proposal building on one of the key themes covered in class and for participating in an NSF-style review panel of the proposals.

E&EB 715b, Speciation and Adaptive Radiation Thomas Near

E&EB 716a, Evolution of Cancer Jeffrey Townsend

This seminar is designed to give graduate students a survey of the research literature on the evolution of cancer, senescence, and aging. We read papers whose focus is on qualitative and quantitative modeling of the evolutionary forces that lead to these phenomena. Cancer is the primary focus, but its obvious connections to aging and cellular senescence are also covered. Students develop an understanding of why cancer, senescence, and aging may be expected from an evolutionary perspective, and consider how that perspective may inform research efforts to overcome them. The class is conducted in a literature review fashion, in which students are broken into groups to elucidate the key components of sections of the papers or figures within the papers to the whole class. Students are expected to read all assignments carefully and to prepare and lead a discussion of one or more papers.

E&EB 717a, Macroevolution Richard Prum

[E&EB 728bu, Infectious Diseases]

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

E&EB 900a–b, First-Year Introduction to Research and Rotations DGS

E&EB 930a, Seminar in Systematics

E&EB 950a or b, Second-Year Research

By arrangement with faculty.

E&EB 960b/EMD 695b, Studies in Evolutionary Medicine I Stephen Stearns, Durland Fish, Alison Galvani, Paul Turner

The first term of a two-term course that begins in January. Students learn the major principles of evolutionary biology and apply them to issues in medical research and practice by presenting and discussing original papers from the current research literature. Such issues include lactose and alcohol tolerance; the hygiene hypothesis and autoimmune disease; human genetic variation in drug response and pathogen resistance; spontaneous abortions, immune genes, and mate choice; parental conflicts over reproductive investment mediated by genetic imprinting; life history trade-offs and the evolution of aging; the evolution of virulence and drug resistance.

E&EB 961a/EMD 695a, Studies in Evolutionary Medicine II Paul Turner

Continuation of E&EB 960b.

Return to Top

Economics

28 Hillhouse Avenue, 203.432.3575

www.econ.yale.edu

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

Chair

Benjamin Polak (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), Eduardo Engel, Ray Fair, Howard Forman (School of Public Health), John Geanakoplos, Pinelope Goldberg, Timothy Guinnane, Philip Haile, Koichi Hamada, Johannes Hörner, Jonathan Ingersoll (School of Management), Gerald Jaynes, Dean Karlan, Yuichi Kitamura, Alvin Klevorick, Naomi Lamoreaux, Richard Levin, Giovanni Maggi, Costas Meghir, Robert Mendelsohn (Forestry & Environmental Studies), Giuseppe Moscarini, William Nordhaus, Peter Phillips, Benjamin Polak, Mark Rosenzweig, Larry Samuelson, Robert Shiller, Anthony Smith, Aleh Tsyvinski, Christopher Udry, Edward Vytlacil

Associate Professors Taisuke Otsu, Ebonya Washington

Assistant Professors Konstantinos Arkolakis, Timothy Armstrong, David Atkin, Eduardo Faingold, Mitsuru Igami, Daniel Keniston, Amanda Kowalski, Nancy Qian, Kareen Rozen, Melissa Tartari, Eric Weese

Fields of Study

Fields include economic theory, including microeconomics, macroeconomics, mathematical economics; econometrics; economic history; labor economics; industrial organization; financial economics; behavioral finance; public economics; public finance; international trade; international finance; economic development; behavioral economics; law and economics.

Special Admissions Requirements

Please see www.econ.yale.edu/graduate/application_info.htm.

Special Requirements for the Ph.D. Degree

The following requirements must be satisfied in addition to those prescribed by the Graduate School.

Prior to registration for the second year. (a) Students must have taken for credit and passed at least six economics graduate courses. (b) Students must pass written comprehensive examinations in micro- and macroeconomics. These examinations, which are given in May and late August of each year, must be taken in the spring term of the first year. Each exam will be graded separately, and in the event of failure, students will retake only the part of the exam they did not pass. Students may take the comprehensive examination no more than twice.

Prior to registration for the third year. (a) Students must have taken at least fourteen term courses in Economics and have received a grade of at least Pass in each of them. With the permission of the director of graduate studies, courses in related fields and independent reading courses can be used to fulfill this requirement. Workshops may not be used to satisfy it. All workshops are graded on a Satisfactory/Unsatisfactory basis. (b) Students must have received an average of at least High Pass in the courses they have taken. The admissibility of courses for this requirement is the same as for the fourteen-course requirement mentioned above. Grades within the Economics department include pluses and minuses. A failure counts as a zero, a P– as a 1, a P as a 2, a P+ as a 3, and so on up to a 9 for H+. The arithmetic average of these numbers must be at least 4.5.

Admission to candidacy. Students must be admitted to candidacy prior to registration for the fourth year of study. Students are recommended to the Graduate School for admission to candidacy by the Department of Economics after having completed department requirements listed above, the Graduate School’s prospectus requirement, and the following additional requirements: (a) Students must have completed two one-term prospectus workshops. In order for workshops to count toward the prospectus requirement, students must make a presentation in each workshop and present original work in one of them. If students can find no workshop whatsoever in their areas of interest, they may substitute independent study guided by a faculty member, provided the independent study leads to a dissertation prospectus that is accepted. (b) Students must receive a grade of High Pass– or better in ECON 551b (Econometrics II) or 552b (Econometrics III). More advanced courses may be substituted for these with special permission of the director of graduate studies. (c) Students must receive a grade of Satisfactory on an applied econometrics paper, which is evaluated by the faculty adviser of the paper and another faculty member. (d) Students must complete with a grade of at least High Pass– a term of economic history, drawn from a list of courses approved by the director of graduate studies and economic history instructors. (e) Students must pass an oral examination in two fields. At least one field must have substantial empirical and institutional content. The choice of fields must be approved by the director of graduate studies. In the event of failure, students may take the oral examination no more than twice.

Submitting the dissertation. A student’s dissertation research is guided by a committee of two Graduate School faculty members, at least one of whom must be a member of the Economics department. One of the committee members is designated as chair. When a first draft of the dissertation is completed, the director of graduate studies appoints a third reader.

Programs in Law and Economics

The Economics department participates in the J.D./M.A. and J.D./Ph.D. programs, which are described under Policies and Regulations.

Master’s Degrees

M.Phil. The M.Phil. degree is awarded to students in the Ph.D. program upon completion of fourteen term courses, with at least two grades of Honors. In addition, students must satisfy the qualifying requirements in economic theory, econometrics, economic history, and two special fields, as well as the oral examination.

M.A. (en route to the Ph.D.) The M.A. degree is awarded upon completion of eight term courses with an average grade of High Pass. Students must complete at least two of the three two-course sequences in microeconomics, macroeconomics, or econometrics for first-year graduate students.

The M.A. in International and Development Economics is described under International and Development Economics.

Program materials are available on our Web site: www.econ.yale.edu.

Courses

ECON 500a, General Economic Theory: Microeconomics Truman Bewley, 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 Eduardo Faingold, Johannes Hörner

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

This course covers mathematical methods important in economic theory, including Kuhn-Tucker theory, continuous time optimal control theory, dynamic programming, zero sum games, and repeated sum games.

ECON 510a, General Economic Theory: Macroeconomics Aleh Tsyvinski, Michael Peters

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 Eduardo Engel, Giuseppe Moscarini

Theories of saving, investment, portfolio choice, and financial markets. Longer-run developments; economic growth, capital accumulation, income distribution.

ECON 520a, Advanced Microeconomic Theory I Johannes Hörner, Tomasz Strzalecki

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 Dirk Bergemann, Juuso Välimäki

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, Per Krusell

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 Eduardo Engel, Giuseppe Moscarini

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

ECON 527b/LAW 21458/MGT 565b, Behavioral and Institutional Economics 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. The 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 this course, it is part of the graduate macroeconomics sequence (including also ECON 510a, 511b, 525a, and 526b). However, this course does not list these other courses as requirements.

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 Eduardo Faingold, Juuso Toikka

This course examines the foundations of money and finance from the perspective of general equilibrium with incomplete markets. The relevant mathematical tools from elementary stochastic processes to differential topology are developed in the course. Topics include asset pricing, variations of the capital asset pricing model, the “Hahn paradox” on the value of flat money, default and bankruptcy, collateral equilibrium, market crashes, adverse selection and moral hazard with perfect competition, credit card equilibrium, and general equilibrium with asymmetric information.

[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 546b, Macroeconomics Irasema Alonso

This course presents a basic framework to understand macroeconomic behavior and the effects of macroeconomic policies. Topics include consumption and investment, labor market, short-run income determinations, unemployment, inflation, growth, and the effects of monetary and fiscal policies. The emphasis is on the relation between the underlying assumptions of macroeconomic framework and policy implications derived from it. For IDE students.

ECON 550a, Econometrics I Donald Andrews

Probability: concepts and axiomatic development. Data: tools of descriptive statistics and data reduction. Random variables and probability distributions; univariate distributions (continuous and discrete); multivariate distributions; functions of random variables and transformations; the notion of statistical inference; sampling concepts and distributions; asymptotic theory; point and interval estimation; hypothesis testing.

ECON 551b, Econometrics II Xiaohong Chen

Provides a basic knowledge of econometric theory, and an ability to carry out empirical work in economics. Topics include linear regression and extensions, including regression diagnostics, generalized least squares, statistical inference, dynamic models, instrumental variables and maximum likelihood procedures, simultaneous equations, nonlinear and qualitative-choice models. Examples from cross-section, time series, and panel data applications.

ECON 552b, Econometrics III Yuichi Kitamura

The treatment of the subject is rigorous, attentive to modern developments, and proceeds to research level in several areas. Linear models from core curriculum. Topics include linear estimation theory, multiple and multivariate regressions, Kruskal’s theorem and its applications, classical statistical testing by likelihood ratio, Lagrange multiplier and Wald procedures, bootstrap methods, specification tests, Stein-like estimation, instrumental variables, and an introduction to inferential methods in simultaneous stochastic equations.

ECON 553a, Econometrics IV: Time Series Econometrics

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 555b, Applied Econometrics II: Microeconometrics Toru Kitagawa, Sung Jae Jun

This course develops the concepts needed to approach empirical problems in microeconomics with econometrics. The focus is less on developing a catalogue of econometric methods than on developing a conceptual basis for understanding how data, econometric methodology, and assumptions combine to produce statistical inference.

ECON 556b, Topics in Empirical Economics and Public Policy Costas Meghir, Pinelope Goldberg, Petra Todd

ECON 557a, Econometrics VI Hiroaki Kaido

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 Melanie Miller

This course examines both the long-term factors (such as industrialization and the development of markets) and the epochal events (such as the Revolution, Civil War, and Great Depression) that have shaped the development of the American economy. The objectives of this course are to familiarize students with the major topics and debates in American economic history. Prerequisites: concurrent enrollment in or successful completion of ECON 501b and ECON 510a.

[ECON 582a, General Economic History: Latin America]

[ECON 583a, Topics in Economic History]

[ECON 585b, Readings in Economic History]

ECON 588a and 589b, Economic History Workshop Timothy Guinnane

A forum for discussion and criticism of research in progress. Presenters include graduate students, Yale faculty, and visitors. Topics concerned with long-run trends in economic organization are suitable for the seminar. Special emphasis given to the use of statistics and of economic theory in historical research.

ECON 600a, Industrial Organization I Steven Berry, Philip Haile

Begins by locating the study of industrial organization within the broader research traditions of economics and related social sciences. Alternative theories of decision making, of organizational behavior, and of market evolution are sketched and contrasted with standard neoclassical theories. Detailed examination of the determinants and consequences of industrial market structure.

ECON 601b, Industrial Organization II Steven Berry, Mitsuru Igami

Examination of alternative modes of public control of economic sectors with primary emphasis on antitrust and public utility regulation in the U.S. economy. Public policy issues in sectors of major detailed governmental involvement.

ECON 606a and 607b, Prospectus Workshop in Industrial Organization

For third-year students in microeconomics, intended to guide students in the early stages of theoretical and empirical dissertation research. Emphasis on regular writing assignments and oral presentations.

ECON 608a and 609b, Industrial Organization Seminar

For advanced graduate students in applied microeconomics, serving as a forum for presentation and discussion of work in progress of students, Yale faculty members, and invited speakers.

ECON 630a, Labor Economics Joseph Altonji, Costas Meghir

Topics include static and dynamic approaches to demand, human capital and wage determination, wage income inequality, unemployment and minimum wages, matching and job turnover, immigration and international trade, unions, implicit contract theory, and efficiency wage hypothesis.

ECON 631b, Labor Economics Joseph Altonji, Melissa Tartari

Topics include static and dynamic models of labor supply, human capital wage function estimation, firm-specific training, compensating wage differentials, discrimination, household production, bargaining models of household behavior, intergenerational transfers, and mobility.

ECON 638a and 639b, Labor and Population Workshop

A forum primarily for graduate students to present their research plans and findings. Discussions encompass empirical microeconomic research relating to both high- and low-income countries.

ECON 640a/b, Prospectus Workshop in Labor Economics and Public Finance

Workshop for students doing research in labor economics and public finance.

ECON 670a/MGMT 740a, Financial Economics I Zhiwu Chen

Current issues in theoretical financial economics are addressed through the study of current papers. Focuses on the development of the problem-solving skills essential for research in this area.

ECON 671b/MGMT 741b, Financial Economics II Jonathan Ingersoll

Continuation of ECON 670a/MGMT 740a.

ECON 672a/MGMT 745a, Financial Behavior Nicholas Barberis

Much of modern financial economics works with models in which agents are rational, in that they maximize expected utility and use Bayes’s law to update their beliefs. Behavioral finance is a large and active field that studies models in which some agents are less than fully rational. Such models have two building blocks: limits to arbitrage, which make it difficult for rational traders to undo the dislocations caused by less rational traders; and psychology, which catalogues the kinds of deviations from full rationality we might expect to see. We discuss these two topics and then consider a number of applications: asset pricing (the aggregate stock market and the cross-section of average returns); individual trading behavior; and corporate finance (security issuance, corporate investment, and mergers).

ECON 674b/MGMT 746b, Financial Crises Gary Gorton, Andrew Metrick

An elective doctoral course covering theoretical and empirical research on financial crises. The first half of the course focuses on general models of financial crises and historical episodes from the nineteenth and twentieth centuries. The second half of the course focuses on the recent financial crisis. Prerequisites: MGMT 740a and 741b (doctoral students in Economics may substitute the core microeconomics sequence), and permission of the instructor.

ECON 680a, Public Finance I Amanda Kowalski

[ECON 681b, Public Finance II]

ECON 702a, International Economics Domingo Cavallo

International monetary theory and its implications for economic policy. Topics include mechanisms of adjustment in the balance of payments; fiscal, monetary, and exchange rate policy for internal and external balance; international movements of capital. For IDE students.

[ECON 709a, International Economics and Open Economy Macroeconomics]

ECON 720a, International Trade I Pinelope Goldberg, Giovanni Maggi

This course covers the theory of international trade, policy, and institutions. Discussion of Classical, Neo-classical, and more recent imperfect-Competition-Scale-Economies-based static models of trade. The course presents dynamic extensions of some of the models that explore the relations among trade, innovation, and growth. The analytics of trade policy issues, such as gains from trade, tariffs and quotas, customs unions and free trade areas, and the political economy of trade policy making, are discussed.

ECON 721b, International Trade II Pinelope Goldberg, Giovanni Maggi

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

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

Analysis of development experiences since World War II. Planning and policy making across countries and time. Models of development, growth, foreign trade, and investment. Trade, capital, and technology flows and increasing interdependence. The political economy of policy making and policy reform.

ECON 732b, Economic Development IDE Michael Boozer

Examines the models of classical and modern economists to explain the transition of developing economies into modern economic growth, as well as their relevance to income distribution, poverty alleviation, and human development. For IDE students.

[ECON 735bu, Economics of Agriculture]

[ECON 736au, Economics of Technology]

ECON 737au, Economics of Natural Resources Robert Mendelsohn

Linking of abstract economic concepts to concrete policy and management decisions. Application of theoretical tools of economics to global warming, pollution control, fisheries, forestry, recreation, and mining.

ECON 738a or b, Workshop on Environmental and Natural Resources William Nordhaus, Robert Mendelsohn

ECON 749a and 750b, Trade and Development Workshop

A forum for graduate students and faculty with an interest in the economic problems of developing countries. Faculty, students, and a limited number of outside speakers discuss research in progress.

ECON 756a/b, Prospectus Workshop in Development

Workshop for students doing research in development to present and discuss work.

[ECON 776bu, Economics of Population]

ECON 790b, Political Economy Ebonya Washington

ECON 899a or b, Individual Reading and Research

By arrangement with faculty.

Return to Top

Electrical Engineering

Dunham Laboratory, 203.432.4250

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

Chair

Jung Han

Director of Graduate Studies

Sekhar Tatikonda [F] (sekhar.tatikonda@yale.edu)

Hongxing Tang [Sp] (hong.tang@yale.edu)

Professors Richard Barker (Emeritus), James Duncan, Jung Han, Roman Kuc, Tso-Ping Ma, A. Stephen Morse, Kumpati Narendra, Mark Reed, Peter Schultheiss (Emeritus), J. Rimas Vaisnys

Associate Professors Eugenio Culurciello (Adjunct), Peter Kindlmann (Adjunct), Richard Lethin (Adjunct), Yiorgos Makris (Adjunct), Andreas Savvides, Lawrence Staib, Hemant Tagare, Hongxing Tang (on leave [F]), Sekhar Tatikonda, Yang Richard Yang, Edmund Yeh (Adjunct)

Assistant Professor Minjoo Lee

Fields of Study

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

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

Return to Top

Engineering & Applied Science

Dunham Laboratory, 203.432.4250

www.seas.yale.edu

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

Dean

T. Kyle Vanderlick

Deputy Dean

Vincent Wilczynski

Associate Dean for Educational Affairs

Roman Kuc

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, Laura Niklason, Douglas Rothman, W. Mark Saltzman, Fred Sigworth, Steven Zucker (Computer Science)

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

Assistant Professors Joerg Bewersdorf, Michael Choma, Rong Fan, Anjelica Gonzalez, Kathryn Miller-Jensen, Smita Sampath

Fields of Study

Chemical & Environmental Engineering

Chair

Paul Van Tassel

Director of Graduate Studies

William Mitch (william.mitch@yale.edu)

Associate Professors Michelle Bell, Tarek Fahmy, William Mitch, Jordan Peccia, Julie Zimmerman

Assistant Professors Eric Dufresne, Chinedum Osuji, Andre Taylor, Corey Wilson

Fields of Study

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

Electrical Engineering

Chair

Jung Han

Director of Graduate Studies

Sekhar Tatikonda [F] (sekhar.tatikonda@yale.edu)

Hongxing Tang [Sp] (hong.tang@yale.edu)

Professors Richard Barker (Emeritus), James Duncan, Jung Han, Roman Kuc, Tso-Ping Ma, A. Stephen Morse, Kumpati Narendra, Mark Reed, Peter Schultheiss (Emeritus), J. Rimas Vaisnys

Assistant Professor Minjoo Lee

Fields of Study

Mechanical Engineering & Materials Science

Chair

Mitchell Smooke

Director of Graduate Studies

Udo Schwarz (udo.schwarz@yale.edu)

Professors Charles Ahn, David Bercovici, Ira Bernstein (Emeritus), Juan Fernández de la Mora, Alessandro Gomez, Shun-Ichiro Karato, Amable Liñan-Martinez (Adjunct), Marshall Long, John Morrell, Daniel Rosner, Udo Schwarz, Ronald Smith, Mitchell Smooke, Forman Williams (Adjunct)

Associate Professors Eric Dufresne, Corey O’Hern, Jan Schroers

Assistant Professors Aaron Dollar, Nicholas Ouellette

Lecturers Beth Anne Bennett, Kailasnath Purushothaman

Fields of Study

Fluids and thermal sciences Dynamics and stability of drops and bubbles; dynamics of thin liquid films; macroscopic and particle-scale dynamics of emulsions, foams, and colloidal suspensions; electrospray theory and characterization; electrical propulsion applications; combustion and flames; computational methods for fluid dynamics and reacting flows; turbulence; particle tracking in fluid mechanics; laser diagnostics of reacting and nonreacting flows.

Soft matter/complex fluids Jamming and slow dynamics in gels, glasses, and granular materials; mechanical properties of soft and biological materials; dynamics of macromolecules. Several faculty in Mechanical Engineering are also affiliated with the Integrated Graduate Program in Physical and Engineering Biology (www.peb.yale.edu).

Materials science Characterization of crystallization and other phase transformations; studies of thin films; MEMS; smart materials such as shape memory alloys, amorphous metals, and nanomaterials including nanocomposites; NEMS; nano-imprinting; classical and quantum optomechanics; atomic-scale investigations of surface interactions and properties; classical and quantum nanomechanics; nanotribology.

Robotics/mechatronics Machine and mechanism design; dynamics and control; robotic grasping and manipulation; human-machine interface; rehabilitation robotics; haptics; electromechanical energy conversion; biomechanics of human movement; human-powered vehicles.

Integrated Graduate Program in Physical and Engineering Biology (IGPPEB)

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

Special Requirements for the Ph.D. Degree

A pamphlet titled Qualification Procedure for the Ph.D. Degree in Engineering & Applied Science describes the requirements in detail. The student is strongly encouraged to read it carefully. Here, key requirements are briefly summarized.

The student plans his/her course of study in consultation with faculty advisers (the student’s advisory committee). A minimum of ten term courses is required, to be completed in the first two years. Well-prepared students may petition for course waivers based on courses taken in a previous graduate degree program. Similarly, students may place out of certain ENAS courses via an examination prepared by the course instructor. Placing out of the course will not reduce the total number of required courses. Core courses, as identified by each department/program, should be taken in the first year unless otherwise noted by the department. With the permission of the departmental director of graduate studies (DGS), students may substitute more advanced courses that cover the same topics. No more than two courses can be Special Investigations, and at least two must be outside the area of the dissertation. All students must complete a one-term course, ENAS 508b, Responsible Conduct of Research, in the first year of study.

Each term, the faculty review the overall performance of the student and report their findings to the DGS who, in consultation with the associate dean, determines whether the student may continue toward the Ph.D. degree. By the end of the second term, it is expected that a faculty member has agreed to accept the student as a research assistant. By December 5 of the third year, an area examination must be passed and a written prospectus submitted before dissertation research is begun. These events result in the student’s admission to candidacy. Subsequently, the student will report orally each year to the full advisory committee on progress. When the research is nearing completion, but before the thesis writing has commenced, the full advisory committee will advise the student on the thesis plan. A final oral presentation of the dissertation research is required to be given during term time. There is no foreign language requirement.

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

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

Core Course Requirements for the Ph.D. Degree

The core courses for each department and program are as follows:

Biomedical Engineering Physiological Systems (ENAS 550), Physical and Chemical Basis of Bioimaging and Biosensing (ENAS 510). One of these courses may be taken in the second year. In addition, there is a math requirement that must be met by taking Mathematical Methods I (ENAS 500) or Advanced Engineering Mathematics (ENAS 505) in the first year.

Chemical & Environmental Engineering (Chemical track) Classical and Statistical Thermodynamics (ENAS 521), Energy, Mass, and Momentum Processes (ENAS 603), Chemical Reaction Engineering (ENAS 602). In addition, there is a math requirement that must be met by taking Mathematical Methods I (ENAS 500) or Advanced Engineering Mathematics (ENAS 505) in the first year. Students in the IGPPEB program must also take Methods and Logic in Interdisciplinary Research (ENAS 517), Biological Physics (ENAS 541), Boot Camp Biology (MB&B 520), Integrated Workshop (ENAS 991), and Systems Modeling in Biology (MCDB 561).

Chemical & Environmental Engineering (Environmental track) 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), Advanced Engineering Mathematics (ENAS 505), Applied Spatial Statistics (F&ES 781), Multivariate Statistical Analysis in the Environmental Sciences (F&ES 758), or Multivariate Statistical Methods for the Social Sciences (STAT 660).

Electrical Engineering (Computer Engineering track) Introduction to VLSI System Design (ENAS 875), Advanced Topics in Computer Engineering (ENAS 921).

Electrical Engineering (Microelectronics track) Two of the following four courses: Photonics and Optical Electronics (ENAS 511), Heterojunction Devices (ENAS 718), Solid State Physics I (ENAS 850), Semiconductor Silicon Devices and Technology (ENAS 986).

Electrical Engineering (System and Signals track) Linear Systems (ENAS 902), Stochastic Processes (ENAS 502).

Mechanical Engineering & Materials Science Students must demonstrate competence in one of four areas: Fluid and Thermal Sciences, Soft Matter/Complex Fluids, Materials Science, or Robotics/Mechatronics. As a minimum requirement, students must take at least one of the following courses in the first year of study: Intelligent Robotics (CPSC 573), Classical and Statistical Thermodynamics (ENAS 521), Biological Physics (ENAS 541), Polymer Physics (ENAS 606), Synthesis of Nanomaterials (ENAS 615), Statistical Physics II (PHYS 628), Theoretical Fluid Dynamics (ENAS 704), Fundamentals of Combustion (ENAS 708), Introduction to Robot Analysis (ENAS 777), Intermolecular and Surface Forces (ENAS 787), Soft Condensed Matter Physics (ENAS 848), Solid State Physics I (ENAS 850), Solid State Physics II (ENAS 851), Linear Systems (ENAS 902)—if not used to satisfy the math requirement—and Systems and Control (ENAS 936). In addition, there is a math requirement that must be met by taking Mathematical Methods I (ENAS 500), Mathematical Methods of Physics (PHYS 506), or Linear Systems (ENAS 902), depending on the research area. Students in the IGPPEB program must also take Methods and Logic in Interdisciplinary Research (ENAS 517), Biological Physics (ENAS 541), Boot Camp Biology (MB&B 520), Integrated Workshop (ENAS 991), and Systems Modeling in Biology (MCDB 561).

Honors Requirement

Master’s Degrees

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

Program materials are available upon request to the Office of Graduate Studies, School of Engineering & Applied Science, Yale University, PO Box 208267, New Haven CT 06520-8267; e-mail, engineering@yale.edu; Web site, www.seas.yale.edu.

Courses

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

ENAS 500a/APHY 500a, Mathematical Methods I Paul Van Tassel

ENAS 501b, Mathematical Methods II Juan de la Mora

Special functions, the Laplace transformations, Fourier series, Fourier integrals, and partial differential equations including separation of variables, methods of characteristics, variational techniques, and a brief discussion of numerical methods. TTH 1–2:15

ENAS 502bu, Stochastic Processes Sekhar Tatikonda

A study of stochastic processes and estimation, including fundamentals of detection and estimation. Vector space representation of random variables, Bayesian and Neyman-Pearson hypothesis testing, Bayesian and nonrandom parameter estimation, minimum-variance unbiased estimators, and the Cramer-Rao bound. Stochastic processes. Linear prediction and Kalman filtering. Poisson counting process and renewal processes, Markov chains, branching processes, birth-death processes, and semi-Markov processes. Applications from communications, networking, and stochastic control. MW 1–2:15

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

[ENAS 505a, Advanced Engineering Mathematics]

ENAS 506b, Ethics and Professional Development for Biomedical Engineers and Scientists Evan Morris

A seminar class that explores ethical issues, frameworks for understanding issues, and boundaries of honorable execution of science and engineering through relevant reading of a broad variety of historical nonfiction, novels, case studies, newspaper and magazine articles, and other resource material. Lively but reasoned and respectful debate is encouraged and expected. Essentials of the practice of science are also addressed. Short writing exercises are used to foster good writing, thinking, and communication skills. Acquired skills are applied to ethical issues of science and engineering in the news. F 1:30–3:20

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

ENAS 509au, Electronic Materials: Fundamentals and Applications Jung Han

Survey and review of fundamental issues associated with modern microelectronic and optoelectronic materials. Topics include band theory, electronic transport, surface kinetics, diffusion, materials defects, elasticity in thin films, epitaxy, and Si integrated circuits. MW 11:35–12:50

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

Basic principles and technologies for imaging and sensing the chemical, electrical, and structural properties of living tissues and biological macromolecules. Topics include magnetic resonance spectroscopy, MRI, positron emission tomography, and molecular imaging with MRI and fluorescent probes. TTH 1–2:15

ENAS 511bu, Photonics and Optical Electronics Jung Han

A survey of the enabling components and devices that constitute modern optical communication systems. Focus on the physics and principles of each functional unit, its current technological status, design issues relevant to overall performance, and future directions. Permission of the instructor required. MW 1–2:15

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]

ENAS 521a, Classical and Statistical Thermodynamics Abbas Firoozabadi

A unified approach to bulk-phase equilibrium thermodynamics, bulk-phase irreversible thermodynamics, and interfacial thermodynamics in the framework of classical thermodynamics, and an introduction to statistical thermodynamics. Both the activity coefficient and the equations of state are used in the description of bulk phases. Emphasis on classical thermodynamics of multicomponents, including concepts of stability and criticality, curvature effect, and gravity effect. The choice of Gibbs free energy function covers applications to a broad range of problems in chemical, environmental, biomedical, and petroleum engineering. The introduction includes theory of Gibbs canonical ensembles and the partition functions, fluctuations, and Boltzmann’s statistics, Fermi-Dirac and Bose-Einstein statistics. Application to ideal monatomic and diatomic gases is covered. MW 9–10:15

ENAS 525au, Optimization I Eric Denardo

A problem-based introduction to linear programs and their generalizations. Includes theory, algorithms, uses and connections to economic reasoning. Optimality conditions for linear and nonlinear programs. Solution methods for linear, integer, and nonlinear programs. Solution concepts for games. Computation of Nash equilibria and Brouwer fixed points. TTH 1–2:15

[ENAS 530a, Optimization Techniques]

ENAS 534a, Biomaterials Anjelica Gonzalez

Introduction to materials, classes of materials from atomic structure to physical properties. Major classes of materials: metals, ceramics and glasses, and polymers, addressing their specific characteristics, properties, and biological applications. Throughout the presentation of the synthesis, characterization, and properties of the classes of materials, a connection is made to the selection of materials for use in specific biological applications by matching the material’s properties to those necessary for success in the application. Case studies address the successes and failures of particular materials from each of the classes in biological applications. TTH 9–10:15

ENAS 535bu/PATH 630b, Biomaterial-Tissue Interactions Themis Kyriakides

The course addresses the interactions between tissues and biomaterials, with an emphasis on the importance of molecular- and cellular-level events in dictating the performance and longevity of clinically relevant devices. In addition, specific areas such as biomaterials for tissue engineering and the importance of stem/progenitor cells, and biomaterial-mediated gene and drug delivery are addressed. TTH 9–10:15

ENAS 541a/MB&B 523a/PHYS 523a, Biological Physics Eric Dufresne

An introduction to the physics of several important biological phenomena, including molecular motors, protein folding, bacterial locomotion, and allostery. The material and approach are positioned at the interface of the physical and biological sciences. Required for students in IGPPEB. TTh 2:30–3:45

ENAS 549b, Biomedical Data Analysis Richard Carson

The course focuses on the analysis of biological and medical data associated with applications of biomedical engineering. It provides basics of probability and statistics, and analytical approaches for determination of quantitative biological parameters from noisy, experimental data. Programming in MATLAB to achieve these goals is a major portion of the course. Applications include Michaelis-Menten enzyme kinetics, Hodgkin Huxley, neuroreceptor assays, receptor occupancy, MR spectroscopy, PET neuroimaging, brain image segmentation and reconstruction, and molecular diffusion. MWF 9:25–10:15

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

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 553b, 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 Jay Humphrey

This course is designed to enable students to learn advanced and state-of-the-art methods of continuum and computational biomechanics, especially related to the need to formulate new theories of soft tissue growth, remodeling, disease progression, healing, and aging. Emphasis is placed on ensuring that the mechanics is driven by advances in the vascular mechanobiology.

ENAS 555bu, Vascular Mechanics Jay Humphrey

This course is designed to enable students to apply methods of continuum biomechanics to study diverse vascular conditions and treatments, including hypertension, atherosclerosis, aneurysms, vein grafts, and tissue-engineered constructs from an engineering perspective. Emphasis is placed on ensuring that the mechanics is driven by advances in the vascular mechanobiology. TTH 2:30–3:45

ENAS 557bu, Musculoskeletal Biomechanics Jing Zhou

This course is an introduction to mechanical principles of musculoskeletal system, including bones, cartilages, joints, muscle, etc. Students learn how to apply these basic mechanical principles to understanding the structure and function of biological systems and how mechanical environment modulates the development, remodeling, and repairing of biological systems. The topics cover from tissue/organ level, to cellular level, and even to molecular level. The frontier area of mechanobiology in stem cell therapy and regenerative medicine is discussed.

[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 2:30–4:20

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

ENAS 575au/CPSC 575au, Computational Vision and Biological Perception Steven Zucker

ENAS 580a, Clinical Research in Biomedical Engineering W. Mark Saltzman, James Duncan

The course is designed to provide graduate students in Biomedical Engineering with a broad perspective of research topics in their field, with a particular focus on topics directed toward clinically oriented research. Students attend a series of lectures by speakers from both inside and outside the Yale BME research community covering the areas of biomaterials/tissue engineering, drug delivery systems, biomechanics, and bioimaging. The week after each lecture, students gather to address questions posed by the lecturing faculty and the course organizers, with discussion led by the students themselves. In addition, each student picks a topic related to one of the lectures given during the term and submits an extended written analysis.

ENAS 585bu, Fundamentals of Neuroimaging Fahmeed Hyder, Douglas Rothman

The neuroenergetic and neurochemical basis of several dominant neuroimaging methods, including fMRI. Topics range from technical aspects of different methods to interpretation of the neuroimaging results. Controversies and/or challenges for application of fMRI and related methods in medicine are identified. TH 3:30–5:20

ENAS 600au, Computer-Aided Engineering Marshall Long

Aspects of computer-aided design and manufacture including reasons for increased use of CAD/CAM, the computer’s role in the mechanical engineering design and its manufacturing process, hardware and software elements of typical commercial systems, and computer graphics and drafting. TTH 9–10:15

[ENAS 601a, Materials Chemistry]

ENAS 602b, Chemical Reaction Engineering Eric Altman

Applications of physical-chemical and chemical-engineering principles to the design of chemical process reactors. Ideal reactors treated in detail in the first half of the course, practical homogeneous and catalytic reactors in the second. TTH 1–2:15

ENAS 603b, Energy, Mass, and Momentum Processes Daniel Rosner

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 610au, Biomolecular Engineering Corey Wilson

A survey of the principles and scope of biomolecular engineering. Discussion of concepts at the interface of applied mathematics, biology, biophysical chemistry, and chemical engineering that are used to develop novel molecular tools, materials, and approaches based on biological building blocks and machinery. Modeling the physicochemical properties that confer function in biological systems; low- and high-resolution protein engineering; the design of synthetic interactomes.

ENAS 611au, Separation Processes Daniel Rosner

Theory and design of separation processes for multicomputer and/or multiphase mixtures via equilibrium and rate phenomena. Included are single-stage and cascaded absorption, adsorption, extraction, distillation, filtration, and crystallization processes. MW 9–10:15

ENAS 612au, Biomolecular Engineering Laboratory Corey Wilson

A survey of biomolecular engineering laboratory methods and strategies. An advanced workshop on a broad range of concepts at the interface of applied mathematics, biology, biophysical chemistry, and chemical engineering whose express purpose is developing novel molecular tools, materials, and approaches based on biological building blocks and machinery. Topics include understanding and modeling the physicochemical properties that confer function in biological systems, low- and high-resolution protein engineering, and the design of synthetic interactomes.

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

[ENAS 615b, 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]

[ENAS 628bu, Sensors and Biosensors]

ENAS 638a, Water Chemistry William Mitch

Aqueous inorganic chemistry for environmental engineering. Topics include acid-base chemistry, alkalinity, the carbonate system, speciation, precipitation/dissolution, redox chemistry, EH/pH diagrams. TTH 1–2:15

ENAS 639a, Management of Water Resources and Environmental Systems Gideon Oron

Management tools to analyze problems related to water resources and environmental systems. A focus on characterizing, defining, and solving natural and water resources (quality, location, treatment) and environmental problems (soil, water, air pollution, risks) implementing Operation Research (OR) methods. Topics include introduction to OR methods and their role in natural resources and water resources, environmental systems, economic criteria, and optimization criteria. Management modeling refers to application of linear programming (e.g., river contamination), integer programming and fixed charge problems (e.g., solid waste disposal and renovation), nonlinear programming (e.g., optimal water blending), goal programming, and Analytic Hierarchy Processes (AHP) (selection of preferable membrane treatment systems; selection of preferable waste treatment method). Main principles of multi-objective optimization are presented.

ENAS 640b/F&ES 707bu, Aquatic Chemistry Gabriel Benoit

A detailed examination of the principles governing chemical reactions in water. Emphasis is on developing the ability to predict the aqueous chemistry of natural and perturbed systems based on a knowledge of their biogeochemical setting. Focus is on inorganic chemistry, and topics include elementary thermodynamics, acid-base equilibria, alkalinity, speciation, solubility, mineral stability, redox chemistry, and surface complexation reactions. Illustrative examples are taken from the aquatic chemistry of estuaries, lakes, rivers, wetlands, soils, aquifers, and the atmosphere. A standard software package used to predict chemical equilibria may also be presented. TTH 11:35–12:50

[ENAS 641au, Biological Processes in Environmental Engineering]

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 the 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 William Mitch

Analysis of transport phenomena governing the fate of chemical and biological contaminants in environmental systems. Emphasis on quantifying contaminant transport rates and distributions in natural and engineered environments. Topics include distribution of chemicals between phases; diffusive and convective transport; interfacial mass transfer; contaminant transport in groundwater, lakes, and rivers; analysis of transport phenomena involving particulate and microbial contaminants. TTh 4–5:15

ENAS 649a/MGT 611a, Policy Modeling Edward Kaplan

Building on earlier course work in quantitative analysis and statistics, Policy Modeling provides an operational framework for exploring the costs and benefits of public policy decisions. The techniques employed include “back of the envelope” probabilistic models, Markov processes, queuing theory, and linear/integer programming. With an eye toward making better decisions, these techniques are applied to a number of important policy problems. In addition to lectures, assigned articles and text readings, and short problem sets, students are responsible for completing a take-home midterm exam and a number of cases. In some instances, it is possible to take a real problem from formulation to solution, and compare the student’s own analysis to what actually happened. Prerequisites: Decision Analysis and Game Theory, Data Analysis and Statistics, or a demonstrated proficiency in quantitative methods.

[ENAS 655au, Environmental Risk Assessment]

[ENAS 658a, MEMS Design]

ENAS 660bu/F&ES 885b, Green Engineering and Sustainability 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.

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 708a, Fundamentals of Combustion Alessandro Gomez

Review of relevant aspects of chemical thermodynamics and chemical kinetics. Explosion and oxidation of fuels. Laminar premixed fuels. Detonations. Diffusion flame and droplet burning.

ENAS 711b, Biomedical Microtechnology and Nanotechnology Rong Fan

Principles and applications of micro- and nanotechnologies for biomedicine. Approaches to fabricating micro- and nanostructures. Fluid mechanics, electrokinetics, and molecular transport in microfluidic systems. Integrated biosensors and microTAS for laboratory medicine and point-of-care uses. High-content technologies including DNA, protein microarrays, and cell-based assays for differential diagnosis and disease stratification. Emerging nanobiotechnology for systems medicine. Prerequisites: CHEM 112a, 114a, or 118a, and ENAS 194a or b. TTH 10:30–11:20

[ENAS 718au, Heterojunction Devices]

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

[ENAS 777, Introduction to Robot Analysis]

[ENAS 787a, Intermolecular and Surface Forces]

[ENAS 802au, Nano and Microsystem Technology]

ENAS 805bu, Biotechnology and the Developing World Anjelica Gonzalez

This interactive course explores how advances in biotechnology enhance the quality of life in the developing world. Implementing relevant technologies in developing countries is not without important challenges; technical, practical, social, and ethical aspects of the growth of biotechnology are explored. Readings from Biomedical Engineering for Global Health as well as recent primary literature; case studies, in-class exercises, and current events presentations. Guest lecturers include biotechnology researchers, public policy ethicists, preventive research physicians, public-private partnership specialists, and engineers currently implementing health-related technologies in developing countries. TTH 1–2:15

ENAS 806au, Photovoltaic Energy Minjoo Lee

Survey of photovoltaic energy devices, systems, and applications, including review of optical and electrical properties of semiconductors. Topics include solar radiation, solar cell design, performance analysis, solar cell materials, device processing, photovoltaic systems, and economic analysis. MW 1–2:15

ENAS 812b/NSCI 612b, Molecular Transport and Intervention in the Brain W. Mark Saltzman, Richard Carson

A graduate-level seminar on mechanisms and rates of movement of molecules in the brain and the design of novel drug delivery systems. Topics include mathematical methods for modeling diffusion and flow processes, diffusion in the brain interstitium, fluid flows in the brain and spinal cord, the blood-brain barrier, microdialysis measurements, controlled release systems, microfluidic approaches for drug delivery. Weekly readings are assigned from neuroscience and engineering texts; current papers from the literature are used to guide discussion each week.

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 836bu, Biophotonics and Optical Microscopy Michael Levene

A review of linear and nonlinear optical microscopies and other biophotonics applications. Topics include wide-field techniques, linear and nonlinear laser scanning microscopy, fundamentals of geometrical and physical optics, optical image formation, laser physics, single molecule techniques, fluorescence correlation spectroscopy, and light scattering. Discussion of fluorescence and the underlying physics of light-matter interactions that provide biologically relevant signals. MW 4–5:15

[ENAS 848, Soft Condensed Matter Physics]

ENAS 850au and 851bu/APHY 548au and 549bu/PHYS 548au and 549bu, Solid State Physics I and II Victor Henrich [F], A. Douglas Stone [Sp]

[ENAS 866a, MOS Device Physics and Technology]

ENAS 875au, Introduction to VLSI System Design Richard Lethin

Chip design. Provides background in integrated devices, circuits, and digital subsystems needed for design and implementation of silicon logic chips. Historical context, scaling, technology projections, physical limits. CMOS fabrication overview, complementary logical circuits, design methodology, computer-aided design techniques, timing, and area estimation. Case studies of recent research and commercial chips. Objectives of the course are (1) to give students the ability to complete the course project (design of a digital CMOS subsystem chip through layout), and (2) to understand the directions that future chip technologies may take. Selected projects are fabricated and packaged for testing by students. Prerequisite: circuits at the level of introductory physics and computer programming. Th 1:30–3:20

ENAS 880a/NSCI 523a, Imaging Drugs in the Brain Evan Morris, Kelly Cosgrove

Seminar course to explore the uses of PET, SPECT, and fMRI to study the mechanisms of action and long-term effects of drugs (legal and illegal) on brain function. Basic research is the main focus, augmented by two class periods allotted to uses of imaging in drug development by Pharma. Syllabus is comprised of review articles, book chapters, and journal articles. Some class periods begin with a short lecture to cover methodological concepts, followed by discussion of reading material. Topics include basic understanding of imaging technology (physics, biochemistry, and mathematics) as it relates to imaging of drugs, receptors, neurotransmitters; understanding the primary outcomes of imaging experiments; imaging experiment design; recent findings related to drug abuse; common neurophysiological pathways of addictive drugs (how to image reward); and uses of imaging in drug development (what do drug companies want to measure?). T 3:30–5:20

ENAS 900b, Distributed Computation and Decision Making A. Stephen Morse

Topics to include consensus and flocking problems, the multi-agent rendezvous problem, distributed averaging, localization of sensors in a multi-sensor network, and the distributed management of multi-agent formations. Related concepts from spectral graph theory, rigid graph theory, nonhomogeneous Markov chain theory, stability theory, and linear system theory are covered.

ENAS 902a, Linear Systems A. Stephen Morse

Background linear algebra; finite-dimensional, linear-continuous, and discrete dynamical systems; state equations, pulse and impulse response matrices, weighting patterns, transfer matrices. Stability, Lyapunov’s equation, controllability, observability, system reduction, minimal realizations, equivalent systems, McMillan degree, Markov matrices. Recommended for all students interested in robotics, systems, and information sciences. MW 1–2:15

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

A study of the basic computational principles related to processing an 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 920b, Programming for Image Analysis]

ENAS 921a, Advanced Topics in Computer Engineering

Review of current topics and principles of modern computing systems, including concepts from computer architecture, computer-aided design, reconfigurable computing, VLSI design and testing, as well as hardware security. Reading material is based on recent research papers and other similar sources. Laboratory work consists of the completion of a project using computer-aided design and test tools as well as reconfigurable or custom hardware design platforms. Prerequisite: permission of the instructor. M 2:30–4:20

[ENAS 930b, Advanced Semiconductor Fundamentals]

ENAS 936bu, Systems and Control Kumpati Narendra

Design of feedback control systems with applications to engineering, biological, and economic systems. Topics include stat-space representation, stability, controllability, and observability of discrete-time systems; system identification; optimal control of systems with multiple outputs. TTH 11:35–12:50

ENAS 944au, Digital Communications Systems

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. TTH 1–2:15

[ENAS 954bu/STAT 664bu, Information Theory]

ENAS 960au/CPSC 536au, Networked Embedded Systems and Sensor Networks Andreas Savvides and staff

[ENAS 964b, Communication Networks]

ENAS 986bu, Semiconductor Silicon Devices and Technology Minjoo Lee

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, Eric Dufresne, Thierry Emonet, Paul Forscher, Simon Mochrie

This required course for students in IGPPEB involves hands-on laboratory modules with students working in pairs. A biology student is paired with a physics or engineering student; a computation/theory student is paired with an experimental student. The modules are devised so that a range of skills are acquired, and students learn from each other.

Return to Top

English Language and Literature

Linsly-Chittenden Hall, 203.432.2233

www.yale.edu/english

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

Chair

Michael Warner

Director of Graduate Studies

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

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

Professors Elizabeth Alexander, Harold Bloom, Leslie Brisman, David Bromwich, Jill Campbell, Janice Carlisle, Joe Cleary, Michael Denning, Wai Chee Dimock, Roberta Frank, Paul Fry, Jacqueline Goldsby, Langdon Hammer, Margaret Homans, Amy Hungerford, David Scott Kastan, Lawrence Manley, Stefanie Markovits, Alastair Minnis, Linda Peterson, Caryl Phillips, David Quint, Claude Rawson, Joseph Roach, Marc Robinson, John Rogers, Caleb Smith, Robert Stepto, Katie Trumpener, Michael Warner, Ruth Bernard Yeazell

Associate Professor Jessica Brantley

Assistant Professors GerShun Avilez, Ian Cornelius, Paul Grimstad, Wendy Lee, Justin Neuman, Catherine Nicholson, Shital Pravinchandra, Anthony Reed, Sam See, Brian Walsh, R. John Williams

Lecturer Natalia Cecire

Fields of Study

Fields include English language and literature from Old English to the present, American literature, and Anglophone literature.

Special Admissions Requirements

Application should be accompanied by scores from the GRE and the GRE “Literature in English” subject test, a personal statement of purpose, and a ten- to fifteen-page writing sample.

Special Requirements for the Ph.D. Degree

In order to fulfill the basic requirements for the program, a student must:

1. Complete twelve courses—six courses with at least one grade of Honors and a maximum of one grade of Pass by July 15 following the first year; at least twelve courses with grades of Honors in at least four of these courses and not more than one Pass by July 15 following the second year. One of these twelve courses must be The Teaching of English (ENGL 990). Courses selected must include one medieval, one early-modern, one eighteenth- and/or nineteenth-century, one twentieth- and/or twenty-first-century.
2. Satisfy the language requirement in one of three ways by the end of the second year.
Two languages, by course and exam: one language to be completed by passing an advanced literature course at Yale (graduate or upper-level undergraduate course taught in and requiring papers in the language in question) with a grade of Honors or High Pass; the other to be passed by departmental exam (reading knowledge with dictionary).
Two languages by exam: strong reading knowledge of one language, as demonstrated by passing a departmental exam without use of a dictionary; reading knowledge of a second language, demonstrated by passing a departmental exam with dictionary.
Three languages by departmental exam or, in the case of an ancient language, by satisfactory completion of two terms of introductory Latin or Greek (GREK 110–111 or LATN 110–111). Languages to be selected from the following: (a) Latin or Greek; (b) French or German; (c) one of the preceding languages or Biblical Hebrew, Italian, Russian, Spanish, or another language agreed upon by the director of graduate studies (DGS). Students specializing in periods after 1750 may, with the permission of the DGS, substitute a third language for selection (a). Two terms of Old English (or one term of Old English and one of the History of the Language) may be substituted for selection (c).
3. Pass the oral examination before or as early as possible in the fifth term of residence. The exam consists of questions on five topics, developed by the student in consultation with examiners and subject to approval by the DGS.
4. Submit a dissertation prospectus, normally by January 15 of the third year.
5. Teach a minimum of two terms.
6. Submit a dissertation.

Upon completion of all predissertation requirements, including the prospectus, students are admitted to candidacy for the Ph.D. Admission to candidacy must take place by the end of the third year of study.

Combined Ph.D. Programs

English and African American Studies

The Department of English Language and Literature also offers, in conjunction with the Department of African American Studies, a combined Ph.D. degree in English Language and Literature and African American Studies. For further details, see African American Studies.

English and Film Studies

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

English and Renaissance Studies

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

Master’s Degrees

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

M.A. (en route to the Ph.D.) Students enrolled in the Ph.D. program may receive the M.A. upon completion of seven courses with at least one grade of Honors and a maximum of one grade of Pass, and the passing of two of the languages by departmental examinations.

Terminal Master’s Degree Program Students enrolled in the master’s degree program must complete either seven term courses or six term courses and a special project within the English department (one or two of these courses may be taken in other departments with approval of the DGS). There must be at least one grade of Honors, and there may not be more than one grade of Pass. Students must also pass examinations in two languages, ancient or modern. Full-time students normally complete the program in one year.

Courses

ENGL 500a/LING 500a, Introduction to Old English Language and Literature Roberta Frank

The essentials of the language, some prose readings, and close study of several poems: Caedmon’s Hymn, The Dream of the Rood, The Battle of Maldon, The Wife’s Lament, The Wanderer, and The Seafarer. TTH 9–10:15

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

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

ENGL 516au/CPLT 572a/MDVL 561a, Medieval Celtic Literature David Gabriel

ENGL 534a, Piers Plowman Ian Cornelius

A study of Piers Plowman, the brilliant and expansive 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 version.” Special attention to sociohistorical and textual aspects of the poem’s early circulation. W 9:25–11:15

ENGL 539b/MDVL 552b, Literature and Theology in English, 1360–1410 Denys Turner, Alastair Minnis

There was an extraordinary flowering of religious writing in English during the period extending roughly from 1360, the approximate date of the first version of Piers Plowman, to 1410, the year in which Nicholas Love submitted his Mirror of the Blessed Life of Jesus Christ to Thomas Arundel, Archbishop of Canterbury, for his approval, in the context of new restrictions placed on vernacular writings as a response to the Lollard or “Wycliffite” heresy. This course considers some of that writing’s major theological achievements, concentrating on selections from Piers Plowman and Chaucer’s Canterbury Tales together with Pearl, The Cloud of Unknowing, and Julian of Norwich’s Revelations. The consequences of Lollardy are investigated in a class on Walter Brut, a Welsh Lollard tried in 1391–3 (and eulogized in John Foxe’s Book of Martyrs), and the course ends with Love’s Mirror, often cited as the model of orthodox meditative practice.

ENGL 561b, Studies in Seventeenth-Century English Literature John Rogers

A survey of seventeenth-century poetry and prose, exclusive of Milton. Authors include Bacon, Donne, Hobbes, Herbert, Browne, Crashaw, Marvell, Cavendish, Bunyan, and Dryden. T 1:30–3:20

ENGL 577a, Renaissance Poetry David Quint

A survey of major sixteenth- and early-seventeenth-century poets, with attention to the development of genres, explorations of subjectivity and love, classical and continental models. Authors include Skelton, Wyatt, Sidney, Davies, Gascoigne, Shakespeare, Campion, Raleigh, Daniel, Marlowe, and Donne. TH 1:30–3:20

ENGL 601a, Shakespeare and Collaboration David Scott Kastan

This course seeks to understand collaboration as a normal, perhaps even a necessary, procedure in the early modern theater, and seeks to see Shakespeare as working within this familiar economy (not, as is usually the case, as the exception to it). Looking at a number of collaboratively written plays, as well as thinking about collaboration in a more radical sense—in terms of the inescapable collaborations of the theater and the book trade that are necessary to get a play on stage or into print—we explore the conditions of the early modern theatrical world in which Shakespeare flourished. W 1:30–3:20

ENGL 606b, History and Historical Drama in the Age of Shakespeare Lawrence Manley

A study of the representation of history on the English stage in the reigns of Elizabeth I and James I. Plays by Shakespeare, Marlowe, Peele, Dekker, Webster, Ford, and others in relation to both nondramatic forms of historical writing and contemporary affairs. W 3:30–5:20

ENGL 681a/CPLT 681a, The Mock-Heroic Moment: Milton to Eliot Claude Rawson

ENGL 721a, Edmund Burke: Empire and Revolution David Bromwich

A partial survey of the political writings of Burke in the context of the theory of empire and of revolution. We emphasize his writings on India and France, which reveal a common theme: innovation—sudden change in a way of life—always depends on violence, whether its agents are internal or external to the society. We touch on a wider subject: the birth of modern ideology, from the demand for systematic excuses to justify empire and revolution. M 9:25–11:15

ENGL 725b/WGSS 771b, 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; 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 807a, 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 will allow perspective on two different approaches to a variety of novelistic modes, including the Bildungsroman, the historical novel, and the political novel. M 1:30–3:20

ENGL 810bu, Victorian Poetry Leslie Brisman

The major Victorian poets, Tennyson and Browning, in the context of the Romanticism they inherit and transform. Significant attention to Barrett Browning’s Aurora Leigh, and some attention to Swinburne, the Rossettis, and Morris. TTH 11:35–12:50

ENGL 831b, Character, Things, and the Nineteenth-Century Novel Ruth Bernard Yeazell

Reading of selected nineteenth-century novels from Jane Austen to Henry James in light of the recent revival of critical interest in fictional character, on the one hand, and the representation of material objects, on the other. In addition to Austen and James, readings probably include works by Charles Dickens, George Eliot, Wilkie Collins, and Anthony Trollope, as well as a range of critical and theoretical commentary. M 1:30–3:20

ENGL 843b, Eighteenth-Century American Literature Michael Warner

An introduction to both the primary texts and the current scholarship in the field, including transatlantic and hemispheric perspectives; the public sphere; evangelicalism and the secular; the rise of African American public intellectuals; cultural geographies of literary capitals and the backcountry; nationalism; polite letters and popular genres; Native American literacies; the early American novel; and the modern social imaginary. Writers and preachers studied include Cotton Mather, Jonathan Edwards, Benjamin Franklin, Phillis Wheatley, John Marrant, Thomas Jefferson, Thomas Paine, Judith Sargent Murray, Timothy Dwight, Samson Occom, and Anonymous. T 1:30–3:20

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

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

ENGL 846b/CPLT 539b, American Literature: Regional, National, Global Wai Chee Dimock

ENGL 916a/CPLT 856a, Imperial and Anti-Imperial Epic Joe Cleary

ENGL 926a, Post-1945 American Fiction Amy Hungerford

This seminar examines what writers and critics have imagined to be the most pressing aesthetic and cultural concerns of the second half of the twentieth century as these pertain to fiction. Of particular interest to the seminar: novel and history, the writer’s relation to her writing, modernism/postmodernism, literature and the market, technology and the novel, how to organize or periodize the second half of the twentieth century. T 9:25–11:15

ENGL 942a/AFAM 807a, African American Literary Criticism and Theory Jacqueline Goldsby

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

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

ENGL 967b/CPLT 694b/HSAR 694b, Edwardian Modernities Tim Barringer, Angus Trumble

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

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

In this course we read and discuss works of fiction, criticism, film, and philosophy in order to address the variable 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, Cavell, Fried, Michaels, Ashton, Pippin, Ngai, Leys, Farber. Screenings may include films by Huston, Ford, Hitchcock, Sirk, Lynch, Malick. M 3:30–5:20

ENGL 990a, The Teaching of English Sam See

An introduction to the teaching of literature and writing with attention to the history of the profession and current issues in higher education. Weekly seminars address a series of issues about teaching: guiding classroom discussion; introducing students to various literary genres; formulating aims and assignments; grading and commenting on written work; lecturing and serving as a teaching assistant; preparing syllabuses and lesson plans. W 3:30–5:20

ENGL 992a, Advanced Pedagogy Janice Carlisle

Training for graduate students teaching introductory expository writing. Students plan a course of their own design on a topic of their own choosing, and they then put theories of writing instruction into practice by teaching a writing seminar. Prerequisite: open only to graduate students teaching ENGL 114.

ENGL 995a/b, Directed Reading

Designed to help fill gaps in students’ programs when there are corresponding gaps in the department’s offerings. By arrangement with faculty and with the approval of the DGS.

Return to Top

European and Russian Studies

The MacMillan Center

342 Luce Hall, 203.432.3423

www.yale.edu/macmillan/europeanstudies

M.A.

Chair

Philip Gorski

Director of Graduate Studies

Adam Tooze (344 Luce, 203.432.3423)

Professors Bruce Ackerman (Law), Julia Adams (Sociology), Rolena Adorno (Spanish & Portuguese), Vladimir Alexandrov (Slavic Languages & Literatures), Dudley Andrew (Film Studies), Dirk Bergemann (Economics), R. Howard Bloch (French), Paul Bracken (Management), David Bromwich (English), Paul Bushkovitch (History), David Cameron (Political Science), Katerina Clark (Slavic Languages & Literatures), Mirjan Damaška (Emeritus, Law), Carlos Eire (History), Laura Engelstein (History), Paul Freedman (History), John Gaddis (History), Bryan Garsten (Political Science), John Geanakoplos (Economics), Harvey Goldblatt (Slavic Languages & Literatures), Bruce Gordon (Divinity), Philip Gorski (Sociology), Robert Greenberg (Adjunct; Slavic Languages & Literatures), Benjamin Harshav (Comparative Literature), Stathis Kalyvas (Political Science), David Scott Kastan (English), Paul Kennedy (History), John MacKay (Slavic Languages & Literatures), Lawrence Manley (English), Ivan Marcus (History), Millicent Marcus (Italian), Robert Nelson (History of Art), Steven Pincus (History), David Quint (English), Susan Rose-Ackerman (Law), Nicholas Sambanis (Political Science), Maurice Samuels (French), Frank Snowden (History), Timothy Snyder (History), Alec Stone Sweet (Law), Peter Swenson (Political Science), Adam Tooze (History), Francesca Trivellato (History), Katie Trumpener (Comparative Literature), Miroslav Volf (Divinity), James Whitman (History), Jay Winter (History), Keith Wrightson (History)

Associate Professors Bruno Cabanes (History), Keith Darden (Political Science), Karuna Mantena (Political Science), Marci Shore (History), Peter Stamatov (Sociology), George Charles Walton (History)

Assistant Professors Sigrun Kahl (Political Science; Sociology), Douglas Rogers (Anthropology), Vivek Sharma (Political Science)

Senior Lectors Irina Dolgova (Slavic Languages & Literatures), Krystyna Illakowicz (Slavic Languages & Literatures), Maria Kaliambou (Hellenic Studies), Rita Lipson (Slavic Languages & Literatures), Constantine Muravnik (Slavic Languages & Literatures), George Syrimis (Hellenic Studies), Julia Titus (Slavic Languages & Literatures), Karen von Kunes (Slavic Languages & Literatures)

The European Studies Council formulates and implements new curricular and research programs to reflect current developments in Europe. The geographical scope of the council’s activities extends from Ireland to the lands of the former Soviet Union. Its concept of Europe transcends the conventional divisions into Western, Central, and Eastern Europe, and includes the Balkans and Russia. In 2010 the U.S. Department of Education again designated the council a National Resource Center under its HEA Title VI program. Further information on the council and the Graduate Certificate of Concentration in European Studies is provided under Non-Degree-Granting Programs, Councils, and Research Institutes in this bulletin.

The council administers an M.A. program in European and Russian Studies. This M.A. program is unusual in its embrace of the entire spectrum of European nations and cultures. The requirements permit students to choose a particular national or thematic focus, geared to their individual interests and language skills, while requiring that they acquaint themselves with the traditions and issues associated with the other parts of Europe. Students specializing in Russia and Eastern Europe, for example, will concentrate their efforts in that area, but will also take courses that may concern Europe-wide problems or the countries of Central or Western Europe. In this way, the program translates the political realities and challenges of the post-Cold War era into a flexible and challenging academic opportunity.

Fields of Study

European languages and literatures; economics; history; political science; law; music; sociology and other social sciences.

Special Requirements for the M.A. Degree

When applying to the program, students will specify as an area of primary concentration either (1) Russia and Eastern Europe, or (2) Central and Western Europe. All students must complete sixteen term courses (or their equivalent) in the various fields related to European and Russian studies. E&RS 900, Europe: Who, What, When, Where?, is required in addition to the sixteen courses and should be taken in the first year of the program. E&RS 900 is taken as Satisfactory/Unsatisfactory and may not be taken for audit.

Students are required to take at least one course in at least three of the four fields relevant to the program, specifically, history, literature, social sciences, and law (i.e., three courses altogether). For the purposes of this program, “history” includes history of art, history of science, and history of music. One of the sixteen term courses may be taken for audit. For students focusing on Russia and Eastern Europe, two of the sixteen required courses (excluding language courses) must concern the nations of Central and Western Europe. Conversely, for those focusing on Central and Western Europe, two courses must concern Russia and Eastern Europe.

For the purposes of this program, language courses in European languages count toward the sixteen required courses, even though they have undergraduate course numbers. If students take a course of language study to fulfill degree requirements, the language course may not be taken for audit. Students with previous language preparation may in certain cases receive documentation of their language proficiency on the basis of this work. By the time the degree is completed, all students must demonstrate L4 or better proficiency in two European languages besides English. Those wishing to focus on Russia and Eastern Europe will need to demonstrate knowledge of Russian or an Eastern European language; those focusing on Central and Western Europe will need to demonstrate knowledge of one of the appropriate languages. In all cases, students are required to demonstrate proficiency in two European languages by the end of the third term at Yale. The only exception to this rule is completion of the appropriate full sequence of Yale language classes, certified by the Yale instructor or the director of graduate studies. Students who wish to take Yale department examinations in French, German, Italian, Spanish, or other West European languages should register for a complete examination (with reading, oral, and grammar portions) with the appropriate Yale department. Students with Russian competence must receive the grade of 1+ or higher on the ACTFL/ETS Rating Scale as administered by the Slavic Languages and Literatures department at Yale, including reading, oral, and grammar portions. Students with competence in an East European language (such as Polish, Czech, Ukrainian, Hungarian, and others by special arrangement) or other European languages must take Yale department-administered examinations.

In all cases, students will comply with the Policies and Regulations of the Yale Graduate School of Arts and Sciences, especially regarding degree requirements and academic standing.

Through agreements the MacMillan Center has negotiated with the professional schools, the European Studies Council now offers joint master’s degrees with the School of Forestry & Environmental Studies, the Law School, the School of Management, and the School of Public Health. Application for admission must be made both to the Graduate School and to the appropriate professional 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 642a, Topics in European and Russian Studies

Each year this course focuses on the specialty of the visiting professor from the École des Hautes Études en Sciences Sociales (France).

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.

Return to Top

Experimental Pathology

140 Brady Memorial Laboratory, 203.785.3624

www.yalepath.org/edu/ExPath/index.htm

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

Chair

Jon Morrow

Director of Graduate Studies

Gerald Shadel (BML 371, 203.785.2475, gerald.shadel@yale.edu)

Professors Richard Bucala (Internal Medicine), David Chhieng, Young Choi, José Costa (Internal Medicine/Oncology), S. Evans Downing (Emeritus), Gary Friedlaender (Orthopaedics), Earl Glusac (Dermatology), Robert Homer, S. David Hudnall, Michael Kashgarian (Emeritus, Molecular, Cellular & Developmental Biology), Jung Kim (Emeritus), Diane Krause (Laboratory Medicine), Paul Lizardi, Joseph Madri, Nita Jane Maihle (Obstetrics, Gynecology & Reproductive Sciences), Vincent Marchesi (Director, Boyer Center for Molecular Medicine; Cell Biology), Jennifer McNiff (Dermatology), Mark Mooseker (Molecular, Cellular & Developmental Biology), Jon Morrow (Molecular, Cellular & Developmental Biology), Jordan Pober (Immunobiology; Dermatology), David Rimm, Marie Robert (Internal Medicine), John Rose, Gerald Shadel, John Sinard (Ophthalmology), Jeffrey Sklar (Laboratory Medicine), David Stern, Fattaneh Tavassoli (Obstetrics, Gynecology & Reproductive Sciences), A. Brian West

Associate Professors Marcus Bosenberg (Dermatology), Demetrios Braddock, Janet Brandsma (Comparative Medicine), Shawn Cowper (Dermatology), G. Kenneth Haines III, Liming Hao, Pei Hui, Dhanpat Jain, Yuval Kluger, Christine Ko (Dermatology), Diane Kowalski (Surgery/Otolaryngology), Michael Krauthammer, Gary Kupfer (Pediatrics), Themis Kyriakides, Rossitza Lazova (Dermatology), Robert Means, Wang Min, Gilbert Moeckel, Raffaella Morotti, Vinita Parkash, Manju Prasad, Michael Robek, Antonio Subtil-Deoliveira (Dermatology), Alexander Vortmeyer, Zenta Walther

Assistant Professors Adebowale Adenrian, Veerle Bossuyt, Natalia Buza, Guoping Cai, Paul Cohen, Akosua Domfeh, Angela Galan, Joanna Gibson, Malini Harigopal, Michael Hurwitz (Yale Cancer Center; Medicine), Anita Huttner, Anita Kamath, Barton Kenney, Sihem Khelifa, Steven Kleinstein, Angelique Levi, Kisha Mitchell, Don Nguyen, Marguerite Pinto, Katerina Politi (Yale Cancer Center), Ozlen Saglam, Constantine Theoharis, Narendra Wajapeyee, Qin Yan

Fields of Study

Fields include molecular and cellular basis of diseases, including cancer; biology, biochemistry, genetics, and pathology of molecules, cells, tissues, and organ systems, including plasma membrane dynamics, mitochondrial dysfunction, signal transduction, and response to stimuli of connective tissue; assembly of viruses and their interactions with animal cells; somatic cell genetics and birth defects; biology of endothelial cells; and computational and high-throughput approaches to understanding disease pathology.

Special Admissions Requirements

A strong background in basic sciences is recommended for applicants to the program, including biology, chemistry through organic and physical chemistry, mathematics through calculus, biochemistry, genetics, or immunology. GRE General Test or MCAT is required.

To enter the Ph.D. program, students apply to an interest-based track, usually the Pharmacological Sciences and Molecular Medicine track, within the interdepartmental graduate program in the Biological and Biomedical Sciences (see the entry on Biological and Biomedical Sciences, under Non-Degree-Granting Programs, Councils, and Research Institutes).

Special Requirements for the Ph.D. Degree

Course requirements Experimental Pathology students must take PATH 650b, Cellular and Molecular Biology of Cancer, and PATH 690a, Molecular Mechanisms of Disease. Three additional courses are required, which can include courses in biochemistry, genetics, immunology, cell biology, and pathology, to be chosen in consultation with the director of graduate studies (DGS), according to the student’s background and interest. All requirements of the Graduate School of Arts and Sciences, including the Honors requirement, must be met. In year one, students must also take a seminar course (one in each term) and do three laboratory rotations. Prior to registering for a second year of study, students must successfully complete PATH 660, Ethics.

Qualifying examination The qualifying examination of the Experimental Pathology graduate program comprises (1) two literature reading periods, (2) a research proposal broadly based on the proposed thesis research project, and (3) an oral exam in which the student is examined by the qualifying exam committee on the research proposal, the reading periods, and general knowledge of experimental pathology. This exam is usually taken in the second term of the second year and is described below.

1. The qualifying examination committee consisting of three faculty members will be chosen to examine the student. At least one of the committee members must have a primary appointment in the Department of Pathology and the thesis adviser is not on the exam committee. The student will read with two committee members and write the research proposal with initial guidance from the third committee member. At the oral exam itself one member of the committee will be selected as the chairperson responsible for documenting the results of the exam for submission to the DGS. Members of the exam committee should have expertise in areas chosen for reading. The exam committee and topics must be approved by the DGS.
2. Prior to the examination, the student will prepare a research proposal of approximately ten pages in the general area of the thesis project. The proposal will consist of the following sections: Specific Aims, Background and Significance, Experimental Plan, and Literature Cited. The proposal should describe three years of work in the topic area by a single postdoctoral fellow (i.e., similar to an NIH postdoctoral fellowship application).
3. All oral exams will follow the same general format. The oral examination will focus on the student’s ability to present and defend the research proposal. The student should come to the exam with a short (30–40 minute) presentation of the thesis-related proposal with visual aids. The actual presentation will take longer since exam committee faculty will interrupt with questions. The committee can also ask questions on topics covered during the reading period and general topics in experimental pathology that will have been covered in courses. The final evaluation by the exam committee faculty takes into account the student’s performance on the examination and performance in lab (based on the adviser’s evaluation, solicited by the DGS). A written summary of the qualifying examination evaluation will be prepared by the examination committee chairperson and submitted to the DGS. If the student does not pass the exam, the committee has the option of recommending an additional course of reading and/or written work. The DGS has final discretion in approving or modifying the recommendations of the committee.

Prospectus Upon successful completion of the qualifying examination, the student will constitute a dissertation committee including at minimum three members in addition to the dissertation/thesis adviser. At least two of the committee members must be Pathology department faculty. The membership of the committee must be approved by the DGS. The student will prepare a written thesis prospectus, consisting of a summary of background information in the field of interest, the specific questions to be answered, a rationale for choosing those questions, and a research plan for addressing those questions. Upon completing the course requirement with at least two terms of Honors, passing the qualifying examination, and submitting a thesis prospectus, students will be admitted to candidacy. This should take place by the end of the third year, and preferably in the second year. Students must then submit a written thesis describing the research and present a thesis research seminar.

Additional requirements There is no foreign language requirement. In accordance with the BBS program, Ph.D. students are expected to participate in two terms (or the equivalent) of teaching.

M.D./Ph.D. Students

M.D./Ph.D. students must satisfy the requirements listed above for the Ph.D. with the following modifications: Two laboratory rotations are required. Assisting in teaching of one course is required. With the approval of the DGS and associate dean, some courses taken toward the M.D. degree can be counted toward the five courses required for the Ph.D., although PATH 650b, Cellular and Molecular Biology of Cancer, and PATH 690a, Molecular Mechanisms of Disease, are still required.

Master’s Degrees

M.Phil. See Degree Requirements under Policies and Regulations. Awarded only to students who are continuing for the Ph.D. Students are not admitted for this degree.

M.S. Students are not admitted for this degree. On a case-by-case basis and subject to faculty vote, students who are not continuing for the Ph.D. may be considered for this degree if they have successfully completed the course requirements for the Ph.D. degree (three laboratory rotations, PATH 650b, PATH 660, PATH 690a, three elective courses, and two seminar courses), and received a grade of Honors in at least one core course (i.e., excluding rotations and seminar courses).

Program materials are available upon request to the Director of Graduate Studies, Department of Experimental Pathology, Yale University, PO Box 208023, New Haven CT 06520-8023; Web site, www.yalepath.org/edu/ExPath/index.htm.

Courses

Note: Pathology 600, 616, 617, and 618b are primarily geared toward medical students, but may be taken by graduate students with the permission of the director of medical studies.

PATH 600, Pathological Basis of Human Disease David Rimm 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 EPH graduate students and MSTP students who are required to take PATH 100 for graduate credit.

PATH 616, Autopsy Pathology John Sinard and staff

Participation in the autopsy service with members of the house staff in Pathology. Participation in autopsies and the presentation and review of the clinical and anatomical findings of postmortem examinations with senior members of the department. Opportunities exist for correlation studies with previous biopsies, and clinical investigative and cell biologic techniques in relation to necropsy material. Six weeks minimum, full-time. Enrollment limited to two students.

PATH 617, Anatomic Pathology Elective G. Kenneth Haines and staff

The department offers an elective to medical students in the third and fourth years that provides a broad experience in general diagnostic techniques. Students have opportunities to participate in surgical pathology and cytopathology. A daily diagnostic conference is scheduled for both residents and students. In addition to direct responsibilities in the handling of the cases, the student has opportunities to participate in electron microscopy, immunohistochemistry, molecular diagnostics, and flow cytometry techniques. One or two students every two or four weeks.

PATH 618b, Clinical and Pathologic Correlates in Renal Disease Gilbert Moeckel

A series of clinical pathologic conferences designed to illustrate clinicopathologic correlates in renal disease. At each session, one student acts as clinician and another as pathologist in the evaluation and discussion of case material from autopsies or renal biopsies. Discussions are informal, but require preparation in advance and all participants are expected to contribute in each session. One two-hour session per week for six weeks. Given once in spring term. Limited to twelve students.

PATH 620a and b, Laboratory Rotations in Experimental Pathology Michael Robek

Laboratory rotations for first-year graduate students.

PATH 630b/ENAS 535bu, Biomaterial-Tissue Interactions Themis Kyriakides

PATH 634a/GENE 734a/MB&B 734a/MBIO 734a, Molecular Biology of Animal Viruses Robert Means, Daniel DiMaio, I. George Miller, and staff

Lecture course with emphasis on mechanisms of viral replication, oncogenic transformation, and virus-host cell interactions. Class meets every Monday and Wednesday, but only occasional Fridays; see the instructor for additional information. MWF 9–10:15

PATH 650b, Cellular and Molecular Biology of Cancer David Stern, Qin Yan

A comprehensive survey of cancer research from the cellular to the clinical level. The relation of cancer to intracellular and intercellular regulation of cell proliferation is emphasized, as are animal models for cancer research. Background in molecular genetics and cell biology is assumed. Open to advanced undergraduates with permission of the organizers. MWF 1–2

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

PATH 670b, Biological Mechanisms of Reaction to Injury Joseph Madri, Michael Kashgarian, 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 Sven-Eric Jordt, Don Nguyen, Susumu Tomita

PATH 690a, Molecular Mechanisms of Disease Michael Robek

This course covers aspects of the fundamental molecular and cellular mechanisms underlying various human diseases. Many of the disorders discussed represent major forms of infectious, degenerative, vascular, neoplastic, and inflammatory disease. Additionally, certain rarer diseases that illustrate good models for investigation and/or application of basic biologic principles are covered in the course. The objective is to highlight advances in experimental and molecular medicine as they relate to understanding the pathogenesis of disease and the formulation of therapies. TTH 2–3:30

Return to Top

Film Studies

53 Wall Street, Rm. 216, 203.436.4668

www.yale.edu/filmstudiesprogram

M.Phil., Ph.D.

Chair

John MacKay

Director of Graduate Studies

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

Professors Dudley Andrew,* Francesco Casetti,* Katerina Clark,* J.D. Connor,* Aaron Gerow,* David Joselit,* Thomas Kavanagh,* John MacKay,* Millicent Marcus,* Charles Musser, Brigitte Peucker,* Katie Trumpener,* Laura Wexler*

Associate Professors Moira Fradinger, Terri Francis,* Karen Nakamura

Assistant Professor John Williams

Senior Lecturer Ronald Gregg*

Affiliated Faculty Carol Armstrong, David Bromwich, Rüdiger Campe, Hazel Carby, Michael Denning, Inderpal Grewal, Kobena Mercer, Christopher L. Miller, Joseph Roach

*Member of the Graduate Committee

Fields of Study

Film Studies is an interdisciplinary field drawing on the study of the history of art, national cultures and literatures, literary theory, philosophy, anthropology, feminist and queer studies, race and representation, and other areas. To study film at Yale, every doctoral student must be accepted into a combined program involving another discipline. Film Studies offers a combined Ph.D. with African American Studies, American Studies, Comparative Literature, East Asian Languages and Literatures, English, French, German, History of Art, Italian, and Slavic Languages and Literatures. In addition to acquiring a firm grounding in the methods and core material of both film studies and another discipline, the candidate is advised to coordinate a plan of study involving comprehensive knowledge of one or more areas of specialization. Such areas include:

1. Historiography, including archival history, history of technology, silent film.
2. Aesthetics: theories of the image, adaptation, film/philosophy, avant-garde film.
3. European film: British-Irish, French, German and Nordic, Italian, Slavic.
4. American culture: Hollywood, independent film, African American cinema.
5. World film: global image exchange; cinema in Asia, Latin America, and Africa.
6. Documentary as an aesthetic, cultural, and ideological practice.
7. Cinema in its relations with other arts and other media.
8. Screen cultures, screened images, post-cinema, theory and history of media.

Through course work, examinations, and the dissertation, the candidate links a film specialty with material and methods coming from the participating discipline. Directors of graduate studies from both programs monitor the candidate’s plans and progress.

Special Admissions Requirements

Combined-program applicants should familiarize themselves fully not only with the Film Studies entrance requirements but with those of the other graduate program as well. Since combined-program applicants must be admitted by both Film Studies and the other department, candidates should make sure that the material they submit with the application clearly addresses the requirements and mission of both graduate programs.

The application for Film Studies is administered by the Office of Graduate Admissions. All applications are to be completed online and can be accessed by visiting its Web site at www.yale.edu/graduateschool/admissions. In the “Programs of Study” section of the application, the applicant should do the following: choose Film Studies in Step 1 and the combined department in Step 3. All applications including writing samples are read by the admissions committees in both units.

Special Requirements for the Ph.D. Degree

Every student selected for the combined program is subject to the supervision of the Film Studies program and the relevant participating department. A written protocol between each department and Film Studies outlines the requirements and schedule to be borne in mind as a plan of study is worked out in consultation with the director of graduate studies of Film Studies and the director of graduate studies of the participating department. In all cases, students are required to take two core seminars in Film Studies (FILM 601 and FILM 603) as well as at least four additional Film Studies seminars. Course requirements vary for participating departments but comprise a total of sixteen courses (fourteen for American Studies, fifteen for History of Art). A student advances to candidacy by completing a qualifying examination and a dissertation prospectus.

1. Qualifying examinations follow the regulations of the participating department with at least one member of the Film Studies Graduate Committee participating.
2. The dissertation prospectus is presented to a faculty committee involving at least one member of the other department who is not a member of the Film Studies Graduate Committee and may include the entire faculty of that other department. The prospectus is also circulated to the entire Film Studies Graduate Committee for their information and ratification. Once the student and dissertation adviser deem the dissertation finished or near completion, a defense shall be held involving at least one member of the Film Studies Graduate Committee and one member of the participating department who is not on that committee.

The faculty in Film Studies considers participation in the Teaching Fellows Program to be essential to the professional preparation of graduate students. Students normally teach in years three and four. Every student is expected to serve two assignments as a teaching fellow, preferably in film courses such as Introduction to Film; Film Theory; World Cinema.

Master’s Degree

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

Courses

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

FILM 635b/ITAL 596b, New Italian Cinema Millicent Marcus

The course is dedicated to an examination, at once panoramic and detailed, of Italian filmmaking since the year 2000. Despite dire predictions of the medium’s decline, new developments and emerging talents have contributed to a revival of the cinematic art within the context of a constantly changing cultural environment. The course is organized around a series of case studies that reveal the rise of new auteurs, the formation of generic trends, and the updating of the traditions and conventions that typified an earlier age. Of special interest is the “postmodernization” of filmic language and its problematic relationship to the tradition of realism, with its imperative to civic “reference.” Technological issues, above all the shift from analog to digital filmmaking, are among our concerns in the course. We screen a film each week and devote the seminar to a close interpretation of the work, making extensive use of video clips, and relating our analysis to the theoretical and critical issues that necessarily arise. A tentative list of the films includes I cento passi; La finestra di fronte; Il Divo; Gomorra; Il vento fa il suo giro; Buongiorno, notte; Romanzo criminale; Fame chimica; and, in a flashback to the 1990s, Caro diario. TH 3:30–5:20, screenings W 7:30

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

FILM 704a/CPLT 647a/HSAR 647a, Perspectives on the Panorama Tim Barringer, Katie Trumpener

FILM 712bu/AFAM 673bu, The Filmworks of Spike Lee Terri Francis

Survey of Spike Lee’s films and writings, in the contexts of African American cultural movements and American independent films. TH 3:30–5:20, screenings W 7–9:30

FILM 715au/AFAM 717au, African American Cinema Terri Francis

FILM 718bu/CPLT 902b/GMAN 636bu, Theatricality in Film Brigitte Peucker

FILM 719b/AFAM 734b/WGSS 632b, Film Race Gender Terri Francis

FILM 720a, Media Shifts and the U.S. Presidential Elections, 1892–2012 Charles Musser

Explores the changing media formations with which U.S. presidential campaigns have been pursued, focusing on audiovisual media at moments when they undergo fundamental transformations: from lantern shows to cinema in 1892/1896, from film to television in 1948/1952, and from cinema/DVDs to YouTube/Web 2.0 in 2004/2008. The course also examines the uses of audiovisual media during the current (2012) U.S. presidential campaign. T 3:30–5:20, screenings M 7–10

FILM 732a/ITAL 595a, Cinematic Neorealism Millicent Marcus

The course considers the complex relationship between the theory and practice of Italian cinematic neorealism. We screen a film weekly and analyze it in the context of an evolving theoretical paradigm, beginning with Rossellini’s Open City (1945) and Paisan (1946), and flashing back to the proto-neorealist Ossessione (Visconti, 1943). We devote a great deal of attention to De Sica’s contributions to neorealism, including Shoeshine (1946), Bicycle Thief (1948), Miracle in Milan (1951), and Umberto D (1952), in addition to De Santis’s Bitter Rice (1949) and Visconti’s La terra trema (1948). The course also includes a study of the movement’s afterlife in Bellissima (Visconti, 1951), and the later revisitations of neorealism in Icicle Thief (Nichetti, 1989) and Celluloide (Lizzani, 1996), before concluding with Gianni Amelio’s Stolen Children (1992), which has been hailed as the harbinger of a realist revival in the 1990s. In English. M 3:30–5:20, screenings TH 7:30

FILM 735au and 736bu/AMST 832au and 833bu, Documentary Film Workshop Charles Musser

FILM 771b/CPLT 569b/RUSS 750b, Montage, Collage, and Political Art John MacKay

FILM 807a/HSAR 710a, Hollywood Classicism: Movies and Methods J.D. Connor

Representative films in light of canonical and contemporary scholarship. Debates over classicism (rules, norms, subversion); authors (director, star, studio, genre); systematicity (origins, efflorescence, breakdown, and integration); aesthetics; and social and cultural determinants of production and reception. TH 1:30–3:20

FILM 828b/CPLT 527b/RUSS 746b, Art and Ideology Katerina Clark

FILM 829, Post-Cinema: Textuality, Spectatorship, Apparatus Francesco Casetti

This seminar analyzes the transformation of cinema after the media convergence. Attention is placed on the new formats and new languages that characterize films—and that challenge the very notion of film as text. The seminar also explores the new scopic regimes that move the spectator away from his/her traditional role, making him/her “perform” his/her vision. The notion of apparatus is reexamined in the light of the new technical devices and the new spatial environments in which the filmic vision is caught.

FILM 871b/JAPN 871b, Readings in Japanese Film Theory Aaron Gerow

FILM 881a/JAPN 587au, Japanese Cinema after 1960 Aaron Gerow

The development of Japanese cinema after the breakdown of the studio system, through the revival of the late 1990s, and to the present. MW 2:30–3:45, screenings W 7–9:30

FILM 900, Directed Reading

FILM 901, Individual Research

Return to Top

Forestry & Environmental Studies

Kroon Hall, 203.432.5100

http://environment.yale.edu

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

Dean

Peter Crane

Director of Doctoral Studies

David Skelly (208 Kroon, 203.432.3603, david.skelly@yale.edu)

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

Associate Professors Robert Bailis, Marian Chertow (on leave [Sp]), Matthew Kotchen, Karen Seto, Julie Zimmerman

Assistant Professors Mark Bradford, Alexander Felson (on leave [F]), Kenneth Gillingham, Karen Hébert, Nadine Unger (on leave)

Non-Ladder Faculty Paul Anastas, Shimon Anisfeld, Richard Burroughs, Ann Camp, Carol Carpenter, Susan Clark, Amity Doolittle, Paul Draghi, Helmut Ernstberger, Gordon Geballe, Bradford Gentry, John Grim, Arnulf Grubler, Anthony Leiserowitz, Reid Lifset, Florencia Montagnini, Rajendra Pachauri, Jonathan Reuning-Scherer, Mary Evelyn Tucker

Courtesy Joint Appointments Michelle Addington, Ruth Blake, Kelly Brownell, Adalgisa (Gisela) Caccone, David Cromwell, Gary Desir, Michael Donoghue, Menachem Elimelech, Durland Fish, Willis Jenkins, Douglas Kysar, Brian Leaderer, William Mitch, William Nordhaus, Jeffrey Powell, Richard Prum, Eric Sargis, James Scott, Kalyanakrishnan Sivaramakrishnan, Ronald Smith, Harvey Weiss, Ernesto Zedillo

Visiting Faculty, Fellows, Adjunct Faculty, and Faculty with primary appointments elsewhere Maureen Burke, Douglas Daly, Mary Beth Decker, William Ellis, Ona Ferguson, Michael Ferrucci, James Fickle, Lawrence Kelly, Katherine Kennedy, Yehia Khalil, Roy Lee, Lin Heng Lye, James Lyons, James MacBroom, David Mattson, Fabian Michaelangeli, Julie Newman, John Nolon, Michael Northrop, Christine Padoch, Charles Peters, Stephen Ramsey, Nicholas Robinson, Marjorie Shansky, Deborah Spalding, Dennis Stevenson, Fred Strebeigh, Charles Dana Tomlin, William Vance, Ina Vanderbroek

Fields of Study

Fields include agroforestry; biodiversity conservation; biostatistics and biometry; climate science; community ecology; ecosystems ecology; ecosystems management; environmental anthropology; environmental biophysics and meteorology; environmental chemistry; environmental ethics; environmental governance; environmental health risk assessment; environmental history; environmental law and politics; environmental and resource policy; forest ecology; hydrology; industrial ecology; industrial environmental management; plant physiology and anatomy; pollution management; population ecology; resource economics; energy and the environment, silviculture, social ecology; stand development, tropical ecology and conservation; urban planning; water resource management; environmental management and social ecology in developing countries; urban ecology.

Special Admissions Requirements

Applicants should hold a bachelor’s or master’s degree in a field related to natural resources, such as forestry, or in a relevant discipline of the natural or social sciences, such as biology, chemistry, economics, or mathematics. The GRE General Test is required but Subject Tests are optional.

Special Requirements for the Ph.D. Degree

Students are required to take the Doctoral Student Seminar before the second term of their program. Aside from this requirement, there is no required curriculum of credit courses and no formal language requirement. Courses of study are individually designated through consultation between degree candidates and their advisers and dissertation committees. The amount of course work required will depend on the previous training of the student, but the normal requirement for a student with no previous graduate training is three or four courses per term for four terms. The program of each student will be evaluated at the end of the first year of residence. At least two term grades of Honors are required in the first two years of study; however, it is anticipated that grades of Honors or High Pass will be achieved in two-thirds of all courses taken. A written and oral qualifying examination is required upon completion of the course requirements. Students are expected to take the examination by the end of their second year, although this can be extended to the third year in cases with appropriate extenuating circumstances. At the time of the qualifying examination, the student must present a prospectus of the research work proposed for the dissertation. Successful completion of the qualifying examination and submission of the prospectus will result in admission to candidacy. Upon completion of the dissertation, the candidate must make unbound copies of the dissertation available to the faculty and appear for an oral examination at a time and place designated by the director of doctoral studies. Copies of the approved dissertation must be submitted to the Graduate School. Depending upon the nature of the dissertation topic, completion of the Ph.D. degree normally requires four years.

Teaching and research experiences are regarded as integral parts of the graduate training program in Forestry & Environmental Studies. All students are required to serve as teaching fellows (10 hours per week) for four terms. The nature of the teaching assignment is determined in cooperation with the student’s major adviser and the director of doctoral studies.

In addition to all other requirements, students must successfully complete E&EB 545b, Problems in Bioethics/Ethics Course for Advanced Topics, prior to the end of their first year of study.

Master’s Degrees

M.Phil. (en route to the Ph.D.) Students may petition for this degree after they have passed the qualifying exam and advanced to candidacy. Applications for this master’s degree are not accepted.

M.S. (en route to the Ph.D.) This degree is normally granted only to students who are withdrawing from the Ph.D. program. Applications for this master’s degree are not accepted. Requirements that must be met for award of the M.S. are (1) successful completion of two years of course work in residence with two grades of Honors; (2) a written prospectus; (3) fulfillment of one term of the teaching requirement.

For information on the terminal master’s degrees offered by the Yale School of Forestry & Environmental Studies (the Master of Forestry, Master of Forest Science, Master of Environmental Management, and Master of Environmental Science degrees), visit the School’s Web site, www.yale.edu/environment, or contact Admissions Director, Yale School of Forestry & Environmental Studies, 195 Prospect Street, New Haven CT 06511.

Courses

For course descriptions, see the School of Forestry & Environmental Studies bulletin, available online in both html and pdf versions at www.yale.edu/bulletin.

Foundations

[F&ES 500a, Landscape Ecology]
F&ES 505a, Economics of the Environment
F&ES 510a, Introduction to Statistics in the Environmental Sciences
F&ES 515a, Physical Sciences for Environmental Management
F&ES 520a/ANTH 581a, Society and Environment: Introduction to Theory and Method
F&ES 525a, The Politics and Practice of Environmental and Resource Policy
F&ES 530a, Ecosystems and Landscapes

Integrative Frameworks

F&ES 600b, Linkages of Sustainability
F&ES 610a, Science to Solutions: How Should We Manage Water?
[F&ES 620b, Integrative Assessment]

Capstone

[F&ES 950a, Life Cycle Assessment Practicum]
[F&ES 951b, Managing the Global Carbon Cycle]
[F&ES 952b, Property Rights and Natural Resource Management]
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 963b, Payments for Ecosystem Services
[F&ES 964b, Large-Scale Conservation: Integrating Science, Management, and Policy]
[F&ES 965b, Advanced Readings: Social Science of Development and Conservation]
F&ES 966b, The Entrepreneurial Approach to Environmental Problem Solving
[F&ES 969b, Rapid Assessments in Forest Conservation]

Ecology

Ecosystem Ecology

[F&ES 730a/E&EB 630a, Ecosystem Ecology]
F&ES 731b, Tropical Field Botany
F&ES 732a, Tropical Forest Ecology
F&ES 733b, Ecosystem Pattern and Process
F&ES 734a, Biological Oceanography
[F&ES 735a, Biogeography and Conservation]
F&ES 741b, Introduction to Indigenous Silviculture

Wildlife Ecology and Conservation Biology

[F&ES 736b, Ecology Seminar]
[F&ES 738a, Aquatic Ecology]
F&ES 739b, Species and Ecosystem Conservation: An Interdisciplinary Approach
F&ES 740b, Dynamics of Ecological Systems

Environmental Education and Communication

F&ES 745a, Environmental Writing
F&ES 746a, Archetypes and the Environment
F&ES 747a, Global Communication Skills
F&ES 900a, Doctoral Student Seminar

Forestry

Forest Biology

F&ES 650b, Fire: Science and Policy
F&ES 651b, Forest Ecosystem Health
[F&ES 652b, Seminar in Ecological Restoration]
[F&ES 653b, Agroforestry Systems: Productivity, Environmental Services, and Rural Development]
F&ES 654a/MCDB 660a, Structure, Function, and Development of Trees and Other Vascular Plants
[F&ES 655b, Research Methods of the Anatomy and Physiology of Trees]
F&ES 656b, Physiology of Trees and Forests
F&ES 671a, Natural History and Taxonomy of Trees

Forest Management

F&ES 657b, Managing Resources
F&ES 658a, Global Resources, International Resource Exchanges, and the Environment
F&ES 659b, Principles in Applied Ecology: The Practice of Silviculture
F&ES 660a, Forest Dynamics: Growth and Development of Forest Stands
F&ES 661b, Analysis and Development of Silvicultural Prescriptions
F&ES 663b, Invasive Species: Ecology, Policy, and Management
F&ES 668b, Field Trips in Forest Resource Management and Silviculture
F&ES 669b, Forest Management Operations for Professional Foresters
F&ES 670b, Southern Forest and Forestry Field Trip
F&ES 680a, Forest and Ecosystem Finance

Physical Sciences

Atmospheric Sciences

F&ES 700b, Alpine, Arctic, and Boreal Ecosystems Seminar
F&ES 701b, Climate Change Policy and Science Seminar
[F&ES 702b, Climate Change Seminar]
[F&ES 703b, Climate and Life]
F&ES 704a, An Atmospheric Perspective of Global Change
[F&ES 705b, Climate and Air Pollution]
[F&ES 722b, Boundary Layer Meteorology]
[F&ES 771a, Climate Modeling]

Environmental Chemistry

F&ES 706b, Organic Pollutants in the Environment
F&ES 707bu/ENAS 640b, Aquatic Chemistry
F&ES 708a, Biogeochemistry and Pollution
F&ES 743au, Environmental Chemical Analysis
F&ES 773a, Air Pollution
F&ES 777b, Water Quality Control

Soil Science

F&ES 709a, Soil Science
[F&ES 723b, Seminar in Soil Conservation and Management]

Water Resources

F&ES 710b, Coastal Governance
[F&ES 712b, Water Resource Management]
F&ES 713a, Coastal Ecosystems: Natural Processes and Anthropogenic Impacts
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 725a, 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 751a, Sampling Methodology and Practice
F&ES 753b, Regression Modeling of Ecological and Environmental Data
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 780a, Seminar in Forest Inventory]
F&ES 781b/STAT 674b, Applied Spatial Statistics

Social Sciences

Economics

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 804a, Economics of Natural Resource Management
F&ES 805a,b, Seminar in Environmental and Natural Resource Economics
F&ES 806b, Economics of Pollution Management
F&ES 890a/MGT 820a, Energy Markets Strategy
F&ES 904a, Doctoral Seminar in Environmental and Energy Economics
[F&ES 905b, Doctoral Seminar in Environmental Economics]

Environmental Policy

F&ES 807a/MGT 688a, Environmental Management and Strategy
F&ES 814a, Energy Systems Analysis
[F&ES 815a, The New Corporate Social Responsibility: Public Problems, Private Solutions, and Strategic Responses]
F&ES 818a, Energy Technology Innovation
F&ES 819b, Strategies for Land Conservation
F&ES 820b, Land Use Law and Environmental Planning
[F&ES 821b, Private Investment and the Environment: Legal Foundations and Tools]
F&ES 823a/LAW 20620, Climate Change and the International Court of Justice
F&ES 824a/LAW 20348, Environmental Law and Policy
[F&ES 825a, International Environmental Law]
F&ES 826a, Foundations of Natural Resource Policy and Management
F&ES 828b, Comparative Environmental Law in Global Legal Systems
F&ES 829bu, International Environmental Policy and Governance
F&ES 832a,b/MGT 618a,b, Entrepreneurial Business Plans
F&ES 834a,b/LAW 20316,21321, Environmental Protection Clinic
F&ES 835a, Seminar on Land Use Planning
F&ES 837b, Seminar on Leadership in Natural Resources and the Environment
F&ES 841a/LAW 20526, A Critical History of U.S. Energy Law and Policy
[F&ES 843b, Readings in Environmental History]
F&ES 849b, Natural Resource Policy Practicum
F&ES 850a, International Organizations and Conferences
F&ES 851a,b, Environmental Diplomacy Practicum
[F&ES 853au/MGT 697a, Capitalism: Success, Crisis, and Reform]
F&ES 855a, Climate Change Mitigation in Urban Areas
F&ES 860b, Understanding Environmental Campaigns and Policy Making: Strategies and Tactics
[F&ES 866b/LAW 21566, The Law of Climate Change]

Social and Political Ecology

F&ES 770b/MCDB 861bu, The Human Population Explosion
F&ES 793b/ANTH 773b/ARCG 773bu/NELC 588bu, Abrupt Climate Change and Societal Collapse
[F&ES 827b, Contemporary Environmental Challenges in Africa]
F&ES 831b, Society and Natural Resources
F&ES 836a/ANTH 541a/HIST 965a/PLSC 779a, Agrarian Societies: Culture, Society, History, and Development
F&ES 838a/ANTH 517a, Producing and Consuming Nature
F&ES 839a/ANTH 597a, Social Science of Development and Conservation
[F&ES 845b, Energy Issues in Developing Countries]
[F&ES 846b, Topics in Environmental Justice]
[F&ES 848a, Climate Change: Impacts, Adaptation, and Mitigation]
F&ES 854b, Institutions and the Environment
[F&ES 856b/REL 876b, Ecology and Ethics in the Practice of Biodiversity Conservation]
[F&ES 857b, Urbanization, Global Change, and Sustainability]
F&ES 858a/REL 768a, Theology and Ecology
F&ES 859b, American Environmental History and Values
[F&ES 861a, American Indian Religions and Ecology]
[F&ES 862b, Advanced Seminar in Social and Political Dimensions of Climate Change]
F&ES 869b/ANTH 572b, Disaster, Degradation, Dystopia: Social Science Approaches to Environmental Perturbation and Change
[F&ES 872a/REL 870a, Seminar on World Religions and Ecology]
F&ES 873a, Global Environmental History
[F&ES 875a, Global Ethics and Climate Change]
[F&ES 876a/REL 810a, Indigenous Religions and Ecology]
F&ES 877b/ANTH 561b, Anthropology of the Global Economy for Development and Conservation
[F&ES 879b/REL 817b, World Religions and Ecology: Asian Religions]
[F&ES 882b, The Black Box of Implementation: Households, Communities, Gender]
F&ES 892a/ARCH 4021a, Introduction to Planning and Development

Health and Environment

F&ES 889a, Environmental Risk Assessment
F&ES 891a/EMD 572a, Ecoepidemiology
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 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 886au, Greening Business Operations]
[F&ES 888a/ARCH 4226a, Ecological Urban Design]

Return to Top

French

82-90 Wall Street, 3d floor, 203.432.4900

www.yale.edu/french

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

Chair

Alice Kaplan

Director of Graduate Studies

Christopher L. Miller (82-90 Wall St., Rm. 322, 203.432.4466)

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

Assistant Professors Thomas Connolly, Christopher Semk (on leave), Edwige Tamalet Talbayev, Yue Zhuo

Lecturer Jonathan Cayer

Affiliated Faculty Dudley Andrews (Film Studies), Carol Armstrong (History of Art), John Merriman (History), Charles Walton (History)

Fields of Study

Fields include French literature, criticism, theory, and culture from the early Middle Ages to the present, and the French-language literatures of Africa, the Caribbean, and the Maghreb.

Special Admissions Requirements

A thorough command of French is expected, as well as a good preparation in all fields of French literature. Applicants should submit a twenty-page writing sample in French. This can consist of one twenty-page paper or several shorter papers that total twenty pages.

Special Requirements for the Ph.D. Degree

(1) Candidates must demonstrate a reading knowledge of Latin (or, with approval, of Arabic or Creole) and a second language by passing department-administered examinations, Yale undergraduate courses, or Yale Summer Language Institute courses with at least a B or High Pass grade. Students must fulfill the Latin requirement before the beginning of their third term of study. The other language requirement must be satisfied before the beginning of the fifth term, and before the oral qualifying examination. (2) During the first two years of study, students normally take sixteen term courses. These must include Old French and at least two graduate-level term courses outside the department. They may include one term of a language course (Latin or other) taken as a means of fulfilling one of the language requirements, and as many as four graduate-level term courses outside the department. A grade of Honors must be obtained in at least four of the sixteen courses, two or more of which must be in courses offered by the department. (3) A qualifying oral examination takes place during the sixth term. The examination is designed to demonstrate students’ mastery of the French language, their knowledge and command of selected topics in literature, and their capacity to present and discuss texts and issues. (4) After having successfully passed the qualifying oral examination, students are required to submit a dissertation prospectus for approval, normally no later than the end of the term following the oral examination.

In order to be admitted to candidacy for the Ph.D., students must complete all predissertation requirements, including the prospectus. Students must be admitted to candidacy by the end of the seventh term.

Teaching is considered an integral part of the preparation for the Ph.D. degree, and all students are required to teach for at least one year. Opportunities to teach undergraduate courses normally become available to candidates in their third year, after consideration of the needs of the department and of the students’ capacity both to teach and to fulfill their final requirements. Prior to teaching, students take a language-teaching methodology course.

Combined Ph.D. Program

The French department also offers three combined Ph.D.s: one in French and African American Studies (in conjunction with the Department of African American Studies), one in French and Renaissance Studies (in conjunction with the Renaissance Studies Program), and one in French and Film Studies (in conjunction with the Film Studies Program). Students in both of these combined degree programs are subject to all the requirements for a Ph.D. in French. In addition, they must fulfill certain requirements particular to the conjoined program.

The combined Ph.D. in French and African American Studies is most appropriate for students who intend to concentrate in and write a dissertation on the literature of the francophone Caribbean. Students must complete two core courses in African American Studies and a third-year colloquium. For this degree, the French department’s requirement for a language in addition to Latin will normally be filled by demonstrating reading competence in a Creole language of the Caribbean or in Spanish. The students’ oral examinations normally include two topics of African American content. The dissertation prospectus must be approved by the director of graduate studies both in the French department and in African American Studies, and final approval of the dissertation must come from both departments. For further details see African American Studies.

Students in the combined Ph.D. program in French and Renaissance Studies will take nine classes in French and seven in Renaissance Studies. Students must learn Latin and Italian. The oral examination will consist of seven topics: four in French and three in Renaissance Studies. Both the dissertation prospectus and the final dissertation must be approved by the French department and the program in Renaissance Studies. For further details see Renaissance Studies.

For students in the combined Ph.D. program in French and Film Studies, the oral examination will normally include one topic on film theory and one on French film. Both the dissertation prospectus and the final dissertation must be approved by the French department and the program in Film Studies. In addition, Film Studies requires a dissertation defense. For further details see Film Studies.

Master’s Degrees

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

M.A. (en route to the Ph.D.) Students enrolled in the Ph.D. program may petition for the M.A. degree after a minimum of one year of study in residence, upon completion of the Latin requirement, and of eight courses, of which at least six are in French. Two grades of Honors in French graduate courses are required.

Program materials are available upon request to the Administrative Assistant to the Director of Graduate Studies, Department of French, Yale University, PO Box 208251, New Haven CT 06520-8251.

Courses

[FREN 610a, Old French]

FREN 751a, Rousseau Thomas Kavanagh

This seminar examines the relation between Rousseau the literary figure and Rousseau the political philosopher. Reading such works as La Nouvelle Héloïse, Les Confessions, and Les Rêveries on the one hand, and the two Discours, Émile, Du contrat social, and the Essai sur l’origine des langues on the other, we aim at understanding Rousseau’s paradoxical relation to what has come to be called the Enlightenment. M 9:25–11:15

FREN 828b, Les Années 30 du XVIème siècle Edwin Duval

Focus on the literature of a watershed decade, in which we find the first expressions of a conscious break with the newly invented and disparagingly named Moyen Âge. Readings include the first printed works by three great writers of the new modern age that will eventually come to be called the Renaissance: François Rabelais, Marguerite de Navarre, and Clément Marot. W 1:30–3:20

FREN 833b/CPLT 695b, Montaigne and the Essay Tradition David Quint

FREN 880b, Le poème en prose Thomas Connolly

This seminar looks at the development of the poème en prose, from its beginnings as a response to the inadequacy of French verse forms, which were said to lend themselves poorly to the translation of ancient epic, to its emergence as an independent genre. What constitutes a prose poem, and why do we need to distinguish it from prose, poetry, and even poetic prose? Readings include work by Fénelon, Parny, Baudelaire, Bertrand, Rimbaud, Laforgue, Nerval, Mallarmé, Jacob, Michaux, Ponge, and Char, as well as Hölderlin, Poe, and Rilke. M 9:25–11:15

FREN 893a/CPLT 899a, Realism and Naturalism Maurice Samuels

FREN 923a/HIST 636a, Community and Communication in French Thought Yue Zhuo

This seminar traces the intellectual history of an important trend in twentieth-century French thought that challenges the foundations of traditional communities. How is community possible when it seeks to break away from religious, national, and political identities? The first part of the course looks into a series of theoretical developments, such as Georges Bataille’s notion of “negative community,” Maurice Blanchot’s “unavowable community,” Jean-Luc Nancy’s “inoperative community,” as well as Giorgio Agamben and Philippe Lacoue-Labarthe’s reflections on the political. The second part of the course explores the social implications of these critical thoughts, in particular how to rethink the question of communication within the context of new emerging forms of mass media. We read social critics such as Roland Barthes, Edgar Morin, and Guy Debord. Conducted in English. W 1:30–3:20

FREN 925a/HIST 745a/JDST 800a, Judging the Holocaust: Law, History, and Politics Henry Rousso

For the first time in history, the perpetrators of a mass crime were sued after 1945 in an international court, while many others were hunted across the world over seven decades. Judging the crimes committed during the Holocaust led to new legal qualifications (genocide, crimes against humanity), as well as new conceptions of time, history, and memory. This seminar, which is partly based on films and video excerpts, deals with some of the major war crimes trials (Nuremberg, Eichmann, Barbie, Papon) and other judicial cases related to the Holocaust (the Kasztner affair, the laws against the deniers). It focuses on their moral and political impact, as well as their effectiveness in providing “historical narratives” or preventing new forms of racism and anti-Semitism. T 9:25–11:15

FREN 933b/CPLT 513b, One Hundred Years of Swann’s Way Alice Kaplan

FREN 951a/AFAM 822a/AFST 651a, The Francophone African Novel Christopher L. Miller

FREN 968b/CPLT 590b/WGSS 620b, Writing Women: Gender and Nation Building in the Francophone Arab World Edwige Tamalet Talbayev

Return to Top

Genetics

I-313 Sterling Hall of Medicine, 203.785.5846

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

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

Chair

Richard Lifton

Director of Graduate Studies

To be announced

Professors Allen Bale, Susan Baserga (Molecular Biophysics & Biochemistry), Douglas Brash (Therapeutic Radiology), 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), Shirleen Roeder (Molecular, Cellular & Developmental Biology), Margretta Seashore, Gerald Shadel (Pathology), Carolyn Slayman, Stefan Somlo (Internal Medicine/Nephrology), Joann Sweasy (Therapeutic Radiology), Peter Tattersall (Laboratory Medicine), Sherman Weissman, Tian Xu, Hongyu Zhao (Public Health; Biostatistics)

Associate Professors Martina Brueckner (Pediatrics/Cardiology), Judy Cho (Internal Medicine), Antonio Giraldez, Mustafa Khokha (Pediatrics), Peining Li, Arya Mani (Internal Medicine), Michael Nitabach (Cellular & Molecular Physiology), Valerie Reinke, Matthew State (Child Study Center), Zhaoxia Sun

Assistant Professors Chris Cotsapas (Neurology), Valentina Greco, Mark Hammarlund, Natalia Ivanova, Tae Hoon Kim, Janghoo Lim, Jun Lu, James Noonan, In-Hyun Park, Scott Weatherbee, Andrew Xiao, Hui Zhang

Fields of Study

Molecular Genetics: chromosome structure and function, genetic recombination, viral genetics, DNA damage repair, ribosome biogenesis, protein folding, neurodegenerative diseases, non-coding RNA function, and the regulation of gene expression. Genomics: genome mapping, genome modification, high-throughput technology, evolutionary genetics, and functional genomics. Cellular and Developmental Genetics: limb development, kidney development, cilia function, stem cell development, genetic control of the cytoskeleton, cell death, aging, cell fate determination, cell cycle progression, cell migration, cell signaling, and growth control. Cancer Genetics: oncogenesis and tumor suppression, tumor progression and metastasis. Model Organism Genetics: forward genetic screens in Drosophila, C. elegans, yeast, zebrafish, frogs, and mouse, transposon and insertional mutagenesis, gene and protein trapping, mosaic genetics. Medical Genetics: genetic basis of human disease, chromosome rearrangements, population and quantitative genetics.

Special Admissions Requirements

The department welcomes applicants who have a bachelor’s or master’s degree in biology, chemistry, or a related field, with experience (from course work and/or research) in the field of genetics. GRE General Test scores are required. A pertinent Subject Test in Biochemistry and Molecular Biology, Biology, or Chemistry is recommended.

To enter the Ph.D. program, students apply to the Molecular Cell Biology, Genetics, and Development (MCGD) track within the interdepartmental graduate program in the Biological and Biomedical Sciences (BBS).

Special Requirements for the Ph.D. Degree

The Ph.D. program in Genetics is designed to provide the student with a broad background in general genetics and the opportunity to conduct original research in a specific area of genetics. The student is expected to acquire a broad understanding of genetics, spanning knowledge of at least three basic areas of genetics, which include molecular, cellular, organismal, and population genetics. Normally this requirement is accomplished through the satisfactory completion of formal courses, many of which cover more than one of these areas. Students are required to pass at least six graduate-level courses that are taken for a grade. Advanced graduate study becomes increasingly focused on the successful completion of original research and the preparation of a written dissertation under the direct supervision of a faculty adviser along with the guidance of a thesis committee.

A qualifying examination is given during the second year of study. This examination consists of a period of directed reading with the faculty followed by the submission of two written proposals and an oral examination. Following the completion of course work and the qualifying examination, the student submits a dissertation prospectus and is admitted to candidacy for the Ph.D. degree. There is no language requirement. An important aspect of graduate training in genetics is the acquisition of communication and teaching skills. Students participate in presentation seminars and two terms (or the equivalent) of teaching. Teaching activities are drawn from a diverse menu of lecture, laboratory, and seminar courses given at the undergraduate, graduate, and medical school levels. Students are not expected to teach during their first year. In addition to all other requirements, students must successfully complete GENE 901b, First-Year Introduction to Research—Ethics: Scientific Integrity in Biomedical Research, prior to the end of their first year of study.

Honors Requirement

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

M.D./Ph.D. Students

M.D./Ph.D. students affiliate with the Department of Genetics graduate program via a different route than other incoming graduate students in the department, resulting in some modification of the academic requirements for the Ph.D. portion of the M.D./Ph.D. degree. Typically, one or more research rotations is done during the first two years of medical school (in many cases, the first rotation is done during the summer between years one and two). No set number of research rotations is required. M.D./Ph.D. students officially affiliate with the Department of Genetics after selecting a thesis adviser and consulting with the DGS. M.D./Ph.D. students interested in Genetics are required to consult with the DGS prior to formal affiliation to determine an appropriate set of courses tailored to the student’s background and interests.

The courses, rotations, and teaching requirements for M.D./Ph.D. students entering the Genetics graduate program (see below) are modified from the normal requirements for Ph.D. students. Besides the modifications in these three requirements, M.D./Ph.D. students in the Department of Genetics are subject to all of the same requirements as the other graduate students in the department.

Courses Four graduate-level courses taken for a grade are required (two Yale graduate-level courses taken for a grade during medical school may be counted toward this requirement at the discretion of the DGS). Course work is aimed at providing a firm basis in genetics and in cellular molecular mechanisms, with graduate-level proficiency in genetics, cell biology, and biochemistry.

Required courses: In addition to the four graduate-level courses, all M.D./Ph.D. students must take: Basic Concepts of Genetic Analysis (GENE 625a); Graduate Student Seminar: Critical Analysis and Presentation of Scientific Literature (2 terms; GENE 675a and b, graded Sat/Unsat); Ethics: Scientific Integrity in Biomedical Research (as part of GENE 901b, graded Sat/Unsat).

Recommended courses: Advanced Eukaryotic Molecular Biology (GENE 743b); Biochemical and Biophysical Approaches in Molecular and Cellular Biology (MCDB 630b); Molecules to Systems (CBIO 502); Molecular and Cellular Basis of Human Disease (CBIO 601).

Electives: Other courses may be taken in a wide variety of fields relevant to the biological and biomedical sciences.

Laboratory rotations One or more rotations are necessary to identify a thesis adviser. No set number of research rotations is required.

Teaching One term of teaching is required. Previous teaching while enrolled at the Yale School of Medicine may count toward this requirement at the discretion of the DGS.

Qualifying exam M.D./Ph.D. students take their qualifying exam in the term following the completion of their course work. The structure of the qualifying exam is identical to that for other Ph.D. students in Genetics. Students read with three faculty members for five weeks, one of whom supervises the reading on the thesis research topic, but who is not the thesis adviser. The following two weeks are devoted to writing two research proposals, one on the student’s thesis research. An oral exam follows in the eighth week.

Prospectus M.D./Ph.D. students submit their prospectus once their qualifying exam has been completed, but no later than the 30th of June following their exam.

Candidacy M.D./Ph.D. students will be admitted to candidacy once they have completed their course work, obtained two Honors grades, passed their qualifying exam, and submitted their dissertation prospectus.

Thesis committee M.D./Ph.D. students are required to have one thesis committee meeting per year, beginning the term after passing their qualifying exam. However, students are strongly encouraged to consider having additional meetings if they feel their project could benefit from the assistance of members of the thesis committee.

Master’s Degrees

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

M.S. Students are not admitted for this degree. They may receive this recognition if they leave Yale without completing the qualifying exam but have satisfied the course requirements as described above, as well as the Graduate School’s Honors requirement.

Prospective applicants are encouraged to visit the BBS Web site (info.med.yale.edu/bbs), MCGD Track.

Courses

GENE 500b, Principles of Human Genetics Allen Bale

A genetics course taught jointly for graduate students and medical students, covering current knowledge in human genetics as applied to the genetic foundations of health and disease. HTBA

GENE 603b/IBIO 603b, Teaching in the Science Education Outreach Program (SEOP) Paula Kavathas

TAs, along with volunteers, teach three projects in genetics to seventh-graders in two or three New Haven schools. In addition, TAs take a short course on teaching and serve as science judges. Dates and times to be determined. For more details visit www.seop.yale.edu. Contact Professor Kavathas.

GENE 625a/MB&B 625au/MCDB 625au, Basic Concepts of Genetic Analysis Tian Xu and staff

The universal principles of genetic analysis in eukaryotes are discussed in lectures. Students also read a small selection of primary papers illustrating the very best of genetic analysis and dissect them in detail in the discussion sections. While other Yale graduate molecular genetics courses emphasize molecular biology, this course focuses on the concepts and logic underlying modern genetic analysis. MW 11:35–12:50

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

GENE 655a, Stem Cells: Biology and Application In-Hyun Park and staff

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. Prerequisite: 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 1:15–2:45

[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, Daniel DiMaio, I. George Miller, and staff

GENE 743b/MB&B 743bu/MCDB 743b, Advanced Eukaryotic Molecular Biology Mark Hochstrasser, Anthony Koleske, Patrick Sung

Selected topics in transcriptional control, regulation of chromatin structure, mRNA processing, mRNA stability, RNA interference, translation, protein degradation, DNA replication, DNA repair, site-specific DNA recombination, somatic hypermutation. Prerequisite: biochemistry or permission of the instructor. TTH 11:35–12:50

GENE 749a/MB&B 749au, Medical Impact of Basic Science Joan Steitz, Mark Hochstrasser, I. George Miller, Andrew Miranker, David Schatz, Patrick Sung, and staff

Consideration of examples of recent discoveries in basic science that have elucidated the molecular origins of disease or that have suggested new therapies for disease. Emphasis is placed on the fundamental principles on which these advances rely. Reading is from the primary scientific and medical literature, with emphasis on developing the ability to read this literature critically. Aimed primarily at undergraduates. Prerequisite: biochemistry or permission of the instructor. MW 1–2:15

GENE 760b, Genomic Methods for Genetic Analysis James Noonan

Introduction to the analysis and interpretation of genomic datasets. The focus is on next-generation sequencing (NGS) applications including RNA-seq, ChIP-seq, and exome and whole genome sequencing. By the end of the course, each student will be able to process and analyze large-scale NGS datasets and interpret the results. This course is intended only for graduate students who are interested in genomic approaches but who have had little prior experience in genomics or bioinformatics. Enrollment limited to twenty. Prerequisite: permission of the instructor.

GENE 777b/MCDB 677b, Mechanisms of Development Valerie Reinke, Lynn Cooley, Scott Holley, Timothy Nelson, Zhaoxia Sun, Scott Weatherbee

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. M 9–10:15, F 2:30–3:45

GENE 840a and b, Medical Genetics Margretta Seashore

Clinical rotation offering medical and graduate students the opportunity to participate in the Genetic Consultation Clinic, genetic rounds, consultation rounds, and genetic analysis of clinical diagnostic problems.

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

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

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

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

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

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

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

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

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

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

GENE 921a and b, Reading Course in Genetics and Molecular Biology

Directed reading with faculty. Term paper required. Prerequisite: permission of Genetics DGS.

Return to Top

Geology and Geophysics

Kline Geology Laboratory, 203.432.3124

http://earth.yale.edu

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

Chair

To be announced

Director of Graduate Studies

Mark Pagani

Professors Jay Ague, David Bercovici, Ruth Blake, Mark Brandon, Derek Briggs, Peter Crane, David Evans, Alexey Federov, Debra Fischer, Jacques Gauthier, Leo Hickey, Shun-ichiro Karato, Jun Korenaga, Mark Pagani, Jeffrey Park, Danny Rye, Brian Skinner, Ronald Smith, Elisabeth Vrba, John Wettlaufer

Associate Professor Hagit Affek

Assistant Professors William Boos, Kanani Lee, Maureen Long, Trude Storelvmo, Mary-Louise Timmermans, Nadine Unger, Zhengrong Wang

Lecturer Ellen Thomas

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) 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 Debra Fischer

[G&G 502au, Introduction to Geochemistry]

[G&G 504au, Minerals and Human Health]

G&G 508b, The Global Carbon Cycle Hagit Affek

The course discusses the isotopic composition of atmospheric gases. It focuses primarily on carbon dioxide and the use of its isotopes to balance the atmospheric carbon budget, and discusses other gases associated with the global carbon cycle. MW 9–10:15

G&G 510a, Introduction to Isotope Geochemistry Danny Rye, 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 Mark Brandon

An introduction to structure and deformation of tectonic plates. Topics include structure of the crust and mantle; deformation processes at low and high temperatures; origin of folds, faults, and earthquakes; and formation and evolution of plate boundaries and collisional mountain belts. Laboratory exercises and field trips.

[G&G 513au, Invertebrate Paleontology: Evolving Form and Function]

G&G 515bu, Paleobotany Leo Hickey

A detailed survey of the evolutionary history of plants through geological time, the origin and diversification of their major lineages and of plant communities, and the interaction of plants and their physical environment. Laboratory exercises involve the study of fossil and modern plants. TTH 9–10:15, lab Th 1:30–4:30

[G&G 518au, Trace Fossil Analysis]

G&G 519au, Introduction to the Physics and Chemistry of Earth Materials Kanani Lee

Basic principles that control the physical and chemical properties of Earth materials. Equation of state, phase transformations, chemical reactions, elastic properties, diffusion, kinetics of reaction, and mass/energy transport. TTh 11:35–12:50

G&G 521bu, Geophysical Fluid Dynamics Mary-Louise Timmermans

An examination of the equations governing rotating stratified flows with application to oceanic and atmospheric circulation as well as climate. Mathematical models are used to illustrate the fundamental dynamical principles of geophysical fluid phenomena such as waves, boundary layers, flow stability, turbulence, and large-scale flows. The course aims to provide a general theoretical framework for understanding the structure and circulation of the ocean and the atmosphere. MW 11:35–12:50

G&G 522au, Physics of Weather and Climate Trude Storelvmo

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 11:35–12:50

[G&G 523bu, Climate Dynamics]

[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 Shun-ichiro Karato

Composition and structure of the Earth; seismological models; geochemical models; material properties in the Earth (elasticity, anelasticity, viscosity); specific topics on Earth structure (crust, mantle, core).

G&G 528b, Science of Complex Systems Jun Korenaga

Introduction to the qualitative and quantitative analysis of complex systems with many degrees of freedom. Emphasis is placed on understanding key concepts (predictability, self-organized criticality, renormalization, etc.) through various examples in physical and biological sciences.

[G&G 529b, Introduction to Geodynamics]

G&G 533au, Paleogeography David Evans

Quantitative methods for measuring horizontal motions on the surface of the Earth. Histories of continental motions and supercontinents during the past three billion years. True polar wander. Foundations of paleomagnetism, including experience with field sampling and laboratory data acquisition.

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

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 Ellen Thomas

A survey of the most common marine microfossil groups. Because of their enormous abundance these minuscule organisms are important components of oceanic ecosystems and modulate biogeochemical cycles (e.g., organic and inorganic carbon, calcium, nitrogen, sulfur, phosphorus). Changes in microfossil abundance and species composition provide detailed records of the interaction between Earth’s climate and oceanic biota, especially because their skeletons are used to obtain trace element and isotopic proxies for such environmental parameters as temperature, carbonate saturation, pH, primary and export productivity, and deep-sea circulation. Emphasis is on marine and marginally marine eukaryotic unicellular groups during the last 170 million years of Earth history.

G&G 550au, Paleontology and Evolutionary Theory Elisabeth Vrba

Current concepts in evolutionary and systematic theory with particular reference to how they apply to the fossil record. Emphasis on use of paleontological data to study evolutionary processes. TTh 11:35–12:50

[G&G 555bu, Petrogenesis of Mountain Belts]

[G&G 556au, Introduction to Seismology]

[G&G 557b, Advanced Seismology]

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

[G&G 567bu, Geochemical Approaches to Archaeology]

G&G 570b, Cloud Physics and Dynamics Trude Storelvmo

Basic concepts of cloud microphysics, cloud dynamics, and precipitation. Principles of cloud modeling; field observations of clouds.

G&G 602bu, Paleoclimates Mark Pagani

A study of the dynamic evolution of Earth’s climate. Topics include warm (the Cretaceous, the Eocene, the PETM, the Pliocene) and cold (the “snowball Earth”) climates of the past, glacial cycles, abrupt climate changes, the climate of the past thousand years, and the climate of the twentieth century.

G&G 610bu, Advanced Topics in Macroevolution Elisabeth Vrba

A seminar for graduate students, and selected undergraduates with a suitable prior background, in which we read and discuss publications on various macroevolutionary topics and current debates. The particular subject matter varies from year to year, often being decided by student request for a specific topic, and is announced before the start of the term. Prerequisite: permission of the instructor.

[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]

G&G 655au, Extraordinary Glimpses of Past Life Derek Briggs

[G&G 657a, Marine, Atmospheric, and Surficial Geochemistry]

[G&G 658b, Seismic Data Analysis]

[G&G 659a, Time Series Analysis with Geoscience Applications]

[G&G 660a, Diagenesis, Weathering, and Geochemical Cycles]

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

G&G 675b, Quantitative Tectonics Mark Brandon

Introduction to the use of quantitative methods for the study of tectonic processes. The focus of the course shifts each year, covering topics such as flexural isostasy; coupling between climate, surface erosion, and deformation; kinematics of plate motion; thermal methods for studying erosion and faulting; processes and products of deformation. The course consists of a combination of lectures and seminar discussions. Students develop and complete a significant research project, either on their own or as a group. TF 2:30–4:20

G&G 690a and b, Directed Research in Geology and Geophysics

By arrangement with faculty.

G&G 691a or b, Independent Research

In addition to the seminars noted below, others on special topics like evolution, invertebrate and vertebrate paleontology, statistical mechanics and spectroscopy, structural geology and tectonics, petrology, volcanology, and physics of oceans and atmospheres are offered according to student interest, by arrangement with departmental faculty. Seminars are often organized around the research interests of visiting faculty as well. Prerequisite: approval of DGS and adviser.

G&G 703a and b, Seminar in Systematics Jacques Gauthier

3 HTBA

G&G 710b, Responsible and Ethical Conduct of Research Mark Pagani

A 5-to-6-week lecture course (1 hour) that is required for all graduate students and must be completed within the first year. Course topics include record keeping and data management/retention; plagiarism and fraud; collaboration, coauthorship, and ownership of research materials and intellectual property; laboratory dynamics and sexual harassment. G&G 710b is in addition to the existing online ethics module, “The Yale Guide to Professional Ethics” (https://www.sis.yale.edu/pls/rcr/login_c_pkg.go_to_front_door), that must be completed by all GSAS students within the first term of study, regardless of source of financial support.

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

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

The seminar focuses on advanced concepts in organic geochemistry with an emphasis on paleoenvironmental reconstruction. Each week specific topics are explored and debated using published journal articles. Topics include compound-specific carbon and hydrogen isotope analysis, and temperature and CO2 reconstruction. Meets twice a week.

[G&G 740a, Student Research Seminar]

G&G 742a, Seminar in Ocean and Atmosphere Dynamics Mary-Louise Timmermans

This seminar is a forum for reading and understanding a selection of fundamental papers in ocean and atmosphere dynamics. Paper topics are explored further through the use of idealized laboratory experiments. Each paper is discussed over two weeks in combination with a related rotating tank laboratory demonstration.

[G&G 746a or b, Seminar in Global Change]

G&G 747a or b, Topics in Geochemistry Zhengrong Wang

G&G 757b, Studies in Global Geoscience Mark Brandon

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

Return to Top

Germanic Languages and Literatures

W. L. Harkness Hall, 203.432.0788

www.yale.edu/german/graduate.html

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

Chair

Rüdiger Campe

Director of Graduate Studies

Carol Jacobs [F] (310 WLH, carol.jacobs@yale.edu)

Rainer Nägele [Sp] (304 WLH, rainer.nagele@yale.edu)

Professors Rüdiger Campe, Carol Jacobs, Rainer Nägele (on leave [F]), Brigitte Peucker, Henry Sussman (Visiting)

Associate Professor Kirk Wetters

Assistant Professor Paul North

Lecturer William Whobrey

Affiliated Faculty Jeffrey Alexander (Sociology), Seyla Benhabib (Political Science; Philosophy), Karsten Harries (Philosophy), Patrick McCreless (Music), Steven Smith (Political Science), Adam Tooze (History), Katie Trumpener (Comparative Literature; English), Jay Winter (History), Christopher Wood (History of Art)

Fields of Study

German literature and culture from the Reformation to the twenty-first century in Germany, Austria, and Switzerland; medieval literature; literary and cultural theory; literature and philosophy; literature and science; visuality and German cinema.

Special Admissions Requirement

All students must provide evidence of mastery of German upon application.

Requirements for the Ph.D. Degree

Students are required to demonstrate, besides proficiency in German, a reading knowledge of one other foreign language by the beginning of the third term of study. French is recommended, although occasionally, on consultation with the director of graduate studies (DGS), other relevant languages may be substituted. The faculty in German considers teaching to be essential to the professional preparation of graduate students. Students normally teach undergraduate language courses under supervision beginning in the third year of study for at least two years.

In the first two years of study, students take four courses per term. Three of these sixteen courses in the first four terms may be audited.

Oral examinations must be passed in the fifth and sixth terms of study, and a dissertation prospectus should be submitted no later than the end of the sixth term. All students will be asked to defend the prospectus in an informal discussion with the faculty. The defense will take place before the prospectus is officially approved, usually in May of the sixth term. Students are admitted to candidacy for the Ph.D. upon completion of all predissertation requirements, including the prospectus.

After the submission of the prospectus, the student’s time is devoted to the preparation of the dissertation. A dissertation committee will be set up for each student at work on the dissertation. It is expected that students will periodically pass their work along to members of their committee, so that faculty members in addition to the dissertation adviser can make suggestions well before the dissertation is submitted. Drafts of each chapter must be submitted in a timely fashion to all members of the student’s committee: The first chapter should be submitted to the committee by February 1 of the fourth year of study; the second chapter should be submitted by January 1 of the fifth year. There will be a formal review of the first chapter.

Two concentrations are available to graduate students: Germanic Literature and German Studies. There is a special joint degree with Film Studies; see below.

Special Requirements for the Germanic Literature Concentration

During the first two years of study, students are required to take sixteen term courses, four of which may be taken outside the department. Three courses may be audited.

Special Requirements for the German Studies Concentration

During the first two years of study, students are required to take sixteen term courses, seven of which may be taken outside the department. Three of those courses may be audited. Students are asked to define an area of concentration upon entry, and will meet with appropriate advisers from both within and outside the department.

Joint Ph.D. Program with Film Studies

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

Master’s Degrees

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

M.A. (en route to the Ph.D.) Students enrolled in the Ph.D. program may qualify for the M.A. degree upon completion of a minimum of eight graduate term courses and the demonstration of reading knowledge in either Latin or French.

Further information is available upon request to the Registrar, Department of Germanic Languages and Literatures, Yale University, PO Box 208210, New Haven CT 06520-8210; e-mail, german@yale.edu.

Courses

GMAN 559bu/CPLT 560b, Rilke and Yeats Carol Jacobs

Reading and discussion of the works of Rainer Maria Rilke and William Butler Yeats. M 1:30–3:20

GMAN 562au/CPLT 630a, The Concept of Time Paul North

GMAN 605au/CPLT 517a, Interpretation and Authority Carol Jacobs

GMAN 608au, The Manesse Codex and Middle High German Poetry William Whobrey

Examination of the Manesse Codex, a richly illuminated manuscript of the early fourteenth century, now in Heidelberg, which contains a large portion of the corpus of Middle High German poetry (1170–1300). Topics include the visualization of courtly love and the role of the knight; Gothic paleography; the role of antiquarian collections in the later Middle Ages; related manuscripts and reconstructed sources; modern editions; and the poetry and poets in their historical and cultural contexts. Prerequisite: reading knowledge of German. TTH 11:35–12:50

GMAN 612bu, Science and Literature in Modernism Rüdiger Campe

The course explores modernist writing as codeveloped in science and literature between 1880 and 1930. Starting from Zola’s notion of the “experimental novel,” strategies of writing and narrating in both science and literature are discussed, including the questions of case study, metaphor and concept, protocol sentence, and automatic writing. Literary authors include Zola, Schnitzler, Döblin, Musil, Benn, Hofmannsthal, Breton, Gertrude Stein; scientific authors are Claude Bernard, Freud, Mach, Carnap, William James. Reading and discussion in English; reading the German and French texts in the original is encouraged. W 1:30–3:20

GMAN 614a/CPLT 786a, Literature and the Humanities Rüdiger Campe

GMAN 619au, The Question of Form Carol Jacobs

The concept of art in relation to form and deformation. The Platonic tradition in The Republic and echoed in twentieth-century philosophy (Heidegger), modern literature (Keats, Hardy, Kleist, Poe, Kafka), and film (Godard, Egoyan, Dreyer, Sun Zhou, and Wong Kar-Wai). TH 1:30–3:20

GMAN 624au, Overcoming Classicism Kirk Wetters

Modern literature’s dependencies on and independence from the inherited forms of classical antiquity are explored in specific case studies, Goethe’s “Orphic Primal Words” and Hölderlin’s “Pindar Fragments.” This central focus is discussed in the context of eighteenth- and nineteenth-century conceptions of artistic modernity (Winckelmann, Schiller, Friedrich Schlegel) and reflected in twentieth-century literary critical and philosophical discourses (Heidegger, Szondi, and Lacoue-Labarthe). TH 3:30–5:20

GMAN 626b/HIST 650b, Theories of History in Germany from Benjamin to Kluge and Negt Paul North, Adam Tooze

Theories and philosophies of history in Germany from the interwar period to the late twentieth century, from Walter Benjamin to the renegades of the Frankfurt School, Alexander Kluge and Oskar Negt. This is a reading seminar based on the original texts with a limited amount of secondary historiography and commentary. The materials are made available in English. Those students wishing to read in German are encouraged to do so. T 1:30–3:20

GMAN 630bu, Illegitimacy Kirk Wetters

Theoretical exploration of legitimacy as a fundamental historical, legal, and political concept; authors include Weber, Schmitt, Blumenberg, Luhmann. This conceptual study is combined with literary readings on illegitimacy in the specific sense of “born out of wedlock”; main authors are Shakespeare, Goethe, Kleist, Dostoevsky, and Gide. TH 3:30–5:20

GMAN 636bu/CPLT 902b/FILM 718bu, Theatricality in Film Brigitte Peucker

GMAN 647au/CPLT 651a/PHIL 606au, Systems and Their Theory Henry Sussman

GMAN 663b/CPLT 649b, Desire of Knowledge/Knowledge of Desire Rainer Nägele

The relationship between knowledge and desire is analyzed through close readings of Sophocles’ Oedipus Tyrannos, Goethe’s Faust, and Kafka’s “Forschungen eines Hundes.” W 3:30–5:20

GMAN 680a/DRAM 456a/MUSI 847a, Wagner in and on Production Gundula Kreuzer

An exploration of Wagner’s ideas of the Gesamtkunstwerk and their role in the theory and history of opera since the mid-nineteenth century. The seminar contextualizes Wagner’s theories of staging and his attempts at creating a lasting, “correct” production within contemporary theatrical practices and discusses their consequences for both historical and modern stagings, with a special focus on Tannhäuser, the Ring cycle, and (possibly) Parsifal. We broach such methodological issues as theories and analyses of performance, multimedia, and the operatic work; approaches to and reconstructions of historical stagings; and the increasing mediatization of opera. Ultimately, the seminar seeks to understand opera more broadly in its liminal state between fixity and ephemerality. T 9:25–11:15

GMAN 900a,b, Directed Reading

By arrangement with the faculty.

Return to Top

History

240 Hall of Graduate Studies, 203.432.1366

www.yale.edu/history

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

Acting Chair

George Chauncey

Director of Graduate Studies

Anders Winroth (236 HGS, 203.432.1361)

Professors Jean-Christophe Agnew, Abbas Amanat, Ned Blackhawk, David Blight, Daniel Botsman, Paul Bushkovitch, Jon Butler, George Chauncey, John Demos (Emeritus), Carlos Eire, Laura Engelstein, John Mack Faragher, Paul Freedman, Joanne Freeman, John Gaddis, Beverly Gage, Glenda Gilmore, Bruce Gordon, Robert W. Gordon, Valerie Hansen, Robert Harms, Jonathan Holloway, Matthew Jacobson, Gilbert Joseph, Donald Kagan, Paul Kennedy, Daniel Kevles, Benedict Kiernan, Jennifer Klein, Naomi Lamoreaux, Bentley Layton, Mary Lui, J.G. Manning, Ivan Marcus, John Matthews, John Merriman, Joanne Meyerowitz, Peter Perdue, Steven Pincus, Stephen Pitti, Cynthia Russett, Lamin Sanneh, Stuart Schwartz, Frank Snowden, Timothy Snyder, Harry Stout, Francesca Trivellato, Adam Tooze, John Harley Warner, Anders Winroth, Jay Winter, Keith Wrightson

Associate Professors Bruno Cabanes, Patrick Cohrs, Naomi Rogers, Edward Rugemer, Charles Walton

Assistant Professors Paola Bertucci, Fabian Drixler, Alejandra Dubcovsky, Daniel Magaziner, Alan Mikhail, Alyssa Mt. Pleasant, William Rankin, Paul Sabin, Marci Shore, Jenifer Van Vleck

Lecturers* Adel Allouche, Annping Chin (Senior Lecturer), Becky Conekin (Senior Lecturer), Veronika Grimm, William Metcalf, Stuart Semmel (Senior Lecturer)

*For a complete list of lecturers, see the undergraduate bulletin, Yale College Programs of Study.

Fields of Study

Fields include ancient, medieval, early modern, and modern Europe (including Britain, Russia, and Eastern Europe), United States, Latin America, East Asia, Southeast Asia, Middle East, Africa, Jewish history; and diplomatic, environmental, ethnic, intellectual, labor, military, political, religious, social, and women’s history, as well as the history of science and medicine (see the section in this bulletin on the History of Science and Medicine).

Special Admissions Requirements

The deadline for submission of the application for the History graduate program is December 15.

The department requires a short book review (maximum two pages) to accompany the application. It should cover the book that has most shaped the applicant’s understanding of the kind of work he or she would like to do as a historian.

In addition, the department requires submission of an academic writing sample of not more than 25 pages, double spaced. Normally, the writing sample should be based on research in primary source materials.

Special Requirements for the Ph.D. Degree

All students must pass examinations in at least two foreign languages, one by the end of the first year. Students are urged to do everything in their power to acquire adequate linguistic training before they enter Yale and should at a minimum be prepared to be examined in at least one language upon arrival. Typical language requirements for major subfields are as follows:

African Either (1) French and German or Portuguese or Dutch-Afrikaans; or (2) French or German or Portuguese and Arabic; or (3) French or German or Portuguese or Dutch-Afrikaans and an African language approved by the director of graduate studies (DGS) and the faculty adviser.

American Two languages relevant to the student’s research interests, or a high level of proficiency in one language; competence in statistics or other mathematical skill may substitute for a natural language under appropriate circumstances.

Ancient French, German, Greek, and Latin.

Byzantine Greek, Latin, French, German, and any additional language, e.g., Russian, required for dissertation research.

Chinese Chinese and Japanese; additional languages like French, Russian, or German may be necessary for certain dissertation topics.

East European The language of the country of the student’s concentration plus two of the following: French, German, Russian, or an approved substitution.

Japanese Japanese and French or German; Chinese may be necessary for certain fields of Japanese history.

Jewish Modern Hebrew and German, and additional languages such as Latin, Arabic, Yiddish, Russian, or Polish, as required by the student’s areas of specialization.

Latin American Spanish, Portuguese, and French.

Medieval French, German, and Latin.

Middle East Arabic, Persian, or Turkish (or modern Hebrew, depending on area of research) and a major European research language (French, German, Russian, or an approved substitute).

Modern Western European (including British) French and German; substitutions are permitted with the approval of the DGS.

Russian Russian plus French or German with other languages as required.

Southeast Asian Choice of Dutch, French, Spanish, Portuguese, Chinese, Sanskrit, or Arabic, plus one or more Southeast Asian language (e.g., Bahasa Indonesian, Burmese, Khmer, Lao, Malay, Tagalog, Thai, Tetum, or Vietnamese). In certain cases, Ph.D. dissertation research on Southeast Asia may also require knowledge of a regional or local language, e.g., Balinese or Cham.

Foreign students whose native language is not English may receive permission during their first year to hand in some written work in their own language. Since, however, the dissertation must be in English, they should be advised to bring their writing skills up to the necessary level at the earliest opportunity.

During the first two years of study, students normally take twelve term courses, at least eight of which shall be chosen from those offered by the department, and 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. Courses graded in the Satisfactory/Unsatisfactory mode count toward the course work requirement but do not count toward the Honors requirement.

Three of the twelve courses must be research seminars in which the student produces an original research paper from primary sources. All graduate students, regardless of field, will be required to take two seminar courses in a time period other than their period of specialty.

In the second year, there are two special seminar requirements.

1. Prospectus Tutorial
This course, normally taken in the second year, must result in a draft prospectus for the dissertation. Its purpose is to familiarize the student with debates in the relevant field and to prepare the student for fieldwork. The prospectus tutorial (HIST 995) counts as one of the three research seminars.
2. Orals Tutorial
Another of the twelve courses, normally taken in the second year, must be a tutorial in any one of the selected orals fields (see below). The orals tutorial (HIST 994) provides an opportunity for students to read for an orals field with one of the future orals committee members and can take the form of one-on-one meetings, small group meetings, or a normally scheduled reading seminar on the topic of the orals field. In some cases, orals tutorial credit will be retroactively granted to students who have taken a course in a reading seminar subject provided that they submit an orals reading list to the DGS for approval. Students seeking retroactive credit for an orals tutorial will still need to complete twelve term courses. The completion of these tutorials is a precondition for enrollment in the third year.

In the third year, students are expected to hold a prospectus colloquium and sit an oral examination.

1. The prospectus colloquium offers the student an opportunity to discuss the dissertation prospectus with the faculty 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 for doing research away from Yale in the fourth year. The prospectus colloquium and any further language requirements normally will be completed before the student takes his/her oral examination.
2. The oral examination for all graduate students 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. Students will have a choice of selecting three or four fields of concentration: a major field and either two or three minor fields. If the student selects the four-field option, the major field will be examined for 30 minutes. In that case, the student’s orals tutorial must be in the major field. If the student selects the three-field option, the major field will be examined for 60 minutes and each minor field for 30 minutes. Completion of these requirements 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.

During the third year of study, almost all students serve as teaching fellows in order to acquire crucial professional training. During their first term of teaching, students must attend several training sessions run by the department in conjunction with the Graduate Teaching Center.

Students usually complete the requirements for admission to candidacy in the sixth term, but it is also possible for students who have completed extensive graduate work prior to entering the Ph.D. program to petition for candidacy sooner. Students may petition for credit for previous graduate work only after successful completion of the first year.

In the fourth year, once students have advanced to candidacy, they may continue their studies while serving as teaching fellows or they may decide to pursue their research, either at Yale or elsewhere, using external funding.

In the fifth year, strongly preferably in the fall term, 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 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.

The dissertation is expected to demonstrate ability to use sources in a discriminating and original way.

Students are eligible to receive the University Dissertation Fellowship (UDF) provided that they have advanced to candidacy. Students may take the UDF in the fifth year, but they must take the fellowship no later than the sixth year. They should apply for the fellowship in the term prior to which they wish to receive it. Students may serve as teaching fellows when they are not on the UDF.

The department strongly recommends that the student apply for a UDF only after completing the first chapter conference, and that students on a UDF should have completed at least two dissertation chapters before starting the fellowship. Many students apply for jobs in the year in which they receive the UDF, and the department urges that students apply for academic positions only when they have two chapters ready to send out to potential employers.

In short, a student making timely progress should expect to finish at least one chapter by December of the fifth year, and to complete the dissertation in the sixth year, when the submission deadline for May graduation is on or about March 15.

Registration in the seventh year is not required for students submitting their dissertations by the October deadline (which the majority of students do). If students are unable to make the October deadline, they can petition the Graduate School for extended registration. The petition, delivered first to the History DGS, will explain the particular circumstances that have prevented completion of the dissertation within the normal timetable and offer a specific plan that describes how the dissertation will be completed in the seventh year. Only students who have completed the first chapter conference will be considered for extended registration.

Combined Ph.D. Programs

History and African American Studies

The Department of History also offers, in conjunction with the Department of African American Studies, a combined Ph.D. in History and African American Studies. For further details, see African American Studies.

History and Renaissance Studies

The Department of History also offers, in conjunction with the Renaissance Studies Program, a combined Ph.D. in History and Renaissance Studies. For further details, see Renaissance Studies.

Master’s Degrees

M.Phil. Students who have completed all requirements for admission to candidacy for the Ph.D. may receive the M.Phil. degree. Additionally, students in History are eligible to pursue a supplemental M.Phil. degree in Medieval Studies. For further details, see Medieval Studies.

M.A. (en route to the Ph.D.) Students enrolled in the Ph.D. program may qualify for the M.A. degree upon completion of a minimum of seven graduate term courses at Yale, of which two must have earned Honors grades and the other five courses must average High Pass overall. Students must also pass an examination in one foreign language. A student in the American Studies program who wishes to obtain an M.A. in History, rather than an M.A. in American Studies, must include in the courses completed at least two research seminars in the History department.

Terminal Master’s Degree Program For this terminal master’s degree, students must pass seven term courses, four of which must be in History; substantial written work must be submitted in conjunction with at least two of these courses, and Honors grades are expected in two courses, with a High Pass average overall. All students in this program must pass an examination in one foreign language. Financial aid is not available for this program.

Program materials are available upon request to the Director of Graduate Studies, Department of History, Yale University, PO Box 208324, New Haven CT 06520-8324.

Courses

HIST 500a, Classics and Methods Valerie Hansen

An introduction to historical methods, led by faculty in rotation, exploiting influential works of theory as well as exemplary works of historical scholarship. TH 3:30–5:20

HIST 501b/CLSS 808b, Diocletian’s Prices Edict John Matthews

HIST 507bu/CLSS 645bu, Numismatics William Metcalf

HIST 515a/CLSS 851a, Theory and Methods in Ancient History J.G. Manning

HIST 517b/CLSS 884b, The Thirty Tyrants Donald Kagan

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

HIST 535au/JDST 761au/RLST 773au, History of the Jews and Their Diasporas to Early Modern Times Ivan Marcus

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

HIST 540b, Introduction to Research in Medieval History Anders Winroth

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 is, therefore, desirable. In 2013, the seminar focuses on medieval saints. M 1:30–3:20

HIST 550a/MDVL 552a, Medieval Social History Paul Freedman

Aspects of the social history of the Middle Ages. The bonds holding together societies with weak states and frequent local wars. Topics include the peasantry, definitions of noble status, the growth of towns, gender, the church in society. Attention is given to both the material conditions and mental constructs of Europe between about 1000 and 1500. Reading or research seminar. T 1:30–3:20

HIST 560b/RLST 691b, Society and the Supernatural in Early Modern Europe Carlos Eire

Readings in primary texts from the period 1500–1700 that focus on definitions of the relationship between the natural and supernatural realms, both Catholic and Protestant. Among the topics to be covered: mystical ecstasy, visions, apparitions, miracles, and demonic possession. All assigned readings in English translation. W 3:30–5:20

HIST 565a/RLST 522a, Early Modern Spain Carlos Eire

Reading and discussion in sixteenth- and seventeenth-century Spanish texts (all available in English translation) and also in recent scholarship on early modern Spain. TH 3:30–5:20

HIST 608a, Readings in the Social and Economic History of Britain, 1500–1750 Keith Wrightson

Reading and discussion of central works in the social and economic history of the period. The class begins with the fundamental issues of population dynamics, price trends, and agrarian change. Thereafter the weekly agenda is decided in consultation, selecting from such topics as social structure and class; urbanization; poverty; family relationships; gender; crime and the law; protest and rebellion; education and literacy; material culture; popular beliefs; early industrialism; internal commerce and overseas trade. W 3:30–5:20

HIST 612a, Readings in Early Modern British and Early Modern Atlantic History Steven Pincus

This course offers students a wide-ranging set of readings investigating historiographical problems both in British and Atlantic history ca. 1600–ca. 1800. Readings focus on British domestic history, imperial history, and colonial history. While the course focuses largely on the English-speaking world, it also includes comparisons with Iberian, French, and Dutch empires. TH 9:25–11:15

HIST 626b, Phenomenology and Existentialism as Intellectual History Marci Shore

This seminar focuses on the history of the phenomenological-turned-existentialist movement in Europe beginning with Edmund Husserl in the early twentieth century. Attention is paid to the different ways in which historians, as opposed to philosophers, approach both the development of this philosophy itself and the ways in which some of its most interesting thinkers (including Martin Heidegger, Jean-Paul Sartre, Jan Patocˇka, and Leszek Kolakowski, among others) became involved in political ideologies. Readings include both primary and secondary texts. W 1:30–3:20

HIST 635a, Readings in Modern French History John Merriman

Readings and discussion of recent work on the social, political, economic, and cultural history of modern France. T 9:25–11:15

HIST 636a/FREN 923a, Community and Communication in French Thought Yue Zhuo

HIST 637b, Research in Modern French History John Merriman

Research seminar in modern French history. Good knowledge of French preferable. T 9:25–11:15

HIST 650b/GMAN 626b, Theories of History in Germany from Benjamin to Kluge and Negt Paul North, Adam Tooze

HIST 666a, Russian History to 1725 Paul Bushkovitch

The major phases of Russian history from the tenth century, covering the major historiographical controversies and sources. Russian or German helpful but not required. T 1:30–3:20

HIST 673a, Revolutionary Russia in European Context Laura Engelstein

This seminar examines the Russian Revolutions of 1917 in relation to World War I and political events in Europe. It explores the Russian case as part of the broader historical moment, which included mutinies in France, revolutions in Germany and Hungary, and the emergence of the Soviet Union and the international Communist movement. It covers the civil war that extended across the territory of the former Russian Empire, as well as the diplomatic aftermath of the world war. Readings in English. W 9:25–11:15

HIST 681b, Eastern Orthodoxy and Society, 850–1700 Paul Bushkovitch

The development of Eastern Orthodoxy in its interaction with state and society in Byzantium, the Balkans, and Russia to 1700. A basic introduction to Orthodoxy and its different regional variants, including topics such as monasticism and political power, the problem of popular piety, and responses to heresy, paganism, and Islam. T 1:30–3:20

HIST 683b, Global History of Eastern Europe Timothy Snyder

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

HIST 700a/AMST 700a, Introduction to the Historiography of the United States Ned Blackhawk

Readings and discussion of scholarly work on U.S. history from the settlement era to the present. Members of the department faculty visit the class on a rotating basis. M 1:30–3:20

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

HIST 710a/AFAM 746a/AMST 671a, Black Politics and Performance in the Twentieth-Century United States Jonathan Holloway, Paige McGinley

HIST 711a/AFAM 738a/AMST 706a/WGSS 716a, Readings in African American Women’s History Crystal Feimster

HIST 715b/AFAM 764b/AMST 715b, Readings in Nineteenth-Century America David Blight

HIST 717b/AFAM 733b/AMST 678b, Readings on Slavery in the Americas to 1800 Edward Rugemer, Alejandra Dubcovsky

HIST 718a/INRL 622a, 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 9:25–11:15

HIST 720a/AMST 705a/RLST 705a, Readings in Religion and American History, 1600–2000 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 722a/AFAM 757a/AMST 722a, Research Seminar in Nineteenth-Century U.S. History David Blight

Some class sessions focus on matters of craft: research techniques, styles of writing narrative and analysis; judging scholarly work; and philosophical dimensions of doing history in the early twenty-first century. The primary focus of the course is for each student to complete his/her own major research paper. Students in any field of American history are welcome. W 9:25–11:15

HIST 726b/AMST 798b, The Culture of the Gilded Age Cynthia Russett

HIST 733b, The United States in the Twentieth Century Beverly Gage

An introduction to the historiography of the United States in the twentieth century. Emphasis on methodology and major interpretive problems. Readings include “classics” as well as exemplary recent works. TH 1:30–3:20

HIST 736b/AFAM 709b/AMST 709b/WGSS 736b, Research in U.S. Political and Social History after 1865 Glenda Gilmore

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

HIST 739a/AMST 739a, Readings in American Indian History Alyssa Mt. Pleasant

HIST 740b/AMST 740b, Research in Western and Frontier History John Mack Faragher, George Miles

HIST 745a/FREN 925a/JDST 800a, Judging the Holocaust: Law, History, and Politics Henry Rousso

HIST 746a/AMST 903a, Introduction to Public Humanities Matthew Jacobson, Laura Wexler

HIST 747a/LAW 20102, American Legal History through 1860 Claire Priest

This course examines the foundations of the American legal, political, and economic order from the colonial period through 1860, with an emphasis on the founding era. We analyze the emergence of American property law, slavery, inheritance policy, women’s legal history, intellectual property, and corporate law as well as federalism, the Constitution, and judicial review. The course readings consist of contemporary sources, recently published works, and classics in the field. Self-scheduled examination (online) or paper option. TTH 2:10–3:30

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

HIST 758a/AMST 776a, Research in International and Transnational History Jenifer Van Vleck

HIST 760b/LAW 21063, American Legal History, 1861–1968 John Witt

Selected topics in the history of American law, legal thought, legal institutions, and the legal profession. Follows the Law School academic calendar. MW 8:40–10

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

HIST 776a/AMST 780a, Class and Capitalism in Twentieth-Century United States Jennifer Klein

HIST 790b/AMST 790b, Narrative and Other Histories John Demos

HIST 792a/MUSI 844a, Musical Consumerism Emily Green

In the first half of the course we consider interdisciplinary models of consumerism, authorship, and materialism. We then investigate the history of musical print culture (1500–1800), from the first typesetting to engraving, examining the ways in which changing economies affected both the livelihood of the composer and the identity of the consumer. We engage with music as a tangible object; little to no musical literacy is required. T 1:30–3:20

HIST 793b/AMST 793b, Power: Historical and Theoretical Approaches Jean-Christophe Agnew

HIST 799a/AMST 799a, The American Century, 1941–1961 Jean-Christophe Agnew

HIST 804a/PHIL 656au/PLSC 605au, Rethinking Sovereignty: Human Rights and Cosmopolitanism Adam Tooze, Seyla Benhabib

This course explores conceptions of sovereignty, cosmopolitanism, and human rights as basic elements of the international political order from the dawn of the modern age to the present in historical, philosophical, and jurisprudential aspects. W 1:30–3:20

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

HIST 810a, Introduction to Brazilian History Stuart Schwartz

An introduction to the historical problems and historiography of Brazil. Readings of basic books in the field and discussion of the historiographical traditions. Basic readings are in English, but students are encouraged to use Portuguese. TH 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 827bu/CPLT 827bu, Myth and Memory in the Persian Book of Kings Abbas Amanat

HIST 829a/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 834au, 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 836au, From the Great Game to the Great Satan Abbas Amanat

This seminar explores encounters between Iran, Iraq, Persian Gulf, Afghanistan, and southern Central Asian principalities on the one hand and Britain, Russia, and the United States since the early nineteenth century. Topics in the first part include travels, diplomacy, spies, war, geopolitics, and imperial hegemony. In the second part, the course looks at movements of national resistance, Cold War and regional tensions, and anti-Western trends. M 3:30–5:20

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 840b/AFST 840b, Colonialism in Africa Robert Harms

HIST 843au/AFST 531au, Apartheid and Its Afterlives Daniel Magaziner

HIST 846au/AFST 532au, After Colonialism Daniel Magaziner

This course offers a comparative analysis of decolonization and the post-colonial state in selected African countries. We examine various approaches to the national question and liberation in the late colonial era, then consider a comparative accounting for the trajectories of post-colonies. Topics to be considered include Negritude, Pan-Africanism, artistic approaches to the post-colony, religious revival and cultural politics, and the global Cold War. Students read monographs, articles, and novels, and view movies and listen to music. TH 2:30–4:20

HIST 851b, Twentieth-Century Vietnam: Colonialism, War, and Society 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 852b/CHNS 836b, Early Chinese Narratives: Readings in the Zuo Commentary and Sima Qian Annping Chin

HIST 862a, 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. TH 1:30–3:20

HIST 864bu, Islam in China Valerie Hansen

The history of Islam in China, focusing on Gansu and Xinjiang in the northwest, from the earliest evidence of Muslims in the seventh and eighth centuries to the modern era. Emphasis on the analysis of primary sources in English. M 1:30–3:20

HIST 867b, Social History of the Chinese Silk Road Valerie Hansen

An introduction to artifacts and documents excavated from the most important sites on the Northern and Southern Silk Routes in China, including Niya, Kizil, Turfan, and Dunhuang. All assigned readings in English, but given sufficient student interest, a separate section can be formed for those wishing to read documents in classical Chinese from Turfan and Dunhuang. T 1:30–3:20

HIST 875b/EALL 565b, History and Literature of Modern China Peter Perdue, Jing Tsu

HIST 884a, Readings in the History of Twentieth-Century Japan Daniel Botsman

This course offers an overview of recent scholarship on the history of Japan in the twentieth century. Topics covered include the prewar Japanese empire, the legacies of the Meiji period, the meanings of “Taisho democracy” and “Showa fascism,” the Asia-Pacific Wars, the postwar “economic miracle” and its social consequences, gender relations, and environmental issues. W 1:30–3:20

HIST 887b, Research Seminar in Japanese History Fabian Drixler

This seminar on Japan’s early modern and modern history has three parts. We first read a number of outstanding books and articles to inform and inspire our own research agenda. We then familiarize ourselves with the different types of sources and reference materials. The final six weeks of the course are devoted to individual research projects, which we hone through several cycles of presentations, drafts, and peer review. While the course is designed for graduate students with a reading knowledge of Japanese, it welcomes participants who wish to pursue a Japan-centered project with sources in other languages. W 1:30–3:20

HIST 899a/HSHM 713a, 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. Undergraduates are admitted with permission. M 1:30–3:20

HIST 900b/HSHM 716b, Early Modern Science and Medicine Paola Bertucci

The course focuses on recent works in the history of science and medicine in the early modern world. We discuss how interdisciplinary approaches—including economic and urban history, sociology and anthropology of science, gender studies, art and colonial history—have challenged the classic historiographical category of “the Scientific Revolution.” We also discuss the avenues for research that new approaches to early modern science and medicine have opened up, placing special emphasis on the circulation of knowledge, practices of collecting, and visual and material culture. T 1:30–3:20

HIST 902a/EAST 525a/EMD 588a/HSHM 707a, Impact of Epidemic Disease in Context: Focus on Asia William Summers

The course brings historical, geopolitical, medical, and public health perspectives to bear on the study of specific epidemics, with a focus on Asia. Case studies include major epidemics such as cholera in the Philippines and plague in Manchuria in the early twentieth century, the story of Japan’s biological warfare Unit 731 in World War II, recurrent influenza pandemics, and more recently, Nipah virus outbreaks in Malaysia, SARS in China, and pneumonic plague in Gujarat, India. T 3:30–5:20

HIST 921a/HSHM 710a, Methods for the Social Studies of Science, Technology, and Medicine Joanna Radin

Exploration of the methods and debates in the social studies of science, technology, and medicine. This course covers the history of the field and its current intellectual, social, and political positioning. It emphasizes the debates on constructivism and relativism and provides critical tools to address the relationships among science, technology, medicine, and society.

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

HIST 931b/HSHM 702b, Problems in the History of Science William Rankin

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. M 1:30–3:20

HIST 938a/HSHM 676a/LAW 20332, The Engineering and Ownership of Life Daniel Kevles

The seminar explores the historical development of intellectual property protection in living matter. Focusing on the United States in world context, it examines arrangements outside the patent system as well as within it. Topics include agriculture, medicine, biotechnology, and law. May be taken as a reading or research course. W 3:30–5:20

HIST 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 colonialism and prostitution; repression and regulation of birth control; the teaching of sex education; the public celebration and denial of sexual difference; politics of sexually transmitted diseases, including HIV/AIDS; public health and legal efforts to define and restrict abortion; the pathologizing and identity politics of transgendered people; and the development and regulation of artificial insemination and other methods of reproductive technology. W 1:30–3:20

HIST 957au/JDST 767au, Marriage and Kinship in Medieval Near East Eve Krakowski

Kinship relationships and family life in the Cairo Geniza documents. The legal and social construction of marriage; parents and children; the structure and function of the extended patriarchal family; slaves and other non-kin in the household; kinship and social capital. MW 11:35–12:50

HIST 958bu/JDST 771bu/RLST 769bu, Jewish Law in the Islamic State, 900–1500 Eve Krakowski

Jewish legal identity and the social practice of Jewish law in the medieval Islamic Near East. Islamic political contexts of Jewish communal institutions; leadership, authority, and coercion; practices and functions of legal courts; comparative readings of response, legal documents, and prescriptive legal codes. T 9:25–11:15

HIST 959bu/JDST 794bu, Early Modern Jewish History, 1450–1789 Marc Saperstein

A study of Jewish historical experience during the transitional period from the Expulsion of 1492, which ended the millennial experience of Jews in Spain, to the French Revolution, which elevated Jews to a status of equality in a framework that refused to recognize distinctions of legal status. The course examines the dynamics of Jewish life in Portugal, Italy, Germany, eastern Europe, Amsterdam, and England. Challenges to traditional Jewish life are highlighted: skeptical critique of Jewish tradition, the messianic movement of Sabbatai Zevi, Hasidism, and Haskalah (Enlightenment). Emphasis is on new trends in historiography (studies written in the past generation by American and Israeli scholars). T 1:30–3:20

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

HIST 971a, History and Memory Jay Winter

This seminar explores the historical literature surrounding issues of individual memory, collective memory, and commemoration. The focus is on twentieth-century Europe, though the literature surveyed addresses issues beyond the confines of Europe. After a survey of interdisciplinary approaches to the field focusing on social agency, representation, trauma studies, and cognitive psychological research, two different kinds of evidence are examined. The first relates to historical sites—monuments, ruins, battlefields, landscapes—as well as social spaces—families, trials, museums; the second to representations and languages of remembrance through the narratives of mental illness, fiction, memoir, testimonial literature, photography, and film. The focus is on civil society rather than primarily on the state and its manipulations of commemorative forms. T 1:30–3:20

HIST 979bu/JDST 788bu/RLST 768bu, Holocaust in Historical Perspective Marc Saperstein

A survey of the major historical issues raised by the Holocaust, including the roots of Nazism; different theoretical perspectives and ways of accounting for genocide; the behavior of perpetrators, victims, and bystanders; and problems of representation. TTh 10:30–11:20, 1 HTBA

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; and interregional, interdisciplinary perspectives. Readings and discussion, guest speakers, research paper. TH 1:30–3:20

HIST 981a, The Body in Modern Warfare Bruno Cabanes

Interdisciplinary study of modern warfare as bodily experience. Topics include masculinity, primary groups, and warfare; gender relations; wounds and mutilations; torture, trauma; homecoming of disabled veterans. M 3:30–5:20

HIST 985b/MGT 984b/PLSC 715b, Studies in Grand Strategies, Part I John Gaddis, Charles Hill

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/PLSC 716a, Studies in Grand Strategies, Part II John Gaddis, Paul Kennedy, Charles Hill

Part II of the two-term linked seminar offered during the calendar year 2012. Research seminar. M 3:30–5:20

HIST 987a, The Holocaust and the Historians Timothy Snyder

An evaluation of classical and recent historiography on the Holocaust, with emphasis on critical issues such as causality, comparability, ideology, motivation, and collaboration. A research course with multiple brief writing assignments and a longer paper. TH 3:30–5:20

HIST 988b, Readings in the History of War Bruno Cabanes

Readings and discussion of major works on the history of war in the modern era. T 7–8:50

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.

Return to Top

History of Art

Loria Center, Rm. 252, 203.432.2668

www.yale.edu/arthistory

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

Chair

Edward Cooke, Jr. (Loria 654, 203.432.2724, edward.cooke@yale.edu)

Director of Graduate Studies

Christopher Wood (Loria 751, 203.432.2674, christopher.wood@yale.edu)

Professors Brian Allen (Adjunct), Carol Armstrong, Tim Barringer, Edward Cooke, Jr., David Joselit, Diana Kleiner, Kobena Mercer, Amy Meyers (Adjunct), Mary Miller, Robert Nelson, Jock Reynolds (Adjunct), Vincent Scully (Emeritus), Robert Thompson, Christopher Wood, Mimi Hall Yiengpruksawan

Associate Professors Milette Gaifman, Kishwar Rizvi

Assistant Professors J. D. Connor, Erica James, Jacqueline Jung, Joost Keizer, Youn-mi Kim, Tamara Sears, Sebastian Zeidler

Lecturers Mia Genoni, Jennifer Gross

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 by March of the second year, students submit a qualifying paper that should demonstrate the candidate’s ability successfully to complete a Ph.D. dissertation in art history. During the fall term of the third year, students are expected to take the qualifying examination. Candidates must demonstrate knowledge of their field and related areas, as well as a good grounding in method and bibliography. By the end of the second term of the third year, students are expected to have established a dissertation topic. A prospectus outlining the topic must be approved by a committee at a colloquium by the end of the third year. Students are admitted to candidacy for the Ph.D. upon completion of all predissertation requirements, including the prospectus and qualifying examination. Admission to candidacy must take place by the end of the third year.

The faculty considers teaching to be an important part of the professional preparation of graduate students. Students are required to do four terms of teaching. This requirement is fulfilled in the second and third years. Students may also serve as a graduate research assistant at either the Yale University Art Gallery or the Yale Center for British Art. This can be accepted in lieu of one or two terms of teaching, but students may accept a graduate research assistant position at any time after the end of their first year. Application for these R.A. positions is competitive.

Combined Ph.D. Programs

History of Art and African American Studies

The Department of the History of Art offers, in conjunction with the Department of African American Studies, a combined Ph.D. in History of Art and African American Studies. Students in the combined-degree program must take five courses in African American Studies as part of the required twelve courses and are subject to the language requirement for the Ph.D. in History of Art. The dissertation prospectus and the dissertation itself must be approved by both History of Art and African American Studies. For further details, see African American Studies.

History of Art and Film Studies

The Department of the History of Art offers, in conjunction with the Film Studies Program, a combined Ph.D. in the History of Art and Film Studies. Students are required to meet all departmental requirements, but many courses may count toward completing both degrees at the discretion of the directors of graduate studies in History of Art and Film Studies. For further details, see Film Studies.

History of Art and Renaissance Studies

The Department of the History of Art offers, in conjunction with the Renaissance Studies Program, a combined Ph.D. in the History of Art and Renaissance Studies. For further details, see Renaissance Studies.

The Center for the Study of American Art and Material Culture

The Center for the Study of American Art and Material Culture provides a programmatic link among the Yale faculty, museum professionals, and graduate students who maintain a scholarly interest in the study, analysis, and interpretation of American art and material culture. It brings together colleagues from a variety of disciplines—from History of Art and American Studies to Anthropology, Archaeological Studies, and Geology and Geophysics—and from some of Yale’s remarkable museum collections, from the Art Gallery and Peabody Museum to Beinecke Library. Center activities will focus upon one particular theme each year and will include hosting one or more visiting American Art and Material Culture Fellows to teach a course each term and interact with Yale colleagues; weekly lunch meetings in which a member makes a short presentation centered on an artifact or group of artifacts followed by lively discussion about methodology, interpretation, and context; and an annual three-day Yale-Smithsonian Seminar on Material Culture.

Master’s Degrees

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

M.A. (en route to the Ph.D.) This degree is awarded after the satisfactory completion of eight term courses and after evidence of proficiency in one required foreign language.

Program materials are available upon request to the Director of Graduate Studies, Department of the History of Art, Yale University, PO Box 208272, New Haven CT 06520-8272.

Courses

HSAR 500a, Introduction to the History of Art Christopher Wood

How have cultures figured the historicity of art to themselves? How are ideas about representation, performance, objecthood, materiality, art, originality, individuality, divinity, modernity, technology, time, and meaning registered in art historical paradigms? How has art-writing interacted with art-making? What is the genealogy of the modern academic discipline of art history? How are art history, art criticism, and philosophy of art differentiated? What are the tensions and affinities between art history and other fields of thought and research? These questions are approached through readings and discussion. This course is normally limited to first-year graduate students in History of Art. M 1:30–3:20

HSAR 506a or b, The Teaching of the History of Art

By arrangement with faculty. History of Art graduate students only.

HSAR 512a or b, Directed Research

By arrangement with faculty.

HSAR 514a or b, Graduate Research Assistantship

HSAR 558b/CLSS 827b, Materiality in Greek Art Milette Gaifman

HSAR 581a/CLSS 890a, Roman Painting: Achievement and Legacy Diana Kleiner

HSAR 588a, Studies in Medieval Sculpture, 900–1500 Jacqueline Jung

For much of the period known as the Middle Ages, figural sculpture—both monumental works affixed to buildings and independent pieces displayed on altars and shrines—was the artistic medium most familiar, accessible, and powerful to men and women of all social stations and ranks. For much of the history of art history, medieval figural sculpture was the field on which the greatest practitioners of the discipline, from Panofsky to Shapiro to Baxandall, trained their sights. Yet in the latter half of the twentieth century, in the wake of the impact of iconographical and sociohistorical methods of inquiry, medieval sculpture receded from the center of North American art history. Through a series of case studies of important sculptural objects and monuments, principally from France and Germany—including reliquary statues, tomb effigies, crucifixes, altarpieces, and the great sculpture programs of Romanesque and Gothic buildings—this seminar reexamines the place of medieval sculpture both in the larger history of figural arts and in the history of our discipline. Although we pay close attention to the formal and iconographical peculiarities of the respective works, special emphasis is placed on their mediating function for distinct audiences and their shifting conditions of production and reception. Readings include classic texts by Hans Belting, Michael Baxandall, Ilene Forsyth, Émile Mâle, Erwin Panosfsky, Meyer Schapiro, and Wilhelm Vöge, as well as more recent literature. Reading knowledge of French and German is strongly recommended. T 1:30–3:20

HSAR 605b/RUSS 603b, Russian Realist Literature and Painting Molly Brunson

An interdisciplinary examination of the development of nineteenth-century Russian Realism in the literary and 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. 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. TH 1:30–3:20

HSAR 607a, Medieval Revivals Robert Nelson

In some senses, the Middle Ages never ceased. Cathedrals continued to be used, manuscripts preserved and treasured, liturgies celebrated. In another sense, the term itself suggests something in the past, and after the Renaissance and especially the Enlightenment, the medieval period again gained favor. This course looks at the creation and collecting of medieval art from the eighteenth into the twentieth century for its contributions to the art and architecture of those years and the impact upon scholarship of medieval art. W 1:30–3:20

HSAR 609b, Venice and Byzantium Robert Nelson

The history of Venice’s artistic interactions with Byzantium. While that history spanned the centuries of the Middle Ages and the Mediterranean east of Venice, the course focuses on Venice itself and the political, religious, and artistic uses it made of Byzantine artifacts during and after the medieval period. T 1:30–3:20

HSAR 647a/CPLT 647a/FILM 704a, Perspectives on the Panorama Tim Barringer, Katie Trumpener

HSAR 682a, The Genre of Still Life Carol Armstrong

This seminar concerns the history of still-life painting and photography from the seventeenth through the twentieth century, with an emphasis on the nineteenth century in France. We consider the genre of painting that was the lowest on the old hierarchy of genres as a site of contemplation of the following themes of modernity and modernism: materiality and commodification, medium-specificity, the gendering of the private sphere, fetishism, fantasy and displacement, subject/object relations, relations between the optical and the tactile, and the transformation of the artist’s studio. We also consider the theory of the genres to which this particular genre belonged. M 3:30–5:20

HSAR 687b, The Photographic Book Carol Armstrong

This seminar looks at the history of the photographic book from the moment of the announcement of photography’s invention in France and England to the present time. Using the rich resources in Yale’s collections (the Beinecke, the Yale Art Gallery, and the Yale Center for British Art) as well as elsewhere (the New York Public Library, for one), we consider the variety of things the photographic book has been and is now, both in context and in depth: books about photography itself; scientific books; travel and other kinds of albums; books of poetry and literature illustrated with photographs; documentary picture-stories; the photo-illustrated press; artist’s books and portfolios; and so on. In short, we consider the photograph as the library’s, more than the museum’s, subject. Topics addressed include notions of scientific evidence; questions of narrative; the relation between the visual and the verbal, the artist and the writer; the history of print mediums and photomechanical reproduction; the printing press, different mediums of illustration, and the specificity of the photograph; the series, sequencing, and the role of editing; the relation of the book to film and video. The seminar is conducted through reading assignments, in-class discussions, visits to the above-mentioned collections, and student presentations and papers, which are directed at close readings of individual books. M 3:30–5:20

HSAR 688a, Soviet Constructivism Sebastian Zeidler

This seminar is designed as an introduction to one of the pivotal moments of modern art: the decade after 1917, when a generation of Russian artists suddenly found themselves empowered to invent a revolutionary art to match a successful political revolution. We consider the spectacular breadth of the efforts by Malevich, Lissitzky, Tatlin, Rodchenko, and others to meet that daunting brief across all media and genres, whether with painting, photography, exhibition design, or the Constructivist “object.” Up to one-third of the seminar is devoted to architecture. TH 3:30–5:20

HSAR 693b, Popular, Prosaic, Profane: European Art 1250–1550 Christopher Wood

Hans Blumenberg argued that modern art did not open onto its full potential until it introduced subjective and self-realizing experience as its content. Adapting Husserl’s concept of the life-world (Lebenswelt), Blumenberg suggested that we need to be open to the idea of “pre-critical” experiential reality if we are going to understand the momentum of art in the modern world. This seminar tests this hypothesis by taking as its topic the introduction of factual reality, the rhythms of everyday life, sensual and affective experience, and the lay, vernacular point of view into sacred art in Europe of the late middle ages and early modern period. One guiding text is Erich Auerbach’s Mimesis: The Representation of Reality in Western Literature, which despite its fame has never had much resonance in art history. The seminar addresses the representation of domesticity, labor, and leisure; portraiture; anecdote and storytelling; “popular culture,” “folklore,” and “folk art”; satire and parody as secularizing forces; exoteric vs. esoteric religion; the boundary between sacred and profane. This is a research seminar; students are expected to conduct original research using primary sources. W 3:30–5:20

HSAR 694b/CPLT 694b/ENGL 967b, Edwardian Modernities Tim Barringer, Angus Trumble

HSAR 710a/FILM 807a, Hollywood Classicism: Movies and Methods J.D. Connor

HSAR 717b, The Société Anonyme: Modernism for America Jennifer Gross

A seminar that reviews the history of the artists of the Société Anonyme and the singular contribution they made to art history through its programs and the collections deposited at Yale. Limited to twelve graduate students in the history of art or studio art. M 1:30–3:20

HSAR 715b, Cubism Sebastian Zeidler

This seminar takes a close look at the work of Braque and Picasso circa 1907 to 1913, with sideways glances to Duchamp (painting) and Dada (collage). The idea is to use Cubist painting, an art that demands and rewards sustained attention, as a means of teaching graduate students a skill they ought to possess but frequently do not: visual analysis. Other, more theoretical issues (formalism, semiology, art and science) arise in due course and are dealt with accordingly. The seminar has a modernist focus, but everyone who wants to practice looking at art is welcome to join. TH 3:30–5:20

HSAR 730a/AMST 692a/JDST 799a, Religion and the Performance of Space Margaret Olin, Sally Promey

HSAR 737a/AMST 737a, Craft and Design in Post-World War II America Edward Cooke, Jr.

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

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

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

HSAR 780a/AFAM 727a, Running Backs and Wide Receivers: The Influence of African Dance on American Sport Robert Thompson

HSAR 785a/AFAM 736a/WGSS 788a, Bodies and Borders: Sexuality, Race, and Representation Kobena Mercer

HSAR 786b/AFAM 745b, Black Atlantic Visual Arts since 1980 Kobena Mercer

Surveying developments by which African American and other Black Atlantic artists have questioned the core tenets of twentieth-century modernism, this seminar explores aesthetic strategies alongside contextual shifts from multiculturalism to globalization, thus introducing contemporary conceptions of diaspora. Artists include Alison Saar, Kerry James Marshall, Glenn Ligon, Keith Piper, Lorna Simpson, Fred Wilson, Yinka Shonibare, Kehinde Wiley, Mickalene Thomas; texts include Guy Brett, Okwui Enwezor, Jean Fisher, Nikos Papastergiadis, Michele Wallace, Judith Wilson. TH 1:30–3:20

HSAR 788b, The Temple in Southern Asia Tamara Sears

The emergence of the Indian temple, as a monument fashioned through the medium of stone, in the fifth century marked a critical moment in the history of world architecture. The temple, as it evolved over the course of the first millennium, became both a highly complex architectural form and a supremely symbolic monument that worked at the levels of both ritual and space. This seminar examines the materiality and meanings of Indian temples through architectural form, sculptural imagery, and religious contexts. Readings include a range of scholarly essays on Indian architecture, religion, philosophy, and architectural theory as well as primary textual sources (all accompanied by English translations). Class sessions consist of both discussions and hands-on workshops that may better allow the group to interrogate the nature of the architecture through an exploration of the processes of its making and its potential as a medium. In addition, we consider the agency of the temple’s various audiences, including patrons and architects, sculptors and stonemasons, and a wide range of devotional communities. W 1:30–3:20

Return to Top

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

Frank Snowden

Director of Graduate Studies

John Warner [F]

To be announced [Sp]

Faculty Paola Bertucci (History), Mariola Espinosa (History of Medicine), Daniel Kevles (History), Joanna Radin (History of Medicine), William Rankin (History), Naomi Rogers (History of Medicine; Women’s, Gender & Sexuality Studies), Frank Snowden (History; History of Medicine), William Summers (Molecular Biophysics & Biochemistry), John Harley Warner (History of Medicine; History)

Affiliated Faculty Toby Appel (Librarian for Medical History), Bruno Cabanes (History), Veronika Grimm (Classics), Dimitri Gutas (Near Eastern Languages & Civilizations), Ann Hanson (Classics), Bettyann Kevles (History), Jennifer Klein (History), Michael McBride (Chemistry), Joanne Meyerowitz (History), Amy Meyers (Center for British Art), Alan Mikhail (History), Sherwin Nuland (Surgery), Kevin Repp (Curator, Modern European Books & Manuscripts, Beinecke Library), Cynthia Russett (History), Paul Sabin (History), Gordon Shepherd (Neuroscience), Rebecca Tannenbaum (History), Jenifer Van Vleck (History)

Fields of Study

All subjects and periods in the history of science and history of medicine, especially the modern era. Special fields represented include American and European science and medicine; disease, therapeutics, psychiatry, drug abuse, and public health; physics; science and national security; science and law, science and religion, life sciences, human genetics, eugenics, molecular biology, biotechnology, microbiology, intellectual property, gender, race, and science/medicine; bioethics and medical research.

Special Admissions Requirements

Applicants should have a strong undergraduate background in history and in a science relevant to the direction of their graduate interests. These requirements will be applied with flexibility, and outstanding performance in any field pertinent to the program will be taken into consideration.

Special Requirements for the Ph.D. Degree

Either French and German or two languages relevant to the student’s research interests and approved by the director of graduate studies (DGS) of the program. Students may fulfill the requirement either by passing an approved language course for credit or by passing a language test administered by the program faculty.

Students will ordinarily take twelve term courses during the first two years. All students will normally take the two-term core seminar sequence HSHM 701a/702b or equivalents, HSHM 710a, four additional graduate seminars in history of science or medicine, and at least one graduate course in a field of history outside of science or medicine. The remaining courses can be taken in history of medicine or science, history, science, or any other field of demonstrated special relevance to the student’s scholarly objectives. Two of the twelve courses must be graduate research seminars in the History of Science and Medicine.

During the first two years of study, students must achieve Honors in at least two courses in the first year and Honors in at least four courses by the end of the second year, with a High Pass average overall. If a student does not meet this standard by the end of the first or second year, the relevant members of the department will consult and promptly advise the student whether the student will be allowed to register for the fall of the following academic year.

Students who enter having previously completed graduate work may obtain some credit toward the completion of the total course requirement, the amount being contingent on the extent and nature of the previous work and its fit with their intended course of study at Yale.

All students are expected, prior to entering on their dissertation work, to develop a broad general knowledge of the discipline. This knowledge may be acquired through a combination of course work taken at Yale or elsewhere, regular participation in the program colloquia and workshops, and preparation for the qualifying oral examination.

Students will normally spend the summer following their second year preparing for the oral qualifying examination, which will be taken in the third year, preferably during the first half.

The qualifying examination will cover four areas of chosen concentration:

1 & 2. two fields in the history of science and/or history of medicine;
3. a field in an area of history outside of medicine and/or science;
4. a field of special interest, the content and boundaries to be established with the adviser for the field. The student may elect to do a second field in history outside of history of science or medicine; or a field in one of the sciences; or a field in a subject such as bioethics, health policy, public health, medical anthropology, medical sociology, science and law, science and national security, science and religion, science and culture, biotechnology, gender, science and medicine; race, science and medicine, or cultural studies.

During their first term in the program, all students will be advised by the DGS. During the second term and thereafter, each student will be advised by a faculty member of his or her choosing. The adviser will provide guidance in selecting courses and preparing for the qualifying examination. The adviser may also offer help with the development of ideas for the dissertation, but students are free to choose someone else as the dissertation supervisor when the time comes to do so. Students are encouraged to discuss their interests and program of study with other members of the faculty.

Students are encouraged to begin thinking about their dissertation topics during the second year. They are required to prepare a dissertation prospectus as soon as possible following the qualifying examination and to defend the prospectus orally before being admitted to full candidacy for the doctoral degree. Ordinarily the prospectus defense is held in the second term of the third year, with advancement to candidacy before the start of the fourth year.

Teaching is an important part of the professional preparation of graduate students in History of Science and Medicine. Students will teach, usually in the third and fourth years of study. They may, however, teach in the second term of the second year, deferring the completion of their required course work to the first term of the third year. Students are also encouraged to participate in the programs to develop teaching skills offered by the Graduate School. Two terms of teaching are required of all students; four terms are required of students on Yale-supported fellowships.

In the fourth or fifth year, and preferably no later than the fall term of the fifth year, students are required to submit a chapter of the dissertation (not necessarily the first chapter) to the dissertation committee. This chapter will then be discussed with the student by members of the committee, preferably in a colloquium, to give the student additional advice and counsel on the progress of the dissertation. This conference is designed to be an extension of the conversation begun in the prospectus defense and is not intended as another defense; its aim is to give students early feedback on the research, argument, and style of the first writing accomplished on the dissertation.

M.D./Ph.D. and J.D./Ph.D. Joint-Degree Programs

Students may pursue a doctorate in History of Science and Medicine jointly with a degree in Medicine or Law. Standard graduate financial support is provided for the doctoral phase of work toward such a joint degree. Candidates for the joint degree in Law must apply for admission to both the Law School and the Graduate School. Information about the joint-degree program with Medicine can be obtained from the Web site of the Yale School of Medicine (http://medicine.yale.edu/mdphd) and from the Web site of the Section of the History of Medicine (http://medicine.yale.edu/histmed).

Master’s Degrees

M.Phil. and M.A. (en route to the Ph.D.) See Degree Requirements under Policies and Regulations.

Terminal Master’s Degree Program The terminal M.A. program is designed particularly for those who plan to combine teaching or scholarship in these fields with a professional career in medicine or science. Students who enroll in the terminal master’s degree program leading to the M.A. are expected to complete six term courses during two terms of study, to fulfill one foreign language requirement, and to submit an acceptable master’s paper. Course work must include the graduate seminar HSHM 701a/702b and one additional graduate seminar in history of science or medicine. The remaining courses are to be chosen in consultation with the DGS or a faculty adviser.

For more information about the History of Science and Medicine program and admission to the Graduate School, see http://hshm.yale.edu and www.yale.edu/graduateschool/admissions; or contact Barbara McKay (barbara.mckay@yale.edu).

Courses

HSHM 676a/HIST 938a/LAW 20332, The Engineering and Ownership of Life Daniel Kevles

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

HSHM 702b/HIST 931b, Problems in the History of Science William Rankin

HSHM 707a/EAST 525a/EMD 588a/HIST 902a, Impact of Epidemic Disease in Context: Focus on Asia William Summers

HSHM 710a/HIST 921a, Methods for the Social Studies of Science, Technology, and Medicine Joanna Radin

HSHM 713a/HIST 899a, Geography and History William Rankin

HSHM 716b/HIST 900b, Early Modern Science and Medicine Paola Bertucci

HSHM 736b/HIST 943b/WGSS 730b, Health Politics, Body Politics Naomi Rogers

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.

Return to Top

Immunobiology

Anlyan Center (TAC) S625, 203.785.3857

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

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

Chair

Richard Flavell

Director of Graduate Studies

First-year students: David Schatz (203.737.2255; david.schatz@yale.edu)

Other students: Peter Cresswell (203.737.2157; peter.cresswell@yale.edu)

Director of Graduate Admissions

Susan Kaech (TAC 641B, 203.737.2423, susan.kaech@yale.edu)

Student Services Officer

Barbara Giamattei (TAC S625, 203.785.3857, barbara.giamattei@yale.edu)

Professors Jeffrey Bender (Internal Medicine), Alfred Bothwell, Lieping Chen, Joseph Craft (Internal Medicine), Peter Cresswell, Madhav Dhodapkar (Internal Medicine), Jack Elias (Internal Medicine), Richard Flavell, David Hafler (Neurology), Kevan Herold, Akiko Iwasaki, Paula Kavathas (Laboratory Medicine), Ruslan Medzhitov, Jordan Pober, Nancy Ruddle (Public Health), David Schatz, Mark Shlomchik (Laboratory Medicine), Robert Tigelaar (Dermatology)

Associate Professors Tian Chi, Daniel Goldstein, Susan Kaech (on leave), Eric Meffre, Warren Shlomchik (Internal Medicine), Bing Su

Assistant Professors 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 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 new 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), and four faculty are funded by the Howard Hughes Medical Institute. The Department of Immunobiology provides one of the largest, highest-ranked integrated 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 290 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 Translational Immunology (HTI) is a new program administered by the Immunobiology department and 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:

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.)

IBIO 531b, Advanced Immunology

Two Immunobiology seminar courses are also required for second-year students and beyond. They are listed under the following numbers: IBIO 536, 537, 538, and 539. Immunobiology seminars can be audited if a student has grades in seven other science courses and has taken an IBIO seminar course for a grade. To accommodate the growth of the graduate program, we have expanded the number of Immunology seminar courses offered from one course per year to three courses every two years.

All first-year BBS Immunology students must take IBIO 600a, Introduction to Research (taught every fall as a credit-only course).

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.

Responsible Conduct of Research Training In addition to all other requirements, students must successfully complete IBIO 601b, Fundamentals of Research: Responsible Conduct of Research, by the end of their first year of study.

Teaching Students are required to serve as TA (teaching assistant) for two terms before the end of their sixth term. Teaching protocol and rules are as follows: (1) two term-long 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, students make a thirty-minute presentation to the section 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 months, students prepare a formal research proposal (in NIH grant format) concerning the proposed thesis research and study for the exam. The exam is oral, and covers all aspects of immunology generally, with a focus on the assigned areas mentioned above. The student is also questioned on aspects of the thesis proposal.

Requirements for admission to candidacy, which usually takes place after six terms of residence, are (1) completion of course requirements and teaching requirements; (2) completion of the prospectus examination; and (3) certification of the student’s research abilities by vote of the faculty upon recommendation from the student’s thesis committee.

Progress in thesis research in the third and later years is monitored carefully by the student’s thesis committee (composed of the adviser and three or four other faculty). All students are required to have two meetings with their thesis committee annually, to provide an update on progress and an opportunity for the committee to provide feedback and suggestions.

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: IBIO 536a, 537a, 538a, 539a (the second seminar course can be audited if a student has grades in seven other courses and has taken one seminar course already).

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 IBIO 600a, Introduction to Research, but may if they wish.

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 committee meetings Each student is required by the Immunobiology section to have a committee meeting every year. Departmental Research in Progress talks can count if there is a follow-up committee meeting. The committee supervisor will then submit the form to the DGS summarizing the student’s progress.

Master’s Degrees

M.Phil. Following successful completion of the prospectus examination, the student will be entitled to the M.Phil. degree. Once all course work and departmental requirements have been met, the student will advance to candidacy and be A.B.D. (“all but dissertation”). At that point the student will normally focus on research and the writing of the dissertation.

M.S. (en route to the Ph.D.) Students who complete at least one year of resident graduate study at Yale with the quality of work judged satisfactory by the Section of Immunobiology faculty may petition for the award of the M.S. degree. At the present time “satisfactory” is defined as having completed five graduate courses with an average grade of High Pass. Students must petition through the Registrar’s Office of the Graduate School.

The Web site at http://info.med.yale.edu/bbs offers complete information on the Biological and Biomedical Sciences Program (BBS) and the more than 200 participating faculty.

Courses

For a complete listing of immunology-related courses, see http://info.med.yale.edu/bbs.

IBIO 530a/MCDB 530au, Biology of the Immune System Akiko Iwasaki, Peter Cresswell, Kevan Herold, Susan Kaech, Ruslan Medzhitov, Eric Meffre, João Pereira, Carla Rothlin, 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 staff

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 538a, Lymphoid Organ Development João Pereira, Ann Haberman, Nancy Ruddle

This series of seminars covers the cellular dynamics and mechanisms controlling the development and maintenance of secondary lymphoid organs, and the interplay between immune cells and stromal niches during the course of immune responses. The course also covers key aspects of the development and function of tertiary lymphoid structures. T 2–4

IBIO 539b, Inflammatory Diseases Jordan Pober, Jeffrey Bender, Carla Rothlin

This seminar begins with a review of the processes of mechanisms of acute and chronic inflammation and then focuses on a critical reading of the current scientific literature regarding the role of inflammatory mechanisms of tissue injury and repair in a select number of diseases such as inflammatory bowel disease, rheumatoid arthritis, atherosclerosis, vasculitis, obesity and the metabolic syndrome, asthma, and chronic obstructive pulmonary disease. Registration limited to advanced immunobiology graduate students except by permission of the instructors. T 2–3:50

IBIO 600a, Introduction to Research Alfred Bothwell and staff

Introduction to the research interests of the faculty. Required for all first-year Immunology/BBS students. Pass/Fail. TH 5

IBIO 601b, Fundamentals of Research: Responsible Conduct of Research Alfred Bothwell and staff

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

IBIO 603b/GENE 603b, Teaching in the Science Education Outreach Program (SEOP) Paula Kavathas

IBIO 611a, Research Rotation 1 Alfred Bothwell and staff

Intensive experience in the design and execution of experiments in immunology or other areas of biology. Students design a focused research project in consultation with a faculty mentor and execute the designed experiments in the mentor’s laboratory. Students are expected to read relevant background papers from the literature, design and perform experiments, interpret the resulting data, and propose follow-up experiments. Students are also expected to attend the mentor’s weekly lab meeting(s) as well as weekly Immunobiology departmental seminars and Research in Progress seminars. The course concludes with the student giving a brief presentation of the work performed at Rotation Talks, attended by other first-year immunology-track graduate students. Evaluation is by the mentor; students also evaluate the rotation experience. Students must turn in a prioritized list of four possible mentors to Barbara Giamattei in the office of the director of graduate studies at least one week prior to the beginning of the course. Mentors are assigned by the DGS. Graded Pass/Fail. Course dates are Oct. 1–Dec 15. (1 course credit; minimum of 20 hours/week). Required for all first-year Immunology/BBS students.

IBIO 612b, Research Rotation 2 Alfred Bothwell and staff

See description under IBIO 611a. Course dates are Jan. 7–March 15.

IBIO 613b, Research Rotation 3 Alfred Bothwell and staff

See description under IBIO 611a. Course dates are March 16–May 31.

Return to Top

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.

An option of a second year of nondegree elective study is available to qualified students. The Development Studies Certificate offered through the MacMillan Center, for 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.

Return to Top

International Relations

The MacMillan Center

Jackson Institute for Global Affairs

137 Rosenkranz Hall, 203.432.3418

http://jackson.yale.edu/ma-degree

M.A.

Director

James Levinsohn

Director of Graduate Studies

James Levinsohn (141 RKZ, 203.432.6671, james.levinsohn@yale.edu)

Director of Student Affairs

Cristin Siebert (148 RKZ, 203.432.5954, cristin.siebert@yale.edu)

Professors Julia Adams (Sociology), Elizabeth Bradley (Public Health), John Gaddis (History), Jeffrey Garten (School of Management), Jacob Hacker (Political Science), Oona Hathaway (Law), Stathis Kalyvas (Political Science), Paul Kennedy (History), James Levinsohn (Global Affairs; School of Management), Catherine Panter-Brick (Global Affairs; Anthropology), W. Michael Reisman (Law), Susan Rose-Ackerman (Political Science; Law), Kenneth Scheve (Political Science), Peter Schott (Economics; School of Management), Ian Shapiro (Political Science), Adam Tooze (History), Aleh Tsyvinski (Economics), Christopher Udry (Economics), Steven Wilkinson (Political Science), Elisabeth Wood (Political Science), Ernesto Zedillo (International Economics & Politics)

Associate Professors Patrick Cohrs (History; Global Affairs),Thad Dunning (Political Science), Susan Hyde (Political Science; Global Affairs), Kaveh Khoshnood (Public Health), Ellen Lust (Political Science), Michael McGovern (Anthropology)

Assistant Professors Costas Arkolakis (Economics), David Atkin (Economics), Christopher Blattman (Political Science), Lorenzo Caliendo (Economics; School of Management), Ana De La O Torres (Political Science), Lloyd Grieger (Global Affairs; Sociology), Daniel Keniston (Economics; Global Affairs), Jason Lyall (Political Science), Ahmed Mushfiq Mobarak (School of Management), Nuno Monteiro (Political Science), Nancy Qian (Economics), Thania Sanchez (Political Science; Global Affairs), Tariq Thachil (Political Science), Jessica Weiss (Political Science), Jonathan Wyrtzen (Sociology; International Affairs)

Senior Lecturers Cheryl Doss (Global Affairs; Economics), Charles Hill (International Security Studies), Michael Moore (Global Affairs)

Lecturers Michael Boozer (Economics), Pia Rebello Britto (Global Affairs; Child Study Center), Robert Hopkins (Global Affairs), Matthew Kocher (Political Science), Jonathan Schell (Global Affairs), Sean Smith (Political Science; Global Affairs)

Visiting Professors* Raymond Guiteras (Global Affairs), Jolyon Howorth (Political Science; Global Affairs), Murray Leibbrandt (Global Affairs), Jeremy Wallace (East Asian Studies; Global Affairs)

Senior Fellows* Domingo Cavallo (Global Affairs), Alexander Evans (Global Affairs), Thomas Graham (Global Affairs), Michele Malvesti (Global Affairs), Mario Mancuso (Global Affairs), Stanley McChrystal (Global Affairs), Rakesh Mohan (Global Affairs; Management), John Negroponte (International Security Studies; Global Affairs), Stephen Roach (Global Affairs), Emma Sky (Global Affairs)

*For a complete list of visiting professors and senior fellows, see the Jackson Institute Web site.

The Jackson Institute for Global Affairs nurtures degree programs and scholarship with a strong interdisciplinary and policy-oriented international focus. The programmatic interests of the institute focus on development and security.

The Jackson Institute for Global Affairs administers the Master’s Degree in International Relations. The fifty to sixty students in this program combine fundamental training in core disciplines of international relations with an individualized concentration that has relevance to current international issues. In addition to courses in the International Relations program, students take courses throughout the Yale Graduate School of Arts and Sciences and Yale’s professional schools.

Fields of Study

The two-year program is designed to combine breadth of knowledge of the basic disciplines of international relations with depth of specialization in a particular academic discipline, geographic area, specialized functional issue, and/or professional field. It is designed primarily for students seeking an M.A. degree before beginning a career in global affairs. Joint degrees are offered with the School of Forestry & Environmental Studies, the Law School, the School of Management, and the School of Public Health.

Special Admissions Requirements

Applicants must take the GRE General Test; students whose native language is not English and who did not earn their undergraduate degree at an English-language university must take the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS). The minimum score on the TOEFL is 610 on the paper-based test or 102 on the Internet-based test. Entering students must have taken introductory courses in microeconomics and macroeconomics prior to matriculation.

Special Requirements for the Master’s Degree

The M.A. in International Relations 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 I

This substantive core consists of seven graduate-level courses: two history courses (one regional and one comparative international); two in political science (one in comparative politics and one in international relations theory); two in economics (one economic analysis and one international economic analysis); and INRL 791 (taken during the first term). Each term, a list of courses meeting these requirements is available from the International Relations registrar.

Core II

Students choosing this streamlined core take INRL 771, 781, and 791 during the first term.

Concentration

Beyond the core courses, each student must identify and demonstrate the academic integrity of a coherent set of courses as a proposed concentration for approval by the director of graduate studies (DGS). For students following Core I, the concentrations require a minimum of eight courses in the fields selected. For students in Core II, a minimum of twelve courses in the fields selected is required. Some of the courses may be cross-listed in two or more departments. Students are able to develop concentrations based on a topical, regional, or disciplinary focus, or a combination of a topical and regional focus. Sample concentrations are available from the Jackson Institute Web site.

Language Requirement

The equivalence 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. Students pursuing joint-degree programs are encouraged to fulfill all language requirements before beginning the program.

Summer Internship Requirement

All students enrolled in the International Relations program are required to use the summer between the first and second years of the program to further their professional or academic education. It is expected that this requirement be fulfilled by obtaining experience through employment or an internship, lasting 8–10 weeks. The requirement may also be fulfilled by completing language study, other relevant course work, or independent research on an approved topic.

Each first-year student must file a form with the director of career services before June 1 stating the nature of his or her summer internship or approved alternative.

Research Requirement

Students who entered the program prior to fall 2012 are required to demonstrate that they have completed a major research paper, either through their course work or an independent study project. Students must submit the paper to the program registrar as part of the final approval process.

Expectation of Academic Performance

M.A. candidates are required to achieve at least two grades of Honors, and their remaining grades must average to at least High Pass. (To have a High Pass average, any grade of Pass must be offset with an additional grade of Honors beyond the required two.) Students are expected to complete eight graduate term courses in their first year, earning at least one Honors, with a High Pass average in the remaining courses. At the end of the first year, students who do not have at least a High Pass average in eight graduate term courses will not be allowed to continue in the program.

Special Requirements for the Joint-Degree Programs

Joint-degree candidates must fulfill all of the requirements of both programs in which they are enrolled before receiving either degree. Joint-degree candidates are required to fulfill the core and concentration requirements of the International Relations program. An overlap of two courses is allowed between the core and concentration, with a maximum of two additional courses credited toward both degrees. Students following Core I reduce their concentration electives by four; the core remains the same. 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. Under no circumstances will students be allowed an International Relations 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 International Relations program and to the professional school involved. Decisions on admissions and fellowship support are made independently by each school. Students are encouraged to apply to both programs simultaneously. They may also apply during their first year at Yale to the second program for a joint degree. If accepted into the new program, they must receive approval for credit allocation upon registration from both degree programs.

For more information, visit http://jackson.yale.edu/ma-degree, e-mail jackson.institute@yale.edu, or call 203.432.3418.

Courses

INRL 514a/ARCH 4216au, Globalization Space: Global Infrastructure and Extrastatecraft Keller Easterling

Infrastructure space as a primary medium of change in global polity. Considers networks of trade, energy, communication, transportation, spatial products, finance, and management and labor, as well as new strains of political opportunity that reside within their spatial disposition. Case studies include free zones and automated ports around the world, satellite urbanism in South Asia, high-speed rail in Japan and the Middle East, agripoles in southern Spain, fiber-optic submarine cable in East Africa, spatial products of tourism in the DPRK, and ISO management platforms. MW 10:30–11:20, 1 HTBA

INRL 516a/AFST 501au, Research Methods in African Studies Cheryl Doss

[INRL 522bu/HPM 595b, Social, Economic, and Political Dimensions of Development]

INRL 524b/HPM 599b/LAW 21595/PHIL 703b/PLSC 594b, Global Health Ethics, Politics, and Economics Thomas Pogge, Jennifer Ruger

Billions lack access to basic medical care, and global health inequalities are wide and growing. Such radical disparities cast doubt on the justice of supranational institutional arrangements (such as the TRIPS Agreement) and also pose ethical challenges for the global health community, especially international and domestic health and development institutions. Seeking to illuminate the normative issues involved, the course features a series of distinguished visitors, including academics as well as a few important representatives of international organizations, politics, foundations, NGOs, and relevant industries. Follows Law School academic calendar. T 10:10–12

INRL 525au, Methods and Ethics in Global Health Research Kaveh Khoshnood

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

INRL 555a/PLSC 685a, Theories in International Relations Nikolay Marinov

Introduction to the major concepts and theories in the field of international relations. By the end of the course, students should be familiar with some of the major debates in the field and comfortable using IR concepts and theories to understand and explain events in international politics. The course is a reading-intensive seminar, and the weekly meetings are structured around student-led presentations and discussions of assigned readings. The presentations should provide a brief overview of the main arguments of the readings and raise questions for group discussion. All students should prepare discussion notes, which are turned in at the end of each class meeting. Approximately 150–200 pages of required reading per week. M 3:30–5:20

INRL 559au/MGT 640a, Evolution of Central Banking and Responses to Crises Rakesh Mohan

Changes in the contours of policy making by central banks since the turn of the twentieth century. Theoretical and policy perspectives as well as empirical debates in central banking. The recurrence of financial crises in market economies. Monetary policies that led to economic stability in the period prior to the collapse of 2007–2008. Prerequisite: intermediate macroeconomics. TH 1:30–3:20

INRL 574au/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

INRL 610b, Topics in Modern Middle East Studies

The course is intended for students who plan to obtain the Graduate Certificate of Concentration in Modern Middle East Studies. A major requirement of the course is attendance at weekly brown bag seminars hosted by the Council on Middle East Studies, which include speakers from a variety of academic disciplines and other backgrounds addressing political, economic, social, cultural, and historical issues across the Middle East/North Africa region. Students attend the presentations and separate discussion sections, and fulfill writing assignments. W 12–1:20, 1 HTBA

INRL 614b, The New Iraq Emma Sky

The interlinked factors of patrimonialism, the political economy of oil, and the use of violence were regarded as determining the course of the Iraqi state prior to 2003. This course considers the impact of U.S. policy, state collapse, sectarian rivalry, and the emergence of violent non-state actors following the U.S.-led invasion in 2003, examining the influence of external intervention and domestic legacies on the trajectory of the new Iraq. It examines whether, by the end of the U.S. era, Iraq had become a democracy, or had reverted to authoritarianism.

INRL 615a/ANTH 538a, Culture and Politics in the Contemporary Middle East Marcia Inhorn

INRL 622a/HIST 718a, Social Movements in Comparative Perspective Becky Conekin

INRL 624b/ANTH 662bu, Global Health: Ethnographic Perspectives Marcia Inhorn

INRL 628a, Conflict, Resilience, and Health Catherine Panter-Brick

Review of the many intersections of health, resilience, and conflict—including military, ethnic, religious, and interpersonal conflict. We examine the impact of violence on physical, emotional, and social well-being; the nature and drivers of collective, interpersonal, and structural violence; the personal, family, community, and governmental dimensions of resilience; the ethics of research and interventions. TH 1:30–3:20

INRL 654bu, 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.

INRL 690b, 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.

INRL 694b, The European Union as a Security and Defense Actor Jolyon Howorth

During the Cold War, European security was guaranteed by NATO, and the European Union remained a purely “civilian” actor. After 1989, however, under U.S. urging and the pressure of events (the Balkan Wars), the EU has taken greater responsibility for its own security. In 1999 it launched a new policy area: the Common Security and Defense Policy (CSDP). Since 2003 it has mounted almost thirty overseas crisis management missions. This course analyzes the huge challenges faced by the twenty-seven-member bloc in pooling, sharing, and rationalizing military capacity, in merging sovereignty in this sensitive area, and in generating a common strategic culture. M 3:30–5:20

INRL 695b, 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

INRL 697a/MGT 866a/LAW 20631, Innovation in Government Eric Braverman

Across the globe, governments of every size face the same urgent imperative: rising demand for services running headlong into the reality of limited resources. The emerging answer—from some unlikely places—is bold, rapid management innovation. These disruptive moves are transforming the twenty-first-century state. Some of the most broadly applicable, cutting-edge innovations come from the edge: governments that believe they have no choice but to take bold risks. Others come from the most developed nations, who feel more pressure than ever to do more with less. This interdisciplinary course blends perspectives from management, public policy, and law in exploring why governments must innovate and how ideas from the public sector, private sector, and civil society are shaping the future of government. We complete the course with a conference with senior leaders from each sector to share new ideas and explore the implications of those ideas for governments around the world. Follows School of Management academic calendar, meeting the week of Oct. 22 through Dec. 10. 0.5 GSAS credits. M 3–6

INRL 711b/MGT 585b, Washington and Wall Street: Markets, Policy, and Politics Stephen Roach, Jeffrey Garten

The purpose of the course is to give students a sense of how the financial center of the United States relates to the political center, and vice versa. It focuses on the intersection of markets, policy, and politics in the United States, with considerable attention as well to the global implications. There is a historical dimension to the class, looking at other periods of history when the balance between private and public power was in great transition, and examining some of the individuals who were at the center of these shifts. As the United States digs its way out of the current financial crisis, the course evaluates what the future of financial institutions, financial innovation, and financial regulation might look like, and what the implications are for both economics and politics in the years ahead. Prerequisite: permission of the instructors. T 6–9

INRL 713b, Critical Issues in Development Policy Pia Rebello Britto

The focus of the course is on national policy development. Students are exposed to the relationship among international agencies, international development frameworks, human rights instruments, and national governments in formulating national social and public policies with respect to economic and social development. The course uses early childhood, an epoch of human development, as an example to study national policy making. A policy laboratory methodology is employed to demonstrate application of policy development knowledge learned in class to a real-world setting. Th 3:30–5:20

INRL 724b, National Security Decision Making: Theory and Practice Michele Malvesti

This seminar examines national security decision making both from a theoretical perspective and from its execution in practice. The seminar focuses on how decisions are made rather than on national security policy or strategy or theories of international relations. It is divided into three sections. The first—drawn, in part, from the instructor’s nearly six years on the National Security Council staff—introduces students to the current structures, processes, institutions, and primary actors involved in national security decision making. The second section delves into analytic and theoretical models of decision making. The seminar concludes with discussions on practical application and execution, has students participate in a crisis simulation, and explores possible reforms. Emphasis throughout is placed on the national security decision-making system of the United States (and particularly the executive branch), but seminar participants are encouraged to examine the systems of other states as well.

INRL 730au, 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 International Relations students and IS/PLSC undergraduates only. W 1:30–3:20

INRL 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

INRL 771a, Applied Methods of Analysis Lloyd Grieger

The course focuses on useful analytical approaches in public policy and the social sciences. The first part of the course focuses on mathematical skills. The second part focuses on methods for analyzing empirical data and builds on the mathematical skills from the first part of the course. Special focus is devoted to developing the skills necessary to synthesize and evaluate empirical evidence from the social sciences. Students leave the class with an applied understanding of how quantitative methods are used as tools for analysis in public affairs.

INRL 781a, Economics: Principles and Applications Michael Moore

This course introduces students to the application of economics to problems of interest in international relations. Principles of supply and demand, market equilibrium, and comparative static analysis form the analytic core. These principles are then applied to problems including international trade (gains from trade, trade policy), welfare analysis, “failures” of markets and governments (monopolies and cartels, coordination problems, information asymmetries, externalities, rent-seeking), capital accumulation (human and physical), intellectual property protection in developed and underdeveloped countries, and global competition policy.

INRL 791a, 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 International Relations M.A. candidates only.

INRL 900a or b, Directed Reading

By arrangement with faculty.

INRL 910a or b, Independent Project

By arrangement with Jackson Institute Senior Fellows.

Return to Top

Investigative Medicine

Office of Financial Operations

100 Church Street South, Suite 100, 203.785.6842

http://medicine.yale.edu/investigativemedicine

Ph.D.

Director of Graduate Studies

Joseph Craft (invmed@info.med.yale.edu)

Deputy Director

Eugene Shapiro

Professors Karen Anderson (Pharmacology), Henry Binder (Internal Medicine), Joseph Craft (Internal Medicine; Immunobiology), David Fiellin (Internal Medicine; Epidemiology; Investigative Medicine), Thomas Gill (Internal Medicine; Epidemiology; Investigative Medicine), Fred Gorelick (Internal Medicine; Cell Biology), Jeffrey Gruen (Pediatrics; Genetics; Investigative Medicine), Harlan Krumholz (Internal Medicine; Epidemiology; Investigative Medicine), Eugene Shapiro (Pediatrics; Epidemiology; Investigative Medicine), George Tellides (Surgery; Investigative Medicine), Mary Tinetti (Internal Medicine; Epidemiology; Investigative Medicine)

Fields of Study

The Investigative Medicine program offers a special training pathway for highly select physicians in clinical departments who are interested in careers in clinical research. The program is designed to develop a broad knowledge base, analytical skills, creative thinking, and the hands-on experience demanded of clinical researchers devoted to disease-oriented and patient-oriented investigation. The program provides the student with individualized experience encompassing formal course work and practical experience, under the supervision and mentorship of a senior faculty member.

Students will enter the program with a broad range of experience and interests. Students can undertake thesis work in a variety of disciplines. These include:

1. Evaluating risk factors and interventions for disease using modern concepts in quantitative methods and clinical study design.
2. Investigating the biochemical, physiologic, and genetic basis of disease in the setting of a Clinical Research Center.
3. Exploring the molecular basis of a disease from the laboratory standpoint.

Special Admissions Requirements

The Investigative Medicine program is designed for students with an M.D. or D.O. degree. To be eligible for admission, applicants must have completed two or more years of postgraduate clinical training and be eligible to practice in the United States. Prospective students who are already in a residency or subspecialty clinical fellowship program at Yale may apply to the Investigative Medicine program anytime during the first two years of that training (approximate). Application to the program may be made concurrently with application for residency or fellowship training in a clinical department at the Yale School of Medicine. Special arrangements will be made for a deferred acceptance by the Graduate School.

The most important criteria for selection into the program are commitment to rigorous training in clinical investigation and evidence of high academic achievement in undergraduate and medical school courses, and on scores from the USMLE.

Special Requirements for the Ph.D. Degree

The minimum overall course requirements for the doctorate program are nine (9) courses. Full-time course work will extend for twelve months, starting in July. The majority of the course requirements are to be completed by the end of the first year of study. Prior to registering for a second year of study, students must successfully complete IMED 630a, Ethical and Practical Issues in Clinical Investigation. Electives are often taken in the second year, with the expectation that they be completed by the end of the second year. To be eligible to take the comprehensive qualifying examination, students must achieve the grade of Honors in two courses (one course if a full-year course), have a minimum grade average of High Pass, and have completed a minimum of six courses. When requirements are met (typically by December 31 of the second year), students submit their thesis proposal and undertake the comprehensive qualifying examination. In order to be admitted to candidacy, students must pass both the written and oral comprehensive qualifying examinations and submit a thesis prospectus that has been approved by their qualifying committee. The remaining degree requirements include completion of the dissertation project, writing of the dissertation, and its oral defense. It is expected that most students will complete the program in three to five years. There is no foreign language requirement. The required curriculum for each program of study is as follows:

Course Requirements for Laboratory-Based Patient-Oriented Research

IMED 625, Principles of Clinical Research

IMED 630, Ethical and Practical Issues in Clinical Investigation

IMED 635, Directed Reading in Investigative Medicine

IMED 645, Introduction to Biostatistics in Clinical Investigation

IMED 655, Writing Your First Grant Proposal

IMED 680, Topics in Human Investigation

CBIO 601, Molecular and Cellular Basis of Human Disease (spring and fall)

CB&B 740, Clinical and Translational Informatics

Elective (1)

Course Requirements for Clinically Based Patient-Oriented Research

IMED 630, Ethical and Practical Issues in Clinical Investigation

IMED 635, Directed Reading in Investigative Medicine

IMED 655, Writing Your First Grant

IMED 660, Methods in Clinical Research (summer)

IMED 661, Methods in Clinical Research (fall)

IMED 662, Methods in Clinical Research (spring)

IMED 680, Topics in Human Investigation

Electives (2)

Courses

IMED 625a, Principles of Clinical Research Eugene Shapiro

The purpose of this intensive two-week course is to provide an overview of the objectives, research strategies, and methods of conducting patient-oriented 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 23–August 3, 2012. 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. Format consists of didactic presentation followed by discussion. Consent of instructor required. T 3:30–5

IMED 635a or b, Directed Reading in Investigative Medicine Joseph Craft

An independent study course for first-year students in the Investigative Medicine program. Topics are chosen by the student, and reading lists are provided by faculty for weekly meetings to discuss articles. Six sessions are required; dates/times by arrangement. Consent of instructor required.

IMED 645a, Introduction to Biostatistics in Clinical Investigation Henry Binder

The course provides an introduction to statistical concepts and techniques commonly encountered in medical research. Previous course work in statistics or experience with statistical packages is not a requirement. Topics to be discussed include study design, probability, comparing sample means and proportions, survival analysis, and sample size/power calculations. The computer lab incorporates lecture content into practical application by introducing the statistical software package SPSS to describe and analyze data. Consent of instructor required. Two weeks, July 9–20, 2012. MTWThF 8:30–11:15

IMED 655b, Writing Your First 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 either a K-23 or a K-08 grant). 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 research, and health policy. Consent of instructor required.

IMED 680b, Topics in Human Investigation Joseph Craft, Karen Anderson

The course teaches students about the process through which novel therapeutics are designed, clinically tested, and approved for human use. It is divided into two main components, with the first devoted to moving a chemical agent from the bench to the clinic, and the second to outlining the objectives and methods of conducting clinical trials according to the FDA approval process. The first component describes aspects of structure-based drug design and offers insight into how the drug discovery process is conducted in the pharmaceutical industry. The format includes background lectures with discussions, labs, and computer tutorials. The background lectures include a historical perspective on drug discovery, the current paradigm, and important considerations for future success. The second component of the course provides students with knowledge of the basic tools of clinical investigation and how new drugs are tested in humans. A series of lectures and discussions provide an overview of the objectives, research strategies, and methods of conducting patient-oriented research, with a focus on design of trials to test therapeutics. Each student is required to participate (as an observer) in an HIC review, in addition to active participation in class. Consent of instructor required. Th 3–4:30

Return to Top

Italian Language and Literature

82-90 Wall Street, 203.432.0595

www.yale.edu/italian

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

Chair

Giuseppe Mazzotta

Director of Graduate Studies

Millicent Marcus (82-90 Wall St., Rm. 426, 203.432.0599)

Professors Millicent Marcus, Giuseppe Mazzotta

Associate Professor Susanna Barsella (Visiting [F])

Assistant Professor Angela Capodivacca

Senior Lector II and Language Program Director Risa Sodi

Visiting faculty from other universities are regularly invited to teach courses in the department.

Fields of Study

The Italian department brings together several disciplines for the study of the Italian language and its literature. Although the primary emphasis is on a knowledge of the subject throughout the major historical periods, the department welcomes applicants who seek to integrate their interests in Italian with wider methodological concerns and discourses, such as history, rhetoric and critical theories, comparison with other literatures, the figurative arts, religious and philosophical studies, medieval, Renaissance, and modern studies, and the contemporary state of Italian writing. Interdepartmental work is therefore encouraged and students are accordingly given considerable freedom in planning their individual curriculum, once they have acquired a broad general knowledge of the field through course work and supplementary independent study.

Special Admissions Requirements

The department recognizes that good preparation in Italian literature is unusual at the college level and so suggests that applicants begin as soon as possible to acquire a broad general knowledge of the field through outside reading. At the end of the first and second years, students’ progress is analyzed in an evaluative colloquium. Applicants who have had little or no experience in Italy are generally urged to do some work abroad during the course of their graduate program. For all students of Italian, a reading knowledge of Latin is essential. This may be acquired during the course of the first year, but applicants are reminded that it is difficult to schedule beginning language courses in addition to a normal graduate program. Students are advised to acquire proficiency in the languages required for the doctoral program before matriculation.

Special Requirements for the Ph.D. Degree

Candidates must demonstrate a reading knowledge of a second Romance language, Latin, and a non-Romance language (German recommended). The Latin examination must be passed, usually before the beginning of the third term of study, and all language requirements must be fulfilled before the Ph.D. qualifying examination. Students are required to take two years of course work (as a rule sixteen courses), including two graduate-level term courses outside the Italian department. After consultation with the director of graduate studies (DGS), students who join the graduate program with an M.A. in hand may have up to four courses waived. The comprehensive qualifying examination must take place during the third year of residence. It is designed to demonstrate the student’s mastery of the language and acquaintance with the literature. The examination, which is both written and oral, will be devised in consultation with members of the department. In the term following the qualifying examination, the student will discuss, in a session with the departmental faculty, a prospectus describing the subject and aims of the dissertation. Students are admitted to candidacy for the Ph.D. upon completion of all predissertation requirements, including the prospectus. Admission to candidacy normally occurs by the end of the sixth term.

Teaching is considered to be an important component of the doctoral program in Italian. Students will be appointed as teaching fellows in the third and fourth years of study. Guidance in teaching is provided by the faculty of the department and specifically by the director of language instruction.

Combined Ph.D. Programs

Italian and Film Studies

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

Italian and Renaissance Studies

The Department of Italian also offers, in conjunction with the Renaissance Studies Program, a combined Ph.D. in Italian and Renaissance Studies.

Master’s Degrees

Only candidates for the Ph.D. degree will be admitted to the program, but the department will, upon request, offer the M.A. and the M.Phil. degrees to students who have completed the general Graduate School requirements for those degrees (see Degree Requirements under Policies and Regulations). Additionally, students in Italian are eligible to pursue a supplemental M.Phil. degree in Medieval Studies. For further details, see Medieval Studies.

Program materials are available upon request to the Director of Graduate Studies, Italian Language and Literature, Yale University, PO Box 208311, New Haven CT 06520-8311.

Courses

ITAL 525b, Theories and Techniques of Teaching Foreign Languages Risa Sodi

This course explores relevant areas of foreign language research and their application to the task of teaching a modern foreign language such as Italian. Through readings, lectures, and practical demonstrations, students are exposed to second language acquisition theories, the principles of proficiency, and a variety of approaches to language teaching. Students actively explore classroom techniques designed to develop listening, reading, speaking, and writing skills while integrating culture. Approaches to developing, implementing, and assessing testing and the evaluation of instructional materials are also highlighted. F 1:30–3:20

ITAL 533a, Worlds of Boccaccio Susanna Barsella

This course examines a number of texts from Boccaccio’s early experiments (Filostrato, Ninfale fiesolano, Elegia di Madonna Fiammetta) to his mature works (Decameron, Genealogy of the Gentile Gods, and the Commentary on Dante). Its aim is to show the radical innovations of his art in terms of form, redefinition of moral values, and general sense of medieval traditions of Provençal poetry (conventions of ethics, nature, and love, the place of women, etc.). T 3:30–5:20

ITAL 575au, Italian Theater from Antiquity to the Renaissance Giuseppe Mazzotta

The influence of Aristotle’s Poetics on the theatrical premises of theater and on Florentine intellectual life in the late fifteenth century; Machiavelli’s writings and the theatrical spectacles of Italian sixteenth-century politics; Ariosto’s Negromante and traditions of sacre rappresentazioni and the commedia dell’arte; aesthetics of the theater as an original mode of knowing characters and the worlds they inhabit. TH 3:30–5:20

ITAL 595a/FILM 732a, Cinematic Neorealism Millicent Marcus

ITAL 596b/FILM 635b, New Italian Cinema Millicent Marcus

ITAL 666b, Machiavelli and the Machiavel Angela Capodivacca

This course aims to read closely Machiavelli’s most influential works (Selected Letters, L’asino d’oro, Selected Poems, Principe, Mandragola, Discorsi, Clizia, the Florentine Histories) and consider their influence on modern thought in the works of Hegel, Marx, Nietzsche, De Sanctis, Benedetto Croce, Mussolini, Gramsci, Hannah Arendt, Leo Strauss, and Pocock. W 2:30–4:20

ITAL 703b, Alessandro Manzoni: From “Tragedies” to History Giuseppe Mazzotta

This course seeks to reveal the full force of the most important Italian writer of the nineteenth century, Alessandro Manzoni. He was quite aware of the new directions in modern philosophy, political ideologies, and radical experiments, which he identified with Kant, with the French and British Enlightenment, and with the excesses of the French Revolutions. These events he considered variously as signs and causes of the modern European crisis, its mixture of spiritual dissolution and utopianism. In reaction to these phenomena, which he witnessed while living in Paris, Manzoni devoted his creative efforts to clearing a path to a new literary and historical way of thinking. His early tragedies, his poetry, his great historical novel, and his reflections on aesthetics, language, and morality encompass the facets of his engagement with the challenges of his time. The course begins by examining his two tragedies, Adelchi and Il conte di Carmagnola. It pays attention to his essay on the French Revolution (written with Burke’s model in mind) and studies his essay on the persecutions and legalisms triggered by the seventeenth-century plague in Milan (inspired by Cesare Beccaria’s Dei delitti e delle pene). But the main focus is on his “Discourse on the Historical Novel”; the Inni Sacri—the poem on Napoleon’s death; and, above all, his masterpiece, I Promessi Sposi. In English. T 3:30–5:20

Return to Top

Law

Sterling Law Building, 203.432.1696

www.law.yale.edu/phd

Ph.D.

Dean

Robert Post

Director of Graduate Studies

To be determined

Professors To be determined

Fields of Study

The three-year Ph.D. program prepares students who have earned a J.D. to enter law teaching or other careers that require a scholarly mastery of law. The program is designed to give students a broad foundation in the canonical texts and methods of legal scholarship and to support students in producing their own scholarship in the form of a dissertation. The program strongly encourages, but does not require, interdisciplinary approaches to the study of law.

Admissions Requirements

All applicants must have a J.D. from a 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 for all students. Students may take other courses in the Law School or in other departments or schools at Yale University. Each student will have an advisory committee, which will help select appropriate courses. The committee may also waive up to four courses. The proseminar may not be waived.

Each Ph.D. student will take two qualifying examinations. The first, administered at the end of the first year, will be a written examination based on the proseminar. It will test the student’s breadth of knowledge across the legal canon, including knowledge of canonical texts, methods, and principles. The second will be an oral examination that will be administered by the student’s advisory committee at the end of the first summer. The oral examination will test whether the student has a sufficiently deep knowledge of the scholarship, theories, and methodologies relevant to the student’s area of study. Both qualifying examinations will be graded on a pass/fail basis. If the student fails a qualifying examination, he or she may retake it the following term. In the interim, he or she will remain a student in good standing in the program.

After completion of the second qualifying examination, the student will assemble a dissertation committee and prepare a dissertation prospectus. Upon approval of the prospectus, usually by the end of the third term, the student will devote the remaining time in the program to writing a dissertation. The final dissertation must be approved by both the student’s dissertation committee and the Ph.D. Policy Committee.

Graduate Research Assistant and Teaching Fellow Experience

As part of their training, Ph.D. students must complete two terms of teaching experience. There are a number of ways in which students can fulfill this requirement, which may vary by year. They include: (1) serving as a teaching assistant for a Law School course; (2) serving as a teaching assistant for a course in Yale College or another school at Yale; (3) co-teaching a class with a faculty member; and (4) in unusual situations, teaching their own class. In all cases, students engaged in teaching will have faculty supervision and feedback from their advisers.

Master’s Degrees

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 Doctoral Studies.

Return to Top

Linguistics

370 Temple Street, Rm. 204, 203.432.2450

www.ling.yale.edu

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

Chair

Robert Frank

Director of Graduate Studies

Stephen Anderson

Professors Stephen Anderson, Robert Frank, Roberta Frank (English), Laurence Horn, Frank Keil (Psychology), Zoltán Szabó (Philosophy), Raffaella Zanuttini

Associate Professors Ann Biersteker (African Language Program), Claire Bowern, Maria Piñango, Kenneth Pugh (Haskins Laboratory)

Assistant Professors Ryan Bennett, Ashwini Deo, Gaja Jarosz, Jelena Krivokapić

Lecturers Benjamin George, Hannah Haynie, Einar Mencl, James Wood

Supporting faculty in other departments J. Joseph Errington (Anthropology)

Fields of Study

Fields include phonetics, phonology, morphology, syntax, semantics, pragmatics, neuro- and psycholinguistics, computational linguistics, historical linguistics, and descriptive study in 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 580, Morphology; LING 612, Linguistic Change; LING 620, General Phonetics (formerly 520); LING 635, Phonological Theory (formerly 535); LING 654, Syntax II; LING 663, Semantics.

The usual way to demonstrate this expertise will be to take all of these courses. Because several of these courses have prerequisites, students will typically need to take more basic courses in order to prepare themselves for the courses listed here. For example, LING 632, Introduction to Phonological Analysis, serves as a prerequisite for LING 635; and LING 653, Syntax I, is a prerequisite for LING 654; entering students usually take both of these prerequisite courses in the first term. However, students entering the Ph.D. program with sufficient background will be able to place out of antecedent courses. To facilitate placement, reading lists covering the material in the following basic courses will be provided, and students may request to take placement exams in areas in which their previous preparation is such that they could proceed directly to more advanced course work: LING 512, Historical Linguistics; LING 620, General Phonetics (formerly 520); LING 632, Introduction to Phonological Analysis (formerly 532); LING 653, Syntax I (formerly 553); LING 663, Semantics.

By August 1, entering students may send a request to the DGS for a placement exam in any of these five areas. The exams will be given during the week prior to the fall term. Passing an exam allows the student to place out of the corresponding course. Students placing out of courses are nonetheless expected to complete the same requirement of a minimum of fourteen term courses in the first three years.

Methodology courses For the methodology requirement, students must take three relevant courses. The following courses, which are offered regularly by the department, qualify, but other courses may as well, to be determined in consultation with the adviser and DGS: LING 600, Experimentation in Linguistics; LING 624, Formal Foundations for Linguistic Theory; LING 627, Language and Computation (formerly 541); LING 630, Techniques in Neurolinguistics; LING 631, Neurolinguistics; LING 641, Field Methods.

One of the methodology courses must be taken during the first year of the program, and two must be completed by the end of the second year.

Seminar courses Starting in year three and continuing until the prospectus is approved, students are expected to enroll in one seminar course for credit each term. Students should use such seminars as opportunities both for exploring new research areas and, especially, for pushing current research interests in novel directions.

Research

The primary focus of a Ph.D. program is independent research. In the course of our Ph.D. program, students will learn to carry out cutting-edge linguistic research, culminating in the completion of a dissertation. To help students in the transition from “consuming” to also “producing” linguistic research, there are a number of structures and requirements in place.

1. Research adviser and first-year directed readings. By the end of the first term of the program, students will need to find a department faculty member who is willing to serve as their research adviser. This choice should be made on the basis of compatibility of research interests and discussions between the student and faculty member. Starting from the spring term of the first year, the student will, with the help of his or her adviser, define a topic of research interest, meeting regularly (minimally once every three weeks) and carrying out a series of readings on this topic. Students are required to keep a research journal, describing their readings and how they fit in with work in the area, and chronicling the development of their thinking about the research topic. It is the faculty’s expectation that this exploration will form the foundation for the research reported in the student’s first qualifying paper (on which see below). Note however that the initial choice of research adviser is not set in stone: students who want to change their choice of topic or adviser for whatever reason may do so, so long as they are able to find a faculty member who is willing to serve as their adviser on a new topic. It is the student’s responsibility to find a suitable adviser, and students are expected to have a faculty adviser at all times during their enrollment in the program.
2. Portfolio. At the conclusion of the first year of the program, students must submit to the faculty a portfolio of two research papers, in two distinct subfields from the following: syntax/semantics, phonology/phonetics, historical linguistics. These papers should demonstrate a student’s mastery of the material in these fields to the level covered in the core courses in the area, as well as the ability to identify a significant research question and argue for a possible solution. In short, such papers should be at the level of an excellent term paper, representative of a student’s best work during the first year of course work. The faculty do not expect students to write papers expressly for the portfolio. Rather, the portfolio will typically consist of versions of term papers from classes taken during the first year in the program, which are then lightly revised on the basis of comments received from the course instructors. The deadline for the submission of these papers is June 15.
3. Annotated bibliography/research plan. On the basis of the research journal begun during the first year in the program, students will prepare an annotated bibliography and research plan (ABRP) for their first qualifying paper. The ABRP, which should be approximately twenty pages in length, should lay out the question that the student wants to explore, motivating its importance through a presentation and synthesis of relevant past literature on the topic. The deadline for submission of the ABRP is September 1.
4. Qualifying papers. Once the ABRP has been completed, the student will proceed to work on his or her qualifying papers (QPs). The goal of the QPs is to develop a student’s ability to conduct independent research in linguistics at the level of current scholarship in two different areas of linguistics. The faculty expect a QP to report on the results of a substantial project, which are written up in a manner consistent with the standards of the field. Because the transition from student to scholar can be a difficult one, we have broken the process of writing the first QP into a number of smaller steps with specific deadlines for each (all during the second year of the program): (a) Students are required to make a presentation of their preliminary results in an appropriate venue (lab meeting, reading group, seminar, etc.) by no later than the end of the fall term. (b) Also by the end of the fall term, the student will send a request for a QP reader to the DGS. This request must include a title and abstract of the project, and may also request specific faculty members to be involved. On the basis of research area and faculty availability, the DGS will identify a faculty member other than the adviser to serve as a QP reader. This reader will be involved in the ultimate evaluation of the QP once it is completed. Because it is useful to get a range of feedback on one’s work, we encourage students to make the best use of their QP reader by meeting with them and keeping them up to date on the progress of the project. (c) Students must submit a first draft of their QP to their adviser and reader no later than February 1. (d) Students must submit the final version of the paper to their adviser and reader by the first day of classes after Spring Break. (e) Once the QP has been submitted, the student must make an oral presentation of his or her work. This oral presentation may take place in the department (typically at a Friday Lunch Talk). Alternatively, the oral presentation requirement may be satisfied via a presentation at a professional conference, provided at least one member of the department faculty is in attendance.
Toward the end of the spring term of the second year, the student should begin to explore possible areas and advisers for the second QP, and must have identified an area and adviser by September 1 of the third year. Students must follow the same steps and deadlines listed above for the second QP, this time during the third year.
5. Prospectus. No later than the beginning of the seventh term, students must choose a dissertation topic and find a faculty member who is willing to serve as dissertation adviser. By the end of the seventh term, students will present a dissertation prospectus to the entire faculty. The prospectus should lay out clearly the student’s proposed dissertation topic. It should motivate the importance of the topic, present the core idea of the proposed work together with its promise and viability, and demonstrate how this work fits into past research in the area. The prospectus should also identify a dissertation committee. The committee must include at least three faculty members (including the adviser), two of whom must be members of the Linguistics department. The prospectus document should be fifteen to twenty pages in length. After the document is submitted, the prospectus must be defended orally in front of the faculty. Upon successful completion of the prospectus defense, students advance to Ph.D. candidacy.
6. Dissertation. By the end of the eighth term, students must complete a chapter of the dissertation, together with a detailed outline of the dissertation and comprehensive bibliography. At this point (and at one-term intervals thereafter until the completion of the dissertation), the student will meet with the entire dissertation committee, to evaluate progress toward the dissertation. When this committee approves the chapter and dissertation outline, students are eligible for a University Dissertation Fellowship, which will support them in their fifth year of graduate study.
Students are expected to complete their dissertations by the end of the fifth year. At least one month prior to the dissertation filing date, the completed dissertation must be orally defended. This defense will typically involve a public presentation of the main results of the dissertation and oral examination by the members of the dissertation committee. Committee members must be given the completed dissertation no less than two weeks prior to the date of the defense.

Feedback and Evaluation

At the conclusion of each academic year, all Ph.D. students will receive a written evaluation of their performance in the program, highlighting their strengths and accomplishments, as well as mentioning areas for improvement. Because of the fundamental role played by research in the Ph.D. program, we expect the completion of the research requirements to take highest priority. It is particularly important that students make satisfactory progress toward the first QP and complete all work by the deadlines given above. Failure to do so may result in being asked to leave the program.

Language Requirement

Students are expected to exhibit some breadth in their knowledge of the languages of the world beyond those most commonly studied (including but not confined to Romance, Germanic, and Slavic languages) and those most similar in structure to the student’s first language. LING 641, Field Methods, fulfills this requirement; alternatively, with the permission of the DGS, the student may instead take an appropriate language structure class, or one or more classes characterized as L3 or higher at Yale or the equivalent elsewhere. This requirement must be completed before the prospectus defense, when the student advances to Ph.D. candidacy.

Teaching Fellow/Research Assistant Requirements

The faculty regard teaching experience as an integral part of the graduate training program in Linguistics. All students are required to serve as Teaching Fellows for a minimum of two terms, usually beginning in the first term of the third year. In addition, students must complete two additional terms of assistantship. These may be either as a Teaching Fellow, or through participation in externally supported, supervised research as a Research Fellow. Research assistantships may be provided by the Linguistics faculty and by various Yale and Yale-affiliated units. Before accepting a research assistantship in fulfillment of this requirement, students must receive approval from the DGS. To be approved, a research assistantship must meet the following criteria:

1. It must be supervised by a Linguistics department faculty member or a faculty member from an affiliated unit, such as Haskins Laboratories or the Yale School of Medicine.
2. It must provide research experience that complements the student’s academic plan of study.
3. It must provide at least ten hours of experience per week.

If an approved research assistantship is accepted that does not provide a stipend equal to the standard departmental stipend, a University Fellowship will be provided to augment the stipend so as to bring it up to the departmental standard.

Master’s Degrees

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

M.A. (en route to the Ph.D.) Students in the doctoral program who successfully complete the course work, examinations, and work samples required by the end of the second year of graduate study (see above) may petition for the M.A. degree.

Program materials are available online at www.ling.yale.edu.

Courses

LING 500a/ENGL 500a, Introduction to Old English Language and Literature Roberta Frank

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

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

[LING 502a, Advanced Old English]

LING 510au, Introduction to Linguistics Ryan Bennett

The goals and methods of linguistics. Basic concepts in phonology, morphology, syntax, and semantics. Techniques of linguistic analysis and construction of linguistic models. Trends in modern linguistics. The relations of linguistics to psychology, logic, and other disciplines. MW 1–2:15

LING 512au, Historical Linguistics Hannah Haynie

Introduction to language change and language history. Types of change that a language undergoes over time: sound change, analogy, syntactic and semantic change, borrowing. Techniques for recovering earlier linguistic stages: philology, internal reconstruction, the comparative method. The role of language contact in language change. Evidence from language in prehistory. MW 2:30–3:20, 1 HTBA

LING 515au/SKRT 510au, Introductory Sanskrit I David Brick

An introduction to Sanskrit language and grammar. Focus on learning to read and translate basic Sanskrit sentences in the Indian Devanagari script. No prior background in Sanskrit assumed. Credit only on completion of LING 525b/SKRT 520b. MTWTHF 9:25–10:15

LING 517au, Language and Mind Maria Piñango

Knowledge of language as a component of the mind: mental grammars, the nature and subdivisions of linguistic knowledge in connection to the brain. The logical problem of language acquisition. The “universal grammar hypothesis,” according to which all humans have an innate ability to acquire language. The connection between language acquisition and general cognitive abilities. TTH 11:35–12:50

LING 525bu/SKRT 520bu, Introductory Sanskrit II David Brick

Continuation of LING 515a/SKRT 510a. Focus on the basics of Sanskrit grammar; readings from classical Sanskrit texts written in the Indian Devanagari script. Prerequisite: LING 515a/SKRT 510a. MTWTHF 9:25–10:15

LING 538au, Intermediate Sanskrit I David Brick

The first half of a two-term sequence aimed at helping students develop the skills necessary to read texts written in Sanskrit. Readings include selections from the Hitopadesa, Kathasaritsagara, Mahabharata, and Bhagavadgita. Prerequisite: LING 525b or equivalent. MTWTHF 10:30–11:20

[LING 540bu/PSYC 506b, Computational Models in Cognitive Science]

[LING 546bu, Language, Sex, and Gender]

LING 548bu, Intermediate Sanskrit II David Brick

Continuation of LING 538a, focusing on Sanskrit literature from the kavya genre. Readings include selections from the Jatakamala of Aryasura and the opening verses of Kalidasa’s Kumarasambhava. Prerequisite: LING 538a or equivalent. MTWTHF 10:30–11:20

[LING 569au, Meaning]

[LING 580bu, Morphology]

LING 600bu, Experimentation in Linguistics Jelena Krivokapić

Principles and techniques of experimental design and research in linguistics. Linguistic theory as the basis for framing experimental questions. The development of theoretically informed hypotheses, notions of control and confounds, human subject research, statistical analysis, data reporting, and dissemination. TH 9:25–11:15

[LING 601a, Neurological Basis of Prosody and Meaning]

LING 612bu, Linguistic Change Stephen Anderson

Principles governing linguistic change in phonology, morphology, and syntax. Status and independence of proposed mechanisms of change. Relations between the principles of historical change and universals of language. Systematic change as the basis of linguistic comparison; assessment of other attempts at establishing linguistic relatedness. Prerequisites: LING 512a, 632a, and 653a. MW 2:30–3:45

LING 620au, General Phonetics Jelena Krivokapić

Investigation of possible ways of describing the speech sounds of human languages. Tools to be developed: acoustics and physiology of speech; computer synthesis of speech; practical exercises in producing and transcribing sounds. TTH 9–10:15 (formerly LING 520a)

[LING 621bu, Topics in Phonetics: Intonation]

[LING 622bu, Speech Timing]

LING 624bu, Formal Foundations of Linguistic Theories I Gaja Jarosz

Mathematical methods in linguistics. Topics include set theory, logic and formal systems, model theory, lambda calculus, formal language theory, elementary statistics, and probability. No prerequisites. MW 1–2:15

[LING 626bu, Formal Foundations of Linguistic Theories II]

LING 627au, Language and Computation Gaja Jarosz

Design and analysis of computational models of language. Topics include finite state tools, computational morphology and phonology, grammar and parsing, lexical semantics, and the use of linguistic models in applied problems. Prerequisite: prior programming experience or permission of the instructor. MW 2:30–3:45 (formerly LING 541a)

LING 630bu, Techniques in Neurolinguistics Einar Mencl

The first section of this course is focused on obtaining a basic understanding of neuro-imaging data acquisition and analysis techniques, primarily MRI, with application to the study of language. Technique subareas include MRI acquisition; preprocessing; single- and multi-subject data analysis; visualization; and network analysis. Classes pair lecture presentation and in-class interactive demonstrations with relevant datasets. The second section focuses on selected readings in the study of language using these techniques. Topic areas include speech production and perception, reading, and dyslexia. Readings are primarily drawn from journal articles in the field in general, but also from within Haskins Laboratories, allowing access and hands-on analysis and exploration of existing datasets. Prerequisite: LING 510b. T 9:25–11:15

LING 631bu, Neurolinguistics Maria Piñango

The study of language as a cognitive neuroscience. The interaction between linguistic theory and neurological evidence from brain damage, degenerative diseases (e.g., Alzheimer’s disease), mental illness (e.g., schizophrenia), neuroimaging, and neurophysiology. The connection of language as a neurocognitive system to other systems such as memory and music. TTH 11:35–12:50

LING 632au, Introduction to Phonological Analysis Gaja Jarosz

The structure of sound systems in particular languages. Phonemic and morphophonemic analysis, distinctive-feature theory, formulation of rules, and problems of rule interpretation. Emphasis on problem solving. Prerequisite: LING 510b or 620a. MW 11:35–12:50 (formerly LING 532a)

LING 635bu, Phonological Theory Ryan Bennett

Topics in the architecture of a theory of sound structure. Levels of representation; classical phonological rules and their interaction. Ordering paradoxes; cyclicity and lexical phonology. Motivations for replacing a system of rules with a system of constraints. Optimality theory: constraint types and their interactions. Correspondence theory. Opacity and stratal OT. Prerequisite: LING 632a or permission of the instructor. TTH 11:35–12:50 (formerly LING 535b)

LING 636bu, Articulatory Phonology Jelena Krivokapic´

Introduction to phonology as a system for combining units of speech (constriction gestures of the vocal organs) into larger structures. Analysis of articulatory movement data; modeling using techniques of dynamical systems. Emphasis on universal vs. language-particular aspects of gestural combination and coordination. Prerequisite: LING 520a or permission of the instructor. T 3:30–5:20

LING 641au, Field Methods Hannah Haynie