Yale University Bulletin | Graduate School of Arts and Sciences Programs and Policies 2011–2012

Degree-Granting Departments and Programs

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

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

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

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

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

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African American Studies

81 Wall Street, 203.432.1170

www.yale.edu/afamstudies

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

Chair

Elizabeth Alexander

Director of Graduate Studies

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

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

Associate Professor Terri Francis

Assistant Professors Jafari Allen, GerShun Avilez, Crystal Feimster, Erica James, Paige McGinley, Naomi Pabst, Anthony Reed, Edward Rugemer

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), which is a yearlong requirement of all third-year graduate students in the combined program. 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 Hazel Carby

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. TH 9:25–11:15

AFAM 573a/ANTH 595a, Transnationalism, Modernity, and Rethinking Diaspora M. Kamari Clarke

As anthropologists continue to grapple with changing notions of “the field” from local to global, this course covers recent and emerging scholarship that explores theoretical problems of modernity, transnationalism, and diaspora in specific historical and ethnographic contexts. Drawing on a range of ideas from world systems theories of globalization to notions of the invention of diasporas, to postmodern ideas of social constructions, the emphasis is on the interrelations between local and global cultural processes. These processes disrupt the once homogenizing tendencies of ethnography and instead push us to examine different criteria for analyzing and constructing communities. T 7–8:50

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 621b/ANTH 603b, Theorizing Erotic Interiors, Interstices, and Margins Jafari Allen

While a number of foundational thinkers have theorized “the erotic,” its intellectual (political and aesthetic) genealogies vary. Following Audre Lorde, the erotic is hermeneutical, and at once personal/individual and intersubjective—what she called “self-connection shared.” In this research seminar, we pursue deeply contextual theorizations of affect and sociality (e.g., sexuality and sensuality, mourning, humor, longing, hope, resilience) in primary ethnographic and archival data and cultural texts—inside, overlapping, “haunting,” or lurking just outside of the page, note, frame, or experience. The course begins with close readings of important critical works by, for example, Elizabeth Alexander, M. Jacqui Alexander, Lauren Berlant, Hazel Carby, Samuel Delany, Melvin Dixon, Michel Foucault, Paul Gilroy, Judith Halberstam, Michael Hanchard, Saidiya Hartman, Robin Kelley, Audre Lorde, Hortense Spillers, Ann Stoler, and Sylvia Wynter. Later, students research and “workshop” focused research papers on the meanings, historicity, and/or uses of the erotic.

AFAM 697a/HIST 713a, Research in Slavery and Abolition Edward Rugemer

A research seminar in the history of slavery and its abolition in the Atlantic world from the emergence of African slavery in the late sixteenth century through the final emancipations of the 1880s. Potential topics include slavery, slave resistance, rebellions, abolitionism, and emancipation. W 9:25–11:15

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. T 1:30–3:20

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

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

AFAM 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 737b/HSAR 697b, Caribbean Art History Erica James

The Caribbean is a hyper-diaspora, both a site of dispersal and a point of departure for people of African, Indian, Chinese, European, and native heritages. Though it is often reduced to signs of sun, sand, sea, and sex, a closer engagement of the lived realities of the Caribbean complicates singular or essential readings of race, culture, identity, and aesthetics and poses a fundamental challenge to the writing of art histories of the region. This course offers a close examination of the written record of the art history and visual and performance cultures of the Caribbean. In process it attempts to critically engage fundamental aspects of art-historical scholarship, theory, methodology, historiography, aesthetics, exhibition practices, and the uses and limits of the term “Caribbean” in an effort to consider methods of art-historical scholarship beyond the moorings of postcolonial, postrevolutionary, postindependence, and post-national discourses. M 3:30–5:20

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 751b/ENGL 941b, James Baldwin and the Politics of Form Jacqueline Goldsby

In-depth examination of James Baldwin’s fictional canon, interrogating the reception of his late novels’ supposed “decline” against those works’ experiments in form(lessness). W 9:25–11:15

AFAM 763b/AMST 731b/HIST 780b, Methods and Practices in U.S. Cultural History Matthew Jacobson

This sampling of U.S. cultural history from the early national period to the present is designed to unfold on two distinct planes. The first is a rendering of U.S. culture itself—a survey, however imperfect, of the major currents, themes, and textures of U.S. culture over time, including its contested ideologies of race and gender, its organization of productivity and pleasure, its media and culture industries, its modes of creating and disseminating “information” and “knowledge,” its resilient subcultures, and its reigning nationalist iconographies and narratives. The second is a sampling of scholarly methods and approaches, a meta-history of “the culture concept” as it has informed historical scholarship in the past few decades. The cultural turn in historiography since the 1980s has resulted in a dramatic reordering of “legitimate” scholarly topics, and hence a markedly different scholarly landscape, including some works that seek to narrate the history of the culture in its own right (Kasson’s history of the amusement park, for instance), and others that resort to cultural forms and artifacts to answer questions regarding politics, nationalism, and power relations (Melani McAlister’s Epic Encounters). In addition to providing a background in U.S. culture, then, this seminar seeks to trace these developments within the discipline, to understand their basis, to sample the means and methods of “the cultural turn,” and to assess the strengths and shortcomings of culture-based historiography as it is now constituted. F 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 2:30–4:20

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

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

AFAM 773a 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 823b/REL 926b, The Political Economy of Misery Emilie Townes

An examination of the ways in which the intersection of various forms of oppression—such as racism, sexism, ageism, heterosexism, and classism—coalesce to form lifestyles of misery that produce social patterns of domination and subordination. Consideration of how conversations between Christian ethics and other disciplines help frame possible trajectories of justice and justice making. T 8:30–10:20

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

This seminar reviews different methods in the study of diasporas and demonstrates their application in research on visual culture and art history. Models addressed to African American, Caribbean, and black British contexts by Stuart Hall, Paul Gilroy, James Clifford, Brent Hayes Edwards, inter alia, are examined in relation to art, film, and photography that articulates cross-cultural aesthetics. Debates on hybridization that led to such cognate concepts as syncretism, creolization, and translation are tested in comparative case studies. Texts include Homi Bhabha, Sarat Maharaj, Jean Fisher, Eduoard Glissant, Jan Nederveen Pieterse, and book-length introductions by Robin Cohen, Global Diasporas (1997), and Sudesh Mishra, Diaspora Criticism (2007). W 1:30–3:20

AFAM 827b, Interdisciplinary Analysis in Race, Class, and Gender Gerald Jaynes

Examination of some of the most influential social science texts treating theories of race, class, and gender. The seminar covers various theoretical and methodological paradigms common to social science disciplines. Authors discussed include classical (Marx, Weber) and more contemporary scholars (Giddens, Bourdieu, Butler, Moi, Hill-Collins, Wilson). Emphasis is placed on interdisciplinary analysis and critique of past and contemporary scholarship in African American studies and related fields. W 1:30–3:20

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 830a/AMST 656a/ENGL 944a, Canonizing African American Poetry Elizabeth Alexander

African American poetry is under-studied, under-theorized, and under-archived. In this seminar we turn to the African American verse canon with a hand to edifying its scholarly apparatus. We ask questions about the politics of canon formation and anthologizing, as well as read relevant theory in the field. The first half of the course is devoted to the study and discussion of versions of this canon by examining critical editions that are variously exemplary: Gene Andrew Jarrett’s Paul Laurence Dunbar, Arnold Rampersad’s Langston Hughes, Verner Mitchell’s Helene Johnson, Rita Dove’s Melvin Tolson, various editions of Gwendolyn Brooks, and Kimberly Benston’s Amiri Baraka. We consider the myriad approaches to writing and publishing on Phillis Wheatley and interrogate the idea of “foremother.” We also consider the specific work of anthologizing such as Maureen Honey’s work on African American women poets and Aldon Neilsen’s work on black experimentalism. For the latter half of the class students work archivally, at the Beinecke and elsewhere, on poets of their choosing in consultation with the instructor; possibilities include Fenton Johnson, Jean Toomer, Robert Hayden, Jay Wright, and Lucille Clifton. The final project is a complete critical edition of the work of a chosen poet—“lost” or “canonical”—or a blueprint for an anthology on some subset of African American poetry. T 9:25–11:15

AFAM 837a/REL 631a/RLST 848a, African American Moral and Social Thought Emilie Townes

The course concentrates on the theo-ethical perspectives of selected African American Christian and humanist thinkers. This term, the course focuses on the writings of Maria Stewart, David Walker, Frederick Douglass, Ida B. Wells, W.E.B. Du Bois, Martin Luther King, Jr., Barbara Jordan, Peter Paris, Katie Cannon, and Traci West. Attention is given to implications for the contemporary church. W 8:30–10:20

AFAM 839b/HSAR 785b, Cross-Cultural Issues in Contemporary Art Kobena Mercer

To what extent does the study of cross-cultural dynamics in art provide criteria for making critical distinctions within the bewildering variety of contemporary practices? This seminar reviews trends among art institutions since 1990 whereby the biennale exhibition model is now central to the way audiences experience contemporary art. Considering curatorial frameworks and the public reception of landmark exhibitions, the seminar tests the evaluative perspectives put forward by various cities. Artists include Yinka Shonibare, Kara Walker, Wangechi Mutu, Walid Raad; exhibitions include 1993 Whitney Biennale, Century City, Documenta XI, Afro-Modern; and critics include Thomas McEvilley, Okwui Enwezor, Terry Smith, and Geeta Kapur. W 1:30–3:20

AFAM 851b/CPLT 989b/FREN 943b, Creole Identities and Fictions Christopher L. Miller

Focusing on the French and English Caribbean, the course analyzes the quintessential but ambiguous American condition: that of the “Creole.” Encompassing all non-native cultures, this term is inseparable from issues of race and slavery. Readings of historical and literary texts: Moreau de Saint-Méry, Bernardin de Saint-Pierre, Madame de Staël, Charlotte Brontë (and reinventions of Wuthering Heights by Jean Rhys and Maryse Condé), the Créolistes of Martinique. Attention to Louisiana and to the Haitian Revolution. Prerequisite: reading knowledge of French. TH 1:30–3:20

AFAM 880a or b, Directed Reading

By arrangement with faculty.

AFAM 895, Dissertation Prospectus Workshop Glenda Gilmore

A noncredit, yearlong course required of all third-year students. Fall term consists of biweekly work-in-progress talks by Yale faculty, advanced graduate students, and outside speakers. Spring term has biweekly workshops that focus on the dissertation prospectus.

For course offerings in African languages, see African Studies.

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African Studies

Council on African Studies

The MacMillan Center

309 Luce Hall, 203.432.9903

www.yale.edu/macmillan/african

M.A.

Chair

M. Kamari Clarke (Anthropology)

Director of Graduate Studies

Michael McGovern (203.432.3686, mike.mcgovern@yale.edu)

Director of Program in African Languages

Kiarie Wa’Njogu (203.432.0110, john.wanjogu@yale.edu; on leave [Sp])

Professors Lea Brilmayer (Law), M. Kamari Clarke (Anthropology), 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 Professor Ann Biersteker (Adjunct; Linguistics)

Assistant Professors Robert Bailis (Forestry & Environmental Studies), Christopher Blattman (Political Science), Michael McGovern (Anthropology), Ato Onoma (Political Science), Edwige Tamalet Talbayev (French), Jonathan Wyrtzen (Sociology)

Senior Lecturer Cheryl Doss (Global Affairs; Economics)

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

Senior Lectors II Sandra Sanneh (African Languages), Kiarie Wa’Njogu (African Languages; on leave [Sp])

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

Fields of Study

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

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

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

Special Admissions Requirement

The GRE General Test is required.

Special Requirements for the M.A. Degree

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

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

The Master’s Thesis

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

Program in African Languages

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

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

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

Courses

AFST 501au, Research Methods in African Studies Jonathan Wyrtzen

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

[AFST 541bu, Comparative Perspectives on African Literatures]

AFST 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 618bu, Communication and Healing Sandra Sanneh

The course deals with practical issues of communication about health and healing in South Africa. It focuses on the Nguni language environment (Zulu/Xhosa/Swati/ Ndebele) but also addresses some issues relating to other South African languages. The course offers an introduction to Zulu language in the context of health, and to social and cultural issues surrounding the origins of suffering, the articulation of symptoms, and the role of the family, traditional healers, and Western medical practitioners. Particular attention is given to HIV/AIDS in the community and to the status and attitudes of young people. HTBA

[AFST 630bu, Language Planning in Sub-Saharan Africa]

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 660, Third Year in an African Language

By arrangement with faculty. Prerequisite: AFST 650.

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 Christopher L. Miller

The course provides a broad survey of key topics in African Studies. It introduces students to the study of Africa by examining how the field has developed over time while presenting foundational concepts and theories relevant for understanding the history of its debates. HTBA

AFST 766a/INRL 566au, Comparative Welfare Policy in Developing Countries Jeremy Seekings

Examination of public and private welfare systems in the developing world. Analysis of the evolving relationships between kin or community and states and market. Particular attention is paid to the politics of contemporary reforms. W 2:30–4:20

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. HTBA

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

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

AFST 900b, Master’s Thesis Michael McGovern 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 Michael McGovern 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 Faculty

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 Ann Biersteker

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 11:35–12:50

SWAH 660bu, Advanced Kiswahili II Ann Biersteker

Continuation of SWAH 650a. TTH 11:35–12:50

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.

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American Studies

230 Hall of Graduate Studies, 203.432.1186

www.yale.edu/amstud

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

Chair

Matthew Jacobson (230 HGS, 203.432.1186)

Director of Graduate Studies

Joanne Meyerowitz [F] (230 HGS, 203.432.1186)

Kathryn Dudley [Sp] (230 HGS, 203.432.1186)

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

Assistant Professors Birgit Brander Rasmussen (on leave), Crystal Feimster, Zareena Grewal, Kathryn Lofton (on leave [Sp]), Paige McGinley, Alyssa Mt. Pleasant, Naomi Pabst, Caleb Smith

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 six term courses (two grades must be Honors and the other four 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 six 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 six 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 Kathryn Dudley

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

—Ralph Waldo Emerson, The American Scholar, 1837

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

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

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

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

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

AMST 635b/WGSS 706b, Cultural Studies in the Americas Alicia Schmidt Camacho

A seminar in American cultural studies with readings from Latin America, the Caribbean, and the United States devoted to culture, popular movements, and social theory. The course pairs cultural texts with theoretical readings and historical monographs. We consider questions of global political and economic transformations in the region; discourses and practices of migration and displacements; nationalism and transnational movements; processes of racial, gender, class, and sexual formation; and vernacular and official discourses of rights and justices. We address these themes through an examination of popular movements and expressive cultures, and mass media. Prerequisite: students need basic familiarity with the Spanish language to participate fully. W 9:25–11:20

AMST 636a, Writing for the Present Alicia Schmidt Camacho

An interdisciplinary approach to the processes of social documentation and literary nonfiction, as practiced in the fields of cultural and ethnic studies. The challenges of representing ongoing social processes with authority and integrity; writing as a social act; methods of developing a contemporary archive. Readings from the works of authors whose narratives cross the boundary between scholarship and literature. M 9:25–11:20

AMST 643a/AFAM 505a, Theorizing Racial Formations Hazel Carby

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

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

An interdisciplinary examination of new conceptual and methodological approaches to such phenomena as peasants in revolution, millenarianism, “banditry,” refugee movements, and transnational migration. F 1:30–3:20

AMST 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 656a/AFAM 830a/ENGL 944a, Canonizing African American Poetry Elizabeth Alexander

AMST 661a/ENGL 868a, Antebellum American Literature and Culture Caleb Smith

The literature and culture of the United States in the antebellum period, roughly 1830–1861. Readings include literary works by Melville, Emerson, Hawthorne, Dickinson, Douglass, Thoreau, Whitman, and Poe, as well as important documents from the political, legal, and intellectual history of the age. A study of a single, transformative period, the seminar is also designed to introduce students to the modern history of Americanist criticism, from F.O. Matthiessen’s American Renaissance (1941), through the various critiques of identity and ideology, to the historicism and renewed transnationalism of contemporary “New Americanists.” Special attention is paid to the problems of judgment and justice that have animated the critical debates. W 9:25–11:15

AMST 682b/DRAM 376b/ENGL 953b, The American Avant-Garde Marc Robinson

Topics include the Living Theater, Happenings, Cunningham/Cage, Open Theater, Judson Dance Theater, Grand Union, Bread and Puppet Theater, Ontological-Hysteric Theater, Theater of the Ridiculous, Meredith Monk, Robert Wilson, and the Wooster Group. TH 10–11:50

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

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

AMST 693a/HSAR 720a/WGSS 693a, Material Sensations: Sense and Contention in Material Religious Practice Sally Promey

This interdisciplinary graduate seminar explores the sensory and material histories of religious images, objects, buildings, and performances. With a focus on American things and religions, the course also considers broader geographical and categorical parameters so as to invite intellectual engagement with the most challenging and decisive developments in relevant fields. The goal is to study not only the visual cultures of religions but also to investigate possibilities for scholarly examination of a more robust human sensorium of sound, taste, touch, scent, and sight—and even “sixth senses”—the points where the senses meet material things (and vice versa) in religious life and practice. Topics for consideration include the cultural construction of the senses and sensory hierarchies; investigation of the sensory capacities of (religious) things; and episodes of sensory contestation in and among various religious traditions. In addition, the course invites thinking beyond the “Western” five senses to other locations and historical possibilities for identifying the dynamics of sensing human bodies in (trans)national religious practices, experience, and ideas. Prerequisite: permission of the instructor. T 1:30–3:20

AMST 695a/HSAR 728a, Craft in Colonial and Independent India Edward Cooke, Jr.

This seminar focuses upon South Asian craftsmen and their products from the eighteenth century to the present. Looking closely at materials, techniques, forms, and decoration and paying attention to the training of craftsmen and the function and circulation of their work, the course probes the full complexity of textiles, metalwork, ceramics, and woodworking in regard to issues of colonialism, hybridity, and control of work. W 1:30–3:20

AMST 696b/HSAR 736b, Modern Craft in America Edward Cooke, Jr.

This seminar explores the development and rise of modern craft in America, focusing upon the ideology, pedagogy, and commercialization of the Arts and Crafts Movement as well as the overlap of craft, design, and folk art in the interwar years. Students consider such topics as regional modes of production, the connection between craft and identity, the interdependence of rural production and urban consumption, the necessity of craft, and the choice of craft. W 3:30–5:20

AMST 697a/HSAR 735a, 1930s America: Photography, Literature, Painting, Film Alexander Nemerov

The course explores the 1930s in America, year by year and place by place, by the light and darkness of a phenomenological conception of history. That is, it is a study in which the historian’s states of knowing and not knowing are conceived as an intermixed chiaroscuro affording depth, shade, and softness to what can be seen or maybe only imagined about the past. The focus of our imperceptions is a recovery, by glimpses and conjurings, of day-to-day life as it might have been then: namely, the routines and habits cresting now and then to moments of philosophical power, envisioned as such by the historian’s art of casting a shadow on what he or she sees. Neither then nor now, the photography, fiction, paintings, and films we study can be seen as glimmers or half-articulations of something that is not our mirror image but, as Robert Frost put it, “For once, then, something.” Among the many figures we consider: William Faulkner, Dorothea Lange, Margaret Bourke-White, Walker Evans, Nathanael West, Aaron Douglas, William Edmondson, Frank Capra, and Judy Garland. W 3:30–5:20

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. T 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. T 1:30–3:20

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 731b/AFAM 763b/HIST 780b, Methods and Practices in U.S. Cultural History Matthew Jacobson

AMST 738b/HIST 738b, Readings in Western and Frontier History John Mack Faragher

An introduction to recent work on the history of North American frontiers and the shifting region of the American West. Critical consideration of readings, participation in discussion, and completion of short weekly writing assignments and a term project. W 9:25–11:15

AMST 746b/ANTH 543b, Ethnographic Writing and Representation Kathryn Dudley

What kind of literary project is ethnography? How do ethnographers conceptualize the relationship between their readers and their subjects as well as themselves as authors and subjects of their own texts? This seminar moves beyond the “crisis of representation” in anthropology to take stock of what experimental approaches to writing ethnography have contributed to our understanding of the ethnographic encounter and its place in the production of knowledge. In addition to genre-bending examples of recent ethnography, we read works of literary criticism, social theory, and cultural analysis that problematize classic representational conventions. We also consider the unique challenges of writing ethnographically for a public audience. W 9:25–11:15

AMST 767b/HIST 724b, Research Seminar in U.S. Urban History Mary Lui

Students conduct archival research to write an original article-length essay on any aspect of U.S. urban history in any century. The first half of the seminar consists of weekly readings and discussions while the latter half consists of article workshop meetings focused on student writing. T 9:25–11:15

AMST 770a/HIST 770a/WGSS 750a, Research in Gender and Sexuality George Chauncey, Joanne Meyerowitz

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

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

Research seminar oriented around themes and issues in U.S. political economy, from the late nineteenth century through the end of the twentieth. Readings in the first part of the term look at various approaches to writing about political economy: for example, business history, intellectual history, labor history, biography, local monograph, or transnational history. Research projects explore new possibilities for writing about labor, business, the state, and capitalism. TH 1:30–3:20

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

A reading- and discussion-intensive seminar that draws on different disciplines (e.g., intellectual history, anthropology, sociology, geography, political science, and literary criticism) to explore the historical intersections between capitalism and culture in the United States and elsewhere. At the broadest level of transactionality, the readings attempt to unravel the knotted relation between market-making and meaning-making—between commerce and culture and between labor and value. More specifically, we consider the impact of commodification upon culture(s), and vice versa, under historically specific regimes of labor discipline, capital accumulation and circulation, from slavery through the so-called financialization, experientialization, and virtualization of the post-Fordist economy. One long and one short paper. W 1:30–3:20

AMST 801b/HIST 789b, U.S. Intellectual Formations in the Twentieth Century Jean-Christophe Agnew

This seminar aims to do two things: to introduce students to recent work on some of the more important intellectual movements in twentieth-century U.S. history and to explore the widely different contextualist approaches that historians have taken toward them. Our first set of questions focuses on the intellectuals as a social type or formation: How did they mobilize themselves and others differently over the course of the century as the institutional ground shifted beneath their feet, the culture industries multiplied, and the communication revolution unfolded? How should we understand the real and imagined spaces that intellectuals fashioned for themselves and the impact of those geographies upon their identities and ideas? What effects have the changing forms of intellectual collaboration had on the genesis, refinement, and articulation of ideas in this country? Our second set of questions focuses on some of the ideas, ideologies, paradigms, “imaginaries,” and intellectual identities that have taken hold over the course of the century, with a view toward comparing the different visions in relation to one another and against the circumstances of their efflorescence. One short and one long paper. W 9:25–11:15

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

A research seminar focused on the early national period of American history, broadly defined. Early weeks familiarize students with sources from the period and discuss research and writing strategies. Students produce a publishable article founded on primary materials. T 1:30–3:20

AMST 832au and 833bu/FILM 735au and 736bu, Documentary Film Workshop Charles Musser

A yearlong workshop designed primarily for Film Studies majors making documentaries, and for graduate students making a documentary to fulfill the methods and final project components of the M.A. in Public Humanities. W 12:30–3:20, screenings T 7

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

The environmental documentary has emerged as one of cinema’s most vital genres of the last ten years (in documentary its only rivals are probably those concerned with the Second Gulf War). As the world’s environment faces a growing crisis, documentary has come to serve as a key means to draw public attention to specific issues. This course combines screenings with readings on documentary such as Bill Nichols’s important book Representing Reality. Often films have book tie-ins, and we consider how they complement each other and work together to maximize the impact of their message. Readings also focus on news items, debates, Web sites, and other media forms that are employed in conjunction with the films. T 1:30–3:20, screenings M 7

AMST 839b/F&ES 843b/HIST 743b/HSHM 744b, Readings in Environmental History Paul Sabin

Reading and discussion of key works in environmental history. The course explores major forces shaping human-environment relationships, such as markets, politics, and ecological dynamics, and compares different approaches to writing about social and environmental change. M 1:30–3:20

AMST 849a/ENGL 924a, American Literary Production, 1945 to the Present Amy Hungerford

The course surveys the conditions of cultural production and reception that shape American fiction since the end of World War II. We track both the history itself and the evolving critical approaches used to understand it. Topics include the New York Intellectuals; politics and the cultural turn from the 1960s through 1990s (focusing on the Black Arts Movement, feminist literature, and identity theory); literature and economic theory; reading practices and the rise of critical interest in them; the history of publishing; and globalizing American literature. Readings to include Bellow, Roth, Howe, McCarthy, Penn Warren, Mailer, Pynchon, Didion, Jong, Reed, Kelley, Morrison, DeLillo, Octavia Butler, and others. Critical and theoretical readings to include Trilling, Howe, McLuhan, Ohmann, Bourdieu, Guillory, Jameson, English, Michaels, Glass, McGurl, Farland, Ngai, Casanova, and others. TH 9:25–11:15

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

M 9:25–11:15

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

An exploration of the relationships among medicine, health, and the media in the United States from 1870 through the present. Focus on newspapers, magazines, professional journals, advertising, exhibitions, radio, film, television, and the Internet; and on interactions among researchers, health professions, medical and public health institutions, journalists, advocacy organizations, the state, industry, and the public. Topics include the changing role of the media in shaping conceptions of the body; creating new diseases; influencing health and health policy; crafting the image of the medical profession; informing expectations of medicine and constructions of citizenship; and the medicalization of American life. TTH 10:30–11:20

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

A survey of American literature as a multi-genre and cross-media field. The course addresses some of these issues: the movement from the linguistic medium to image, music, and theater; genealogies between poetry and prose; adaptations and rewritings from the nineteenth century to the twenty-first; the translational dynamics between the local and the global. We read Moby-Dick along with Agha Shahid Ali’s poems, Call Me Ishmael Tonight, and Frank Stella’s mixed-media installations; Whitman’s Leaves of Grass with Michael Cunningham’s Specimen Days and the songs of Kurt Weill, Vaughan Williams, and Ned Rorem; Henry James’s The Golden Bowl with the Merchant Ivory film; and Hawthorne’s The Scarlet Letter, and Faulkner’s Light in August and As I Lay Dying, with Suzan-Lori Parks’s The Red Letter Plays and Getting Mother’s Body. W 1:30–3:20

AMST 900, Independent Research

AMST 901, Directed Reading

AMST 902a and b, Prospectus Workshop Joanne Meyerowitz

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

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 3:30–5:20

AMST 904, Practicum in Public Humanities

AMST 905, Master’s Project in Public Humanities

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Anthropology

10 Sachem Street, 203.432.3670

www.yale.edu/anthropology

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

Chair

Richard Bribiescas

Director of Graduate Studies

Anne Underhill

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

Associate Professor Karen Nakamura (on leave)

Assistant Professors Jafari Allen (African American Studies), Brenda Bradley, Sean Brotherton, Narges Erami (Middle East Studies), Erik Harms (Southeast Asia Studies), Karen Hébert (Forestry & Environmental Studies), William Honeychurch, Michael McGovern, Douglas Rogers, Sara Shneiderman

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. This degree is granted 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 1:30–3:20

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

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 M. Kamari Clarke

An overview of central themes and debates in contemporary social theory, with a focus on the integration of theory and research, rather than a hermeneutical analysis of particular theoretical texts. Concentrating on questions of power, inequality, the self, and community, assessment of the relevance of sociological theory to advancing an understanding of the complexities of late twentieth-century Western society. Critical theory, feminist theories, postmodernism, and the contributions of individual theorists reviewed and critiqued. T 7–8:50

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

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

ANTH 503a, 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. HTBA

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

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

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.” W 9:25–11:15

ANTH 515a, Culture, History, Power, and Representation Helen Siu

This seminar is a critical introduction to anthropological formulations of the junctures of meaning, interest, and power. Readings include classical and contemporary ethnographies that are theoretically informed and historically situated. W 1:30–3:20

ANTH 540au, Religion, Culture, and the State M. Kamari Clarke

The course examines the workings of religion, culture, and politics as they relate to understanding contemporary challenges of religious freedom and the management of cultural and religious pluralism in North America, Europe, and select postcolonial states. T 1:30–3:20

ANTH 541a/F&ES 836a/HIST 965a/PLSC 779a, Agrarian Societies: Culture, Society, History, and Development James Scott, Michael McGovern, 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. M 1:30–5:20

ANTH 542au, Cultures and Markets: Asian Connections 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. M 3:30–5:20

ANTH 543b/AMST 746b, Ethnographic Writing and Representation Kathryn Dudley

ANTH 545a/ARCG 545a, Organic Latin American Anthropologists of the Twentieth Century Richard Burger, Enrique Mayer

In addition to Latin American anthropology’s development as an academic discipline, its practitioners played important roles in developing policy, educational programs, museums, government institutions, and international forums and institutions in an age of “science” and “nation building.” We study the lives and works of seven famous anthropologists to understand the changing but interactive context of scholarship between the United States and Latin America. Prerequisite: reading knowledge of Spanish. Open to advanced undergraduate students with permission of the instructors. W 1:30–3:20

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

M 1:30–3:20

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

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

ANTH 557au, 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. T 1:30–3:20

ANTH 561a/F&ES 877a, 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. Th 11:30–2:20

ANTH 569au, Economic Anthropology Enrique Mayer

An introduction to understanding economic systems in other cultures and societies. How work and leisure are organized, who gets what and how, and how economic concerns tie into other aspects of social life. Major debates and controversies are examined, and examples from different parts of the world are presented. No prior training in economics or anthropology necessary. TH 1:30–3:20

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

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

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

ANTH 595a/AFAM 573a, Transnationalism, Modernity, and Rethinking Diaspora M. Kamari Clarke

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

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

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

An advanced seminar on the social science theory of sustainable development and conservation, designed as an M.E.M. capstone course and to provide theory for M.E.Sc. and doctoral students to use to place their own work in a wider theoretical context in analyzing and writing up their research. The course traces the conceptual history of the social science theory of sustainable development and conservation, focusing on theories of discursive power, governmentality, and capitalism. It examines relations between these theories, alternative theories, and how this history influences the field. The course covers the works of Michel Foucault most relevant to development and conservation, important social scientists who have used Foucault’s ideas (e.g., James Ferguson, Arturo Escobar, Timothy Mitchell, Tania Li, Donald Moore), alternative theories of power (e.g., James Scott, Bruno Latour), applications of Foucault’s ideas to development (selections change every year), applications of Foucault’s ideas to the environment (especially Arun Agrawal, Timothy Luke, Bruce Braun), theories of resistance (Michel Foucault, James Scott, and others), Foucauldian views of the economy, capitalism, and governmentality (Aiwa Ong, Anna Tsing), and other views of capitalism (Tania Li, James Ferguson, Timothy Mitchell). Students are expected to use the course to develop, and present in class, their own research and writing. Three hours lecture/seminar. Enrollment limited to twelve. Prerequisite: ANTH 561a, 582b, or 597a. Th 11:30–2:20

ANTH 603b/AFAM 621b, Theorizing Erotic Interiors, Interstices, and Margins Jafari Allen

ANTH 622bu/AFST 764bu, Topics in African Studies Christopher L. Miller

ANTH 632au, Politics of Language J. Joseph Errington

The course centers on aspects of language difference and inequality as often neglected but crucial shapers of the political dynamics and social change in plural societies. The first part of the course involves broad comparative and theoretical approaches to the politics of sociolinguistic difference. The second part is devoted to case studies that foreground specific issues: “problems” of substandard languages, bilingual identities, globalization and language shift, language death, and others. TH 1:30–3:20

ANTH 633bu, The Anthropology of Time Michael McGovern

Cross-cultural variability in conceptions of time and space. Nearly one hundred years ago, Durkheim (1912) insisted that the category of time was neither a universal a priori category nor an individualized processing of experience. The category of time, like space, number, and cause, is itself a cultural product, issuing forth from words and actions in society. In turn, the culturally specific understanding of time is foundational to individuals’ attempts to exercise agency in the societies in which they live. W 9:25–11:15

ANTH 636bu, Production and Consumption of Culture Douglas Rogers

Theoretical works and case studies on how cultural identities are produced and consumed in the context of contemporary global capitalism. The marketing of “tradition”; city branding; cultural tourism; new transnational, national, and local identities. T 7–8:50

ANTH 638au, Culture, Power, Oil Douglas Rogers

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

ANTH 640a/INRL 624a, Global Health: Ethnographic Perspectives Marcia Inhorn

This interdisciplinary seminar, designed for graduate students in Anthropology and Global Health, explores in an in-depth fashion anthropological ethnographies on many of the serious health problems facing populations in resource-poor societies around the globe. The course focuses on three major issues: (1) poverty, structural violence, and health as a human right; (2) struggles with infectious disease; and (3) the health of women and children (and men, too). Within these three themes, many major issues of global health concern are addressed, including the health-demoting effects of poverty, racism, patriarchy, and inhumane conditions of life and labor in many countries; men’s and women’s sexuality in the era of HIV/AIDS; the politics of epidemic disease control and other disasters, and the role of communities, nation-states, and international organizations in responding to such crises; issues of coercion in population control and the quest for reproductive rights; and how child health is ultimately dependent on the health and well-being of mothers. The underlying purpose of the course is to develop students’ awareness of the political, socioeconomic, ecological, and cultural complexity of most health problems in so-called developing nations and the consequent need for anthropological sensitivity, contextualization, and activist involvement in the field of global health. The course is also designed to expose students to salient health issues in many parts of the world from the United States to China. However, the primary focus is on global health issues facing sub-Saharan Africa and Latin America. M 2–5

ANTH 651b/WGSS 651b, Intersectionality on Women’s Health Marcia Inhorn

This interdisciplinary seminar explores how the intersections of race, class, gender, and other axes of “difference” (age, sexual orientation, disability status, nation, religion) affect women’s health, primarily in the contemporary United States. Recent feminist approaches to intersectionality and multiplicity of oppressions theory are introduced. In addition, the course demonstrates how anthropologists studying women’s health issues have contributed to social and feminist theory at the intersections of race, class, and gender. T 9:25–11:15

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

This interdisciplinary seminar, designed for students in Anthropology; Women’s, Gender, and Sexuality Studies; and Global Health, explores in an in-depth fashion ethnographic approaches to masculinity and men’s health around the globe. The course begins with two theoretical texts on masculinity, followed by eleven anthropological ethnographies on various dimensions of men’s health and well-being. Students gain broad exposure to a number of exigent global men’s health issues, issues of ethnographic research design and methodology, and the interdisciplinary theorizing of masculinity scholars in anthropology, sociology, and cultural studies. In particular, the course demonstrates how anthropologists studying men’s health issues in a variety of Western and non-Western sites, including the Middle East, Africa, Latin America, and Asia, have contributed to both social theory and ethnographic scholarship of importance to health policy. M 2:30–4:20

ANTH 664a, Ethnicity and Indigeneity in a Mobile World Sara Shneiderman

This seminar brings together classical social theory on ethnicity with more recent literature on indigeneity to explore the concepts of “the group” and “the community” as they are experienced, represented, and analyzed in scholarly, political, and popular discourse and practice. We discuss the historical and contemporary trajectories of terms like “ethnicity,” “indigeneity,” “identity,” and “belonging” as categories for understanding social difference and making claims based upon it. We focus in particular on the relationships between discourses of homogeneity and fixity that underlie many claims to categorical difference, and the practices of geographical and social mobility that characterize the lives of many who place themselves in such categories. We examine the overlapping ideological, pragmatic, and affective dimensions of such membership. Our discussions are situated within broader debates over the relationships between states, societies, and individuals, which we explore through the themes of agency, citizenship, multiculturalism, and the nation-state. We also consider the role of ethnography in shaping such debates and discuss the methodological implications for students wishing to explore these issues further. T 9:25–11:15

ANTH 670bu, Affirmative Action in South Asia and the United States Sara Shneiderman

Explorations of the concept, policy implementation, and sociocultural effects of affirmative action. Focusing on South Asia and the United States, we look comparatively at specific histories and practices of inequality; state strategies for combating inequality through the classification of social difference around concepts like “caste,” “ethnicity,” “race,” and “class”; and consider the role of social science in crafting such policies. These concepts are linked to broader anthropological debates over citizenship, democracy, and the nation-state. TH 1:30–3:20

ANTH 674bu, Anthropologies of Insurgency Michael McGovern

The course explores the interlinked categories of rebel, bandit, and freedom fighter to understand insurgency from an anthropological viewpoint. Privileging sociological and micropolitical analysis, the course approaches specific instances of illegal use of force in their sociocultural and historic settings, and builds toward a consideration of insurgency from “the actors’ points of view.” T 9:25–11:15

ANTH 705Lbu/ARCG 705Lbu, Archaeology Laboratory II Roderick McIntosh

Practical experience in preparation, analysis, and interpretation of artifacts and nonartificial archaeological data. Students undertake term projects. W 2:30–5:30

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

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

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

Analysis of the archaeological and paleoenvironmental data for rain-fed and irrigation agriculture settlement, subsistence, and politico-economic innovation from the earliest sedentary agriculture villages, to the earliest cities and states, to the earliest empire. What combinations of dynamic social and environmental forces drove these developments in these regions during this ten thousand year span? TH 9:30–11:20

ANTH 731a/ARCG 731a, Introduction to GIS William Honeychurch

ANTH 732au and 733Lau/ARCG 732au and 733Lau, Archaeological Field Techniques and Archaeology Lab Roderick McIntosh

An introduction to the practice and techniques of modern archaeology including methods of excavation, recording, mapping, dating, and ecological analysis. The lab offers instruction in the field at an archaeological site in Connecticut in stratigraphy, mapping, artifact recovery, and excavation strategy. The courses must be taken concurrently and are counted together as 1 credit. W 2:30–5:30, lab HTBA

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

This seminar explores contemporary theory in all of its diversity. The course examines multiple critiques of New Archaeology and its remaining legacy; the diversity of competing approaches, sometimes called postprocessualist, currently employed in the United States and the United Kingdom, including critical archaeology, the archaeology of gender, structuralist approaches, various Marxist and neo-Marxist formulations of archaeological theory, and applications of evolutionary theory; as well as the differing trajectory of approaches outside the English-speaking world. W 9:25–11:15

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. T 2:30–4:20

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

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

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 769b/ARCG 769b, Landscapes of Meaning: Museums and Their Objects Anne Underhill, David Odo

This seminar explores how museums convey various meanings about ethnographic, art, and archaeological objects through the processes of collecting, preparing exhibitions, and conducting research. Participants also discuss broader theoretical and methodological issues such as the roles of museums in society, relationships with source communities, management of cultural heritage, and various specializations valuable for careers in art, natural history, anthropology, history, and other museums. TH 9:25–11:15

ANTH 773bu/ARCG 773bu/NELC 588bu, Civilizations and 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 2:30–4:20

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. HTBA

ANTH 780bu/ARCG 780bu, The Archaeology of Religion Richard Burger

The course explores archaeological approaches to the study of religion. While the term “religion” is hard to define, it is generally agreed that religious phenomena occur in almost all cultures and that this realm played a significant part in most prehistoric cultures. In order to provide a broad vision of this theme, the course begins by considering influential schools of thought on the definition, origins, and social significance of religious behavior. The course then reviews a variety of methods that scholars may use to reconstruct ancient beliefs and rituals. The course assesses the applicability and success of these methodologies across the broad spectrum of ancient cultures representing differing degrees of sociopolitical complexity. Finally, we explore case studies from a diverse range of ancient societies and consider the impact of religious behaviors within their broader cultural contexts. TTH 11:35–12:50

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

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

ANTH 810bu, Mammology Eric Sargis

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

ANTH 812au, Topics in Anthropological Genetics Brenda Bradley

A detailed examination of molecular approaches to understanding human evolution and diversity. Emphasis is on current research findings and new methodologies exploring topics such as human origins and hominin evolution, population genomics, molecular adaptations, epigenetics, and gene-culture interactions. We also consider relevant social and ethical issues, including commercial DNA testing and ownership of biological samples. W 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 829bu, Primate Evolution]

ANTH 842b/ARCG 842b, Climate and Human Evolution Andrew Hill

W 1:30–3:20

ANTH 849a, Primate Models for Human Evolution David Watts

Review of ways in which the study of living nonhuman primates can be used to address questions about hominin evolution and modern human behavior. Covers such topics as chimpanzees as referential models, intergroup aggression, sexual conflict and sexual selection, social cognition, and inferring diets and social systems of extinct hominins. TH 2:30–4:20

ANTH 851a, Topics and Issues in Evolutionary Theory Andrew Hill, Eric Sargis

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

ANTH 852a, Primate and Comparative Life History Evolution Richard Bribiescas, Alison Richard

This seminar surveys topics in life history theory with special focus and attention on the evolution of primate life histories, comparing them with humans and other vertebrate animal cases. Topics include the constraints, trade-offs, demography, and proximate mechanisms of growth, maintenance, reproductive investment, and aging. The course is open to all graduate students and advanced undergraduates with permission of the instructors. T 9:25–11:15

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

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

ANTH 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. HTBA

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. T 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.

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Applied Mathematics

A. K. Watson Hall, 203.432.1278

www.cs.yale.edu/appliedmath2

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

Director of Graduate Studies

Peter Jones

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

Associate Professors John Emerson (Statistics), Josephine Hoh (Epidemiology & Public Health), Sekhar Tatikonda (Electrical Engineering; Statistics; Computer Science)

Assistant Professors Lisha Chen (Statistics), Thierry Emonet (Molecular, Cellular & Developmental Biology; Physics), Adam Marcus, Mokshay Madiman (Statistics), Andrei Osipov, Neta Rabin, Ronen Talmon, Andrew Wells

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.

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).

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 eight graduate-level courses. Courses taken as part of the M.S. program must be pre-approved by the director of graduate studies to ensure that a suitable distribution of topics is covered.

Honors Requirement

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

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 561a, Spectral Graph Theory]

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

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

[AMTH 664au, Topics in Computational Biology]

AMTH 665bu/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. HTBA

AMTH 667b, Advanced Computational Vision Steven Zucker

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

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Applied Physics

Becton Center, 203.432.9654

www.yale.edu/appliedphysics

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

Chair

A. Douglas Stone

Director of Graduate Studies

Michel Devoret (413 BCT, 203.432.4277)

Professors Charles Ahn, Sean Barrett, Hui Cao, Richard Chang (Emeritus), Michel Devoret, Paul Fleury, Steven Girvin, Leonid Glazman, Victor Henrich, Arvid Herzenberg (Emeritus), 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, Karyn Le Hur

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.

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 Charles Ahn

Vector analysis in three dimensions, linear algebra, functions of a complex variable, Fourier series, Sturm-Liouville theory, partial differential equations, Laplace transforms. TTH 9–10:15

APHY 506au, Basic Quantum Mechanics Robert Schoelkopf

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

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

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. HTBA

APHY 548au and 549bu/ENAS 850au and 851bu/PHYS 548au and 549bu, Solid State Physics I and II Paul Fleury, A. Douglas Stone

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 Daniel Prober

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

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

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

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

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

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

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

[APHY 679a/PHYS 679a, Non-linear Optics and Lasers]

[APHY 816b, Techniques of Microwave Measurements and RF Design]

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Archaeological Studies

10 Sachem Street, 203.432.3670

www.yale.edu/archaeology

M.A.

Chair and Director of Graduate Studies

Richard Burger (Anthropology)

Professors Richard Burger (Anthropology), Edward Cooke, Jr. (History of Art), John Darnell (Near Eastern Languages & Civilizations), 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 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 two-term Field Techniques sequence; at least one 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. 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 545a/ANTH 545a, Organic Latin American Anthropologists of the Twentieth Century Richard Burger, Enrique Mayer

ARCG 705Lbu/ANTH 705Lbu, Archaeology Laboratory II Roderick McIntosh

Practical experience in preparation, analysis, and interpretation of artifacts and nonartificial archaeological data. Students undertake term projects. W 2:30–5:30

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

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

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

ARCG 731a/ANTH 731a, Introduction to GIS William Honeychurch

ARCG 732au and 733Lau/ANTH 732au and 733Lau, Archaeological Field Techniques and Archaeology Lab Roderick McIntosh

[ARCG 744bu/NELC 509bu, The Age of Akhenaton]

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

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

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

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

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

ARCG 762bu/EMD 548b/F&ES 726b/G&G 562bu, Remote Sensing: Observing the 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 769b/ANTH 769b, Landscapes of Meaning: Museums and Their Objects Anne Underhill, David Odo

ARCG 773bu/ANTH 773bu/NELC 588bu, Civilizations and Collapse Harvey Weiss

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

ARCG 780bu/ANTH 780bu, The Archaeology of Religion Richard Burger

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

ARCG 842b/ANTH 842b, Climate and Human Evolution Andrew Hill

W 1:30–3:20

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

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

By arrangement with faculty.

Related Courses

ARCG 163b/CPSC 163b/HUMS 338b/NELC 163b, From Pictography to Pixel: Changing Ways of Human Communication John Darnell

ARCG 171a/ANTH 171a, Great Civilizations of the Ancient World Anne Underhill

ARCG 172b/ANTH 172b, Great Hoaxes and Fantasies in Archaeology William Honeychurch

ARCG 215b/ANTH 215b, Archaeology of China Anne Underhill

ARCG 222b/NELC 112b/RLST 141b, Egyptian Religion through the Ages John Darnell

ARCG 226a/EVST 226a, Global Environmental History Harvey Weiss

ARCG 230a/G&G 230a, Stratigraphy Leo Hickey

ARCG 232a/ANTH 232a, Ancient Civilizations of the Andes Richard Burger

ARCG 235b/HSAR 235b/HUMS 103b/NELC 106b, The Worlds of Homer Karen Foster

ARCG 236a/HSAR 236a/NELC 103a/503a, The Art of Ancient Palaces Karen Foster

ARCG 250a/HSAR 250a/CLCV 170a, Roman Art: Empire, Identity, Society Diana Kleiner

ARCG 252b/CLCV 175b/HSAR 252b, Roman Architecture Diana Kleiner

ARCG 424b/HSAR 424b/CLCV 230b, eClavdia: Women in Ancient Rome Diana Kleiner

ARCG 468b/HSAR 446b, The Technical Examination of Art Ian McClure

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Architecture

Rudolph Hall, 203.432.2288

www.architecture.yale.edu

M.Phil., Ph.D.

Dean

Robert A. M. Stern

Director of Doctoral Studies

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

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

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

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

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 a member 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. Others offer a broader survey of historiographies. Another will focus on the 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 through examination.

Ideally, the student’s field of interest will be defined after the first year. At this point, the student will be assigned an adviser by the director of doctoral studies. At the end of the second year the student will be assigned an additional three faculty members, who will constitute his or her dissertation committee. One of these additional faculty members should be from outside the School of Architecture, with selection based on the student’s area of interest, and in consultation with the Ph.D. adviser and the director of doctoral studies.

Upon completion of all course requirements and the language requirement, normally during the fall of the third year, 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 spring term of the third year, candidates will present and defend a preliminary proposal for a dissertation topic, consisting of a topic statement, program of research and study, and annotated bibliography.

By the end of the third year, students 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.

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Astronomy

J. W. Gibbs Laboratories, 203.432.3000

www.astro.yale.edu

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

Chair

Pieter van Dokkum

Director of Graduate Studies

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 Professor Richard Easther (Physics)

Assistant 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. See Degree Requirements under Policies and Regulations.

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 satisfactorily completed the first year of the program leading to the Ph.D. degree. Satisfactory is defined as having taken at least four courses (not including ASTR 710) and one research project. The student should have a grade average of High Pass in the courses taken 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]

ASTR 518b, Stellar Dynamics Marla Geha

The dynamics and evolution of star clusters; structure and dynamics of our galaxy; theories of spiral structure; dynamical evolution of galaxies. TTH 4–5:15

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]

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

[ASTR 550au, Stellar Astrophysics]

ASTR 555bu, Observational Astronomy Robert Zinn

The design and use of optical telescopes, cameras, spectrographs, and detectors to make astronomical observations. The reduction and analysis of photometric and spectroscopic observations. MW 4–5:15

ASTR 560b, Interstellar Matter and Star Formation Héctor Arce

The composition, extent, temperature, and density structure of the interstellar medium (ISM). Excitation and radiative processes; the properties of dust; the cold and hot ISM in the Milky Way and other galaxies. Dynamics and evolution of the ISM, including interactions between stars and interstellar matter. Physics and chemistry of molecular clouds and the process of star formation. TTH 9–10:15

ASTR 565au, The Evolving Universe Pieter van Dokkum

Overview of cosmic history from the formation of the first star to the present day, focusing on direct observations of the high-redshift universe. TTH 9–10:15

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

ASTR 575b, Exoplanets Debra Fischer

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

ASTR 580a or b, Research

By arrangement with faculty.

[ASTR 585a, Radio Astronomy]

[ASTR 590bu, Solar Physics]

ASTR 600au/PHYS 600a, Cosmology Priyamvada Natarajan

A comprehensive introduction to cosmology at the graduate level. The standard paradigm for the formation, growth, and evolution of structure in the universe is covered in detail. Topics include the inflationary origin of density fluctuations; the thermodynamics of the early Universe; assembly of structure at late times; and current status of observations. The basics of general relativity required to understand essential topics in cosmology are covered. TTH 4–5:15

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

[ASTR 705, Research Seminar in Stellar Populations]

ASTR 710a and b, Professional Seminar Staff

A weekly seminar covering science and professional issues in astronomy and ethics and responsible conduct in scientific research.

ASTR 715a/G&G 744a, Research Seminar in Solid-Earth Geophysics Jeffrey Park

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Biomedical Engineering

Dunham Laboratory, 203.432.4250

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

Chair

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, 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, Rong Fan, Anjelica Gonzalez, Kathryn Miller-Jensen, Smita Sampath, Erik Shapiro

Fields of Study

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

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

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Cell Biology

C-207 Sterling Hall of Medicine, 203.737.5603

www.cellbiology.yale.edu

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

Chair

James Rothman

Director of Graduate Studies

Carl Hashimoto (C-215 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, Michael Simons (Internal Medicine/Cardiology), Elisabetta Ullu (Internal Medicine/Infectious Diseases), Sandra Wolin

Associate Professors Karin Reinisch, Elke Stein (Molecular, Cellular & Developmental Biology), Derek Toomre, Agnes Vignery (Orthopaedics)

Assistant Professors Joerg Bewersdorf, Jonathan Bogan (Internal Medicine/Endocrinology), Daniel Colón-Ramos, Eric Dufresne (Mechanical Engineering), Shawn Ferguson, Megan King, Patrick Lusk, Thomas Melia, Peter Takizawa, Tobias Walter, 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, cell biology of the cytoskeleton and of the nucleus, cellular signaling and motility, cytokinesis. Approaches to these topics include biochemistry, 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 pass at least five graduate-level term courses at Yale, including CBIO 602, Molecular Cell Biology, and a seminar course as recommended above, with at least one grade of Honors or three of High Pass.

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 James Jamieson, Thomas Lentz, Fred Gorelick, Peter Takizawa, 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, Joseph Madri, Thomas Melia, Mark Mooseker, Thomas Pollard, James Rothman

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 Sandra Wolin, Michael Caplan, Craig Crews, Pietro De Camilli, Megan King, Joseph Madri, Thomas Melia, Mark Mooseker, Thomas Pollard, James Rothman

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 or previous 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 and Rotations Frank Slack and faculty

Lab rotations and grant writing 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 Valerie Horsley

Lab rotations and ethics for Molecular Cell Biology, Genetics, and Development track students. TH 4–5:30

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Cellular and Molecular Physiology

B147 Sterling Hall of Medicine, 203.785.4041

www.physiology.yale.edu

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), 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 520a, C&MP 550a, and C&MP 560b. 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 MB&B 676b, Responsible Conduct of Research, 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 having fulfilled the teaching requirement, 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 520a, Current Perspectives in Physiology Susumu Tomita

The seminar explores a diverse range of current topics in physiology, emphasizing readings and discussions of recent primary literature. A variety of expert physiologists present topics such as structural biology, membrane transport, signal transduction, sensory systems, and neurophysiology. Instructors guide the discussion regarding the background, the experiments, the methods, and most importantly the impact of relevant research papers. The aim of the course is to understand how physiological approaches integrate the study of organismal function from genes, to systems, to behavior and disease. TTh 2:30–3:45

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. HTBA

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 750/PSYC 750, Research Topics in the Neurobiology of Learning and Memory Thomas Brown

Discussion and analysis of current work on the neurobiological foundations of learning and memory systems in mammals. Informal weekly discussions span several levels of analysis, including molecular and biophysical studies, cellular and systems neurophysiology and neuro-anatomy, and contemporary behavioral neuroscience. HTBA

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Chemical & Environmental Engineering

Dunham Laboratory, 203.432.4250

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

Chair

Paul Van Tassel

Director of Graduate Studies

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, Mark Saltzman, Udo Schwartz, T. Kyle Vanderlick, Paul Van Tassel, Kurt Zilm

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

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

Fields of Study

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

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

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Chemistry

Sterling Chemistry Laboratory, 203.432.3913

www.chem.yale.edu

M.S., Ph.D.

Chair

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

Director of Graduate Studies

Charles Schmuttenmaer (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, 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, 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 and the Subject Test in Chemistry are 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 either three cumulative examinations and 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 eight cumulative examinations (organic 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 590b, Ethical Conduct and Scientific Research, by the end 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 Robert Crabtree, Gary Brudvig, Charles Schmuttenmaer, Victor Batista

Team-taught. Design principles for molecular components of alternative energy devices. Light energy conversion, energy transfer and charge separation in photosynthesis. Dioxygen evolution in photosystem II. Biofuels. Bioethanol, biodiesel, hydrogenase. Interaction of light with semiconductors. Fast spectroscopy to probe interfacial electron transfer. Computational design and characterization. Solar cells for electricity, photocatalysis, biomimetic water oxidation. Hydrogen economy. No final exam—paper instead. TTH 10:30–11:45

CHEM 518au, Advanced Organic Chemistry William Jorgensen

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

[CHEM 519b, Advanced Organic Chemistry II]

CHEM 521au, Chemical Biology Alanna Schepartz

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

CHEM 523au, Synthetic Methods in Organic Chemistry David Spiegel

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. MWF 10:30–11:20

[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 528b, Natural Product Synthesis Andrew Phillips

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 9–10:15

CHEM 530bu, Statistical Methods and Thermodynamics John Tully

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

[CHEM 535a, Chemical Dynamics]

CHEM 540au, Molecules and Radiation I Kurt Zilm

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

CHEM 542bu, Molecules and Radiation II Mark Johnson

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

[CHEM 547b, Electron Paramagnetic Resonance]

[CHEM 548b, Nuclear Magnetic Resonance in Liquids]

CHEM 549bu, Biophysical Chemistry 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 Nilay Hazari

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

CHEM 552au, Organometallic Chemistry Robert Crabtree

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

CHEM 554b, Bio-Inorganic Chemistry Gary Brudvig

An advanced introduction to biological inorganic chemistry. Important topics in metalloprotein chemistry are illustrated. Objective is to define and understand function in terms of structure. Topics include catalysis with and without electron transfer, and carbon, oxygen, and nitrogen metabolism. MWF 8:20–9:10

[CHEM 555b, Inorganic Mechanisms]

CHEM 556a, 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. MWF 9:25–10:15

CHEM 557au, Modern Coordination Chemistry Nilay Hazari

The principles of modern inorganic chemistry. Main group and transition element chemistry: reactions, bonding, structure, and spectra. TTH 11:35–12:50

CHEM 558b, 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. MW 11:35–12:50

CHEM 560La, Advanced Physical Methods in Molecular Science I Faculty

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 560Lb, Advanced Physical Methods in Molecular Science II R. James Cross, Jr.

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 572a, Advanced Quantum Mechanics]

CHEM 590b, 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. HTBA

CHEM 600–670, Research Seminars Faculty

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 Faculty

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

CHEM 730, Molecular Science Seminar Faculty

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

CHEM 990, Research Faculty

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

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Classics

402 Phelps Hall, 203.432.0977

www.yale.edu/classics

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

Chair

Christina S. Kraus

Director of Graduate Studies

J.G. Manning (311 Phelps, 203.432.0989)

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

Associate Professor Milette Gaifman (Classics; History of Art)

Assistant Professors Jay Fisher, Pauline LeVen, Irene Peirano

Lecturers Veronika Grimm, 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)

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. Proficiency sight translation examinations in Greek and Latin (these are taken before the beginning of the first term and must have been passed at the latest by the end of the second term in residence).
2. A proseminar, in the first term, 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) 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, at least eight of which must be seminars (including four courses in the history of Greek and Latin literature, two literary seminars in one language, and one in the other); one course in historical or comparative linguistics; one course in ancient history (either an 800-level seminar or a 600-level materials course); and one course in classical art and archaeology.
5. Greek and Latin composition (this requirement may—but need not—be satisfied by courses taken under [4] above).
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. Oral examinations in Greek and Latin literature, based on the Classics Ph.D. reading list, by the end of the fifth term in residence.
Starting with the class of students in the Classical Philology track entering in 2011, this requirement is as follows: Oral examinations in Greek and Latin literature, based on the Classics Ph.D. reading list, as well as in Greek and Roman history, by the beginning of the sixth term in residence.
8. Special fields oral examinations will occur at the end of the sixth term, and consist of three areas of special concentration selected by the candidate in consultation with the DGS. One of the special fields should be related to the student’s chosen dissertation topic; the two 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 end of the term and how the student expects research will progress over the course of the summer as he or she writes the formal dissertation prospectus. A prospectus defense will take place in September of the seventh term.
9. A dissertation prospectus by the end of the seventh term in residence.
10. A dissertation.

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. Proficiency sight translation examinations in Greek and Latin (these are taken before the beginning of the first term and must have been passed at the latest by the end of the second term in residence).
2. A proseminar, in the first term, 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) 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, including two courses in the history of Greek or Latin literature; one seminar in Greek or Latin literature; 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); and two courses in another period of history.
5. A translation examination in Greek and Latin, based on the Ancient History Ph.D. reading list, by the beginning of the fifth term in residence.
6. An oral examination in Greek and Latin literature, based on the Ancient History Ph.D. reading list, by the end of the fifth term in residence.
7. Oral examinations in Greek and Roman history on four topics (two for each language) approved by the DGS, by the end of the sixth term in residence. One of the topics studied is normally related to the student’s dissertation topic.
8. A dissertation prospectus by the end of the seventh term in residence.
9. A dissertation.

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. Proficiency sight translation examinations in Greek and Latin (these are taken before the beginning of the first term and must have been passed at the latest by the end of the second term in residence).
2. A proseminar, in the first term, offering an introduction to the discipline and its various subdisciplines.
3. Departmental reading examinations in Italian (or French) and German. To be passed by the beginning of the second year in residence.
4. A minimum of fourteen term courses, including a minimum of six courses in Greek and/or Roman art and/or archaeology (at least four must be seminars); a minimum of two courses in a related field of the history of art, for example Medieval or Renaissance; a minimum of two courses in Greek or Roman history, numismatics, or papyrology. Of the remaining four courses, at least two should be seminars in Greek or Latin literature.
5. Competence in Greek and Latin, usually demonstrated by passing at least one 400/700-level course in each language.
6. A written examination in classical art and archaeology (identifications of works of art and architecture, essays, and twenty-four-hour research paper), followed by an oral examination in four areas of concentration, guided by the following topics set in advance by consultation with the faculty adviser and approved by the DGS: period (for example, the fourth century B.C.), genre (for example, Roman painting), site or geographical area (for example, Mycenae or Roman Africa), and free topic, normally by the end of the sixth term in residence.
7. A dissertation prospectus, normally by the end of the seventh term in residence.
9. A dissertation.

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. Proficiency sight translation examinations in Greek and Latin (these are taken before the beginning of the first term and must have been passed at the latest by the beginning of the second term in residence).
2. A proseminar, in the first term, offering an introduction to the discipline and its various subdisciplines.
3. Fourteen term courses including at least seven in Classics, including two courses in the history of Greek or Latin literature and two seminars; and at least six courses in Comparative Literature, including at least four courses on postclassical European literature and two courses on literary theory or methodology.
4. Literary proficiency in German and one other modern language, to be demonstrated during the first two years.
5. Translation examinations in Greek and Latin, based on the Classics 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 Ph.D. reading list, by the end 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 end of the sixth term.
8. A dissertation prospectus by the end of the seventh term in residence.
9. A dissertation.

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 or through the Philosophy department for the Philosophy track.

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. Details of the Classics track of the program may be found online at www.yale.edu/classics/research_philosophy_program.html.

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. Details of the Philosophy track of the program may be found online at www.yale.edu/philos/grad_classics.html.

The Classics and Philosophy 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.

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. Proficiency sight translation examinations in Greek and Latin (these are taken before the beginning of the first term and must have been passed at the latest by the end of the second term in residence).
2. A proseminar, in the first term, offering an introduction to the discipline and its various subdisciplines.
3. Sixteen term courses, eight of which will be courses in Classics and will include at least four courses in Greek and Latin literature, a course in historical or comparative linguistics, and at least three seminars; the eight remaining courses making up the Renaissance Studies portion of the degree will be broken down as follows: two terms of the Renaissance Studies Core Course, 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.
4. Literary proficiency in Italian, as examined by Renaissance Studies, and a second language, normally German or French.
5. Translation examinations in Greek and Latin, based on the Classics Ph.D. reading list, by the end of the fifth term in residence.
6. Oral examinations on six topics appropriate to both disciplines, selected in consultation with the directors of graduate studies in both disciplines, by the end of the sixth term in residence.
7. Oral examinations in Greek and Latin literature, based on the Classics Ph.D. reading list, by the end of the seventh term in residence.
8. A dissertation prospectus, by the end of the seventh term in residence.
9. A dissertation.

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. (en route to the Ph.D.) Students enrolled in the Ph.D. program qualify for the M.A. degree upon completion of seven 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 727au/PHIL 600au, Aristotle’s Metaphysics XII John Hare, Verity Harte

In Book XII of his Metaphysics, Aristotle embarks on an investigation into substance, in the course of which he sets out to prove and to characterize the existence of a divine substance. The course reads and discusses the Greek text of Metaphysics XII and considers the philosophical issues it raises. W 3:30–5:20

GREK 734au, Thucydides Emily Greenwood

An intensive reading of selections from Thucydides’ History, interpreting the Greek text in relation to its historical, intellectual, and cultural contexts. Philological and historical interpretation of the text to be related to debates in Thucydidean scholarship. TTH 11:35–12:50

GREK 743bu, Homer Egbert Bakker

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

GREK 756bu, Advanced Comparative Greek Grammar Jay Fisher

A historical and comparative study of the morphology of the Greek language. Emphasis on the earliest records of Greek, the development of Greek verbal and nominal systems from Proto-Indo-European, and a comparison of this development with that of Latin, English, and other Indo-European languages, including Sanskrit. TTH 2:30–3:45

GREK 757bu, Rhetoric Philosophy Egbert Bakker

A study of Greek rhetoric and its treatment by philosophers (Plato and Aristotle). TTH 4–5:15

GREK 762au, Hellenistic Poetry Egbert Bakker

Close reading of poetic selections from the Hellenistic period. Authors include Callimachus, Theocritus, and Apollonius of Rhodes. Attention to language, style, genre, and the cultural context of Alexandria. MW 1–2:15

GREK 790au, Greek Prose Composition 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 and 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 723bu, Roman Tragedy Jay Fisher

A close reading of the Phaedra, Thyestes, and Medea of Seneca, with particular attention to the literary, social, and political contexts of the plays. TTH 11:35–12:50

LATN 731au, Catullus Irene Peirano

Reading of most of the Catullan corpus, with close attention to language and style. Topics include Catullus’s cultural context, intertextuality, genre, obscenity, realism, gender, and the reception of Catullus through the ages. MW 1–2:15

LATN 747au, Roman Social History in Latin Texts John Matthews

The course, which is intended for graduate students and senior undergraduates, studies issues in the social and economic life of the Roman Empire of the first to fifth century through readings in the legal, documentary, and epigraphic as well as literary sources of the period. A strong knowledge of Latin is required, and emphasis is given to the variety of literary and nonliterary styles of the documents. HTBA

LATN 762bu, Tacitus William Metcalf

Close reading of Tacitus’s Histories and parallel passages from the other works, with attention to his syntax and style. The influence of Tacitus’s background and experience on his narrative is focal throughout. TTH 1–2:15

LATN 763bu, Ciceronian Invective Irene Peirano

A close reading of Cicero’s Philippics 1 and 2 in Latin; selected readings from other texts in English. Emphasis on Cicero’s language, style, and rhetorical technique, and on invective as a literary genre. MW 4–5:15

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

LATN 791au, Comparative Latin Grammar Jay Fisher

Introduction to the historical and comparative study of the Latin language, with emphasis on the earliest records of archaic Latin, the development of Latin grammar and vocabulary from Proto-Indo-European, and a comparison of this development with the grammar and vocabulary of Greek, English, and other Italic languages, including Oscan and Umbrian. TTH 2:30–3:45

CLSS 601b/MDVL 552b, Introduction to Latin Paleography Barbara Shailor

Latin paleography from the fourth century C.E. to ca. 1500. Topics include the history and development of national hands; the introduction and evolution of Caroline minuscule, pre-gothic, gothic, and humanistic scripts (both cursive and bookhands); the production, circulation, and transmission of texts (primarily Latin, with reference to Greek and Middle English); advances in the technical analysis and digital manipulation of manuscripts. Seminars are based on the examination of codices and fragments in the Beinecke Library; students select a manuscript for class presentation and final paper. Prerequisites: proficiency in Latin; reading knowledge of French, German, Italian, or classical Greek.

CLSS 605au, Greek Papyrology Ann Hanson

Study of literary and documentary papyri from the desert regions of the Eastern Mediterranean. Although most papyri in the collection at Yale’s Beinecke Library derive from Ptolemaic and Roman Egypt, a few were excavated at Dura Europos, a Seleucid foundation on the Euphrates in what is modern Syria. The class meets each week in the Beinecke Library and concentrates on published and unpublished documents housed there. Scans of papyri from other collections in the United States and Europe are also studied. Topics to be considered include reading literary and documentary hands written in scriptio continua; understanding and interpreting published transcripts; becoming familiar with the language of documents; manipulating the electronic databases that help to find texts with similar concerns and phrasing and to identify ancient copies of Greek literature. In addition to using papyri as sources for social history, we can also consider such recently published literary texts as the Posidippus epigrams, the much-debated Artemidorus papyrus, and the surprising Codex Tchacos (a.k.a., Gospel of Judas). Prerequisites: proficiency in reading Greek; reading knowledge (with a dictionary) of German, French, and Italian. T 1:30–3:20

CLSS 804a, Homer’s Iliad Egbert Bakker

This seminar has two aims: (1) a comprehensive reading and interpretation of the poem, with an eye to the fact that a classics Ph.D. will sooner or later have to teach the Iliad in translation as part of a literature or myth course; and (2) an introduction to Homeric philology (analysis, neo-analysis, Homeric language, oral poetry, performance) on the basis of in-depth readings of selected passages. M 3:30–5:20

CLSS 806b/HIST 511b/RLST 514b, Hellenistic Civilization and the Jews J.G. Manning, John J. Collins

This seminar examines two incidents in the Hellenistic world that can be construed as persecution of the Jews. The first was in the years 167–164 B.C.E., when the Seleucid Antiochus Epiphanes tried to suppress the traditional Jewish cult in Jerusalem. The second was in Alexandria in 38 C.E., when the Jewish community came under attack from its Gentile neighbors and the Roman authorities. The seminar examines these incidents in the context of Seleucid and Roman policies toward subject peoples. TH 3:30–5:20

CLSS 810a, Livy Christina S. Kraus

Historiographical study of Livy’s Ab urbe condita. We read approximately five books in Latin (more in English), concentrating on Livy’s historical and literary techniques. This is not a history course, though historians are welcome. W 3:30–5:20

CLSS 825b, Euripides Pauline LeVen

Close reading of two late plays of Euripides, Helen and Ion. Class discussion focuses on Euripides’ literary and dramatic technique and on the issues of myth, geography, as well as cultural and personal identity in these tragedies. We also consider how the plays (qualified as “romantic tragedies,” “paratragedies,” and “tragicomedies”) question the identity of the tragic genre and open new dramatic possibilities at the end of the fifth century B.C. A range of modern critical approaches is introduced. M 2:30–4:20

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

CLSS 850b/PHIL 602bu, Plato’s Philebus Verity Harte

The seminar reads, in translation, and discusses Plato’s Philebus, the late work in which he examines the competing claims of pleasure and reason to be the basis of human happiness and provides a portrait of the best human life. W 3:30–5:20

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 885b/HIST 512b, Aristotle’s Athenaion Politeia Donald Kagan

A study of the historical portion of Aristotle’s Constitution of the Athenians. TH 1:30–3:20

CLSS 888bu/PHIL 601bu, Ancient Philosophy of Science Barbara Sattler

This seminar focuses on the evolution and development of notions central to the philosophy of science that arose in ancient times. Topics include time, space, motion, matter, continuity, and infinity. We concentrate on the discussion of these topics in the Presocratics, Plato, and Aristotle. M 3:30–5:20

CLSS 892b, Vision in Ancient Epic Kirk Freudenburg

This seminar explores the theory and practice of image-production (enargeia, descriptio: the production of a full visual presence through verbal means) in ancient epic, with special focus on the narratological ends to which the poet’s special “visualizing effects” are the means. The main epic poet studied is Virgil, but accounting for his visual practices requires a much fuller accounting of enargeia in the various “visualizing” poetic traditions to which he refers (especially Homer, Lucretius, and Catullus); in rhetoric, both its theory and practice (Aristotle, Cicero, and Quintilian); in historiography (Livy and Tacitus); and in other “actual” visual media such as wall paintings, sculpture, and architecture. We look at the related topics of ecphrasis, Roman concepts of “nobility” and “spectacle,” and to further developments in the production of visualization in the epics of Ovid, Statius, Lucan, and Valerius Flaccus, as well as to the basic practices, categories, and theorizations of film narratology (Bordwell, Mulvey, Verstraten). W 2:30–4:20

CLSS 896a, History of Latin Literature Jay Fisher

A survey of Latin literature from the earliest texts to the sixth century C.E., with the main focus on the period from the second century B.C.E. to the C.E. Diachronic, synchronic, generic, and topical models of organization. TTH 4–5:15

CLSS 897b, History of Latin Literature Irene Peirano

For description, see CLSS 896a. MW 11:35–12:50

CLSS 900a/b, Directed Reading

By arrangement with faculty.

CLSS 910a/b, Directed Reading

By arrangement with faculty.

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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

Katie Trumpener (katie.trumpener@yale.edu)

Professors Rolena Adorno (Spanish & Portuguese), Dudley Andrew, R. Howard Bloch (French), Rüdiger Campe (German), Francesco Casetti (Film Studies), Katerina Clark, Michael Denning (American Studies), Wai Chee Dimock (English), Paul Fry (English), Roberto González Echevarría, Beatrice Gruendler (Near Eastern Languages & Civilizations), Karsten Harries (Philosophy), Benjamin Harshav (Emeritus), Geoffrey Hartman (Emeritus), Michael Holquist (Emeritus), Carol Jacobs, Pericles Lewis, Tinu Lu (East Asian Languages & Civilizations), John MacKay (Slavic Languages & Literatures), Giuseppe Mazzotta (Italian), Christopher L. Miller (French), Rainer Nägele, David Quint, Joseph Roach (English), Maurice Samuels (French), Henry Sussman (Visiting, German), Katie Trumpener, Christopher Wood (History of Art), Ruth Yeazell (English)

Associate Professors Moira Fradinger, Barry McCrea

Assistant Professor David Gabriel

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 at least seven 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) course work dealing with texts from three literatures, one of which may be English or American. 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 seven 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).

The Ph.D. dissertation, supervised by a dissertation director (or directors) and approved by the departmental faculty, 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

The Department of Comparative Literature also offers, in conjunction with the Department of Classical Languages and Literatures, a combined Ph.D. in Comparative Literature and Classics. For further details, see Classics.

Comparative Literature and Film Studies

The Department of Comparative Literature also offers, in conjunction with the Program in Film Studies, a joint Ph.D. in Comparative Literature 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 Comparative Literature. All documentation within the application should include this information.

Comparative Literature and Renaissance Studies

The Department of Comparative Literature also offers, in conjunction with the Renaissance Studies program, a combined Ph.D. in Comparative 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 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.

Courses

CPLT 501a/HIST 564a/ITAL 600a/RNST 500a, Introduction to Renaissance Studies: Renaissance Italy Angela Capodivacca, Francesca Trivellato

An introduction to the major texts, issues, and methods in the interdisciplinary study of the Renaissance, with an emphasis on Italy. T 7–8:50

CPLT 501b/HIST 564b/RNST 500b, Introduction to Renaissance Studies: Northern Europe Bruce Gordon, David Scott Kastan

An introduction to the major texts, issues, and methods in the interdisciplinary study of the Renaissance, with an emphasis on northern Europe. T 1:30–3:20

CPLT 511b, Introduction to Theory of Literature Carol Jacobs

An examination of concepts and assumptions active in contemporary views of literature, with their history. Shifting definitions of “literary theory”; accounts of meaning, interpretation, and representation; examinations of historicist, formalist, psychoanalytic, Marxist, structuralist, poststructuralist, feminist, and media-centered approaches to theory and literature. TTH 11:35–12:25

CPLT 515b, Proseminar in Comparative Literature Carol Jacobs

Introductory proseminar for all first-year students in Comparative Literature (and other interested graduate students). Critical, close readings of formative texts that theorize interpretation, language, and literature, leading to a complex meditation on such questions as: What is truth? How does it relate to the concepts of authority and language and the assumptions we tend to make about them? What are the implications for a conceptualization of the individual self? We are concerned, on the one hand, with the unique contributions of individual authors. To complicate matters I wish to work through these issues by investigating the subtleties of formulation in these writers, their theatrical gestures, their claims to singular truth, their often difficult turns of phrase or even inconsistencies. Students in the proseminar must also concurrently take CPLT 511b, Introduction to Theory of Literature. TH 3:30–5:20

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

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

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

CPLT 577a/MDVL 559a/SPAN 519a, Framed Narratives of Medieval Europe María Rosa Menocal

A study of the vernacular storytelling traditions central to the cultural transformation of medieval Europe that begins in the twelfth century. The framed tale collections include intertwined texts, and stories many times retold, in a half dozen different linguistic and cultural traditions, beginning with the Disciplina Clericalis and the Kalila wa Dimna and their many versions, and culminating in the fourteenth-century masterpieces considered foundational to the national language traditions: the Decameron, the Conde Lucanor, and the Canterbury Tales. Topics of special interest include: translation, variations, and originality; the transition from oral storytelling to written texts; and the flourishing of the tradition in postmedieval literature, often with a distinct self-consciousness of the “medievalness” of the form. TH 1:30–3:20

CPLT 592a/GMAN 645au, Urban Phantasmagoria: Berlin, Vienna, and Paris Henry Sussman

Grounding itself in Walter Benjamin’s The Arcades project, a print-medium Web site of the rise of modernity, malls, advertising, gambling, amusement parks, and urban-cruising in nineteenth-century Paris, this course pursues these developments as they revolutionize the environment in the major German-speaking cities and as they are documented in literary and cultural criticism. Readings include Aragon, Balzac, Barthes, Baudelaire, Zola, and Rem Koolhas. W 3:30–5:20

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

CPLT 634b/NELC 563b, From Pictograph to Pixel: Changing Ways of Human Communication John Darnell, Michael Fischer, Beatrice Gruendler

An exploration of the five pivotal stages of the development of human communication throughout world history: pictographic and syllabic ways of writing, the consonantal or phonetic alphabet, the invention of paper, movable type, and acoustic/electronic/digital media and the Internet. These technologies are considered for their innovative features, new capabilities, social and ideological implications, and the instrumental roles they play in contemporary periods of change. TTH 1–2:15

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

CPLT 648b/GMAN 648b, Repetition Rainer Nägele

Repetition emerges in the nineteenth century as a particular preoccupation. We concentrate on some specific philosophical and theoretical texts: Karl Marx (the Eighteenth Brumaire), Kirkegaard, Nietzsche, Freud. But we also discuss some of the ramifications of repetition in poetry, literature, and rhetoric (rhythm, rhyme, refrain, and literary motifs). W 1:30–3:20

CPLT 672b/ENGL 672b, Milton David Quint

A study of Milton’s poetry and some of his controversial prose. We investigate the relation of the poetry to Milton’s literary tradition and historical contexts, focusing on issues of genre and on the religious, social, and political forces that shaped Milton’s writing. TH 9:25–11:15

CPLT 674a/SPAN 660a, Cervantes’s Don Quijote Roberto González Echevarría

A close reading of Cervantes’s masterpiece with emphasis on its significance for modern fiction. The relationship of author, character, and reader; reality and fantasy in fiction; literary imitation vs. literary invention. Conducted in Spanish, but Comparative Literature students may do their presentation and paper in English. W 3:30–5:20

CPLT 711b/ITAL 703b, Vico and European Thought Giuseppe Mazzotta

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

CPLT 713b/PHIL 706b, Time and Value Karsten Harries

The seminar begins with a consideration of Plato’s Symposium as the paradigmatic statement of what we can call an ethics of satisfaction. Other versions are examined. All are shown to be inseparable from a view of time that gives priority to the present. This view is criticized and contrasted with another that gives primacy to the future. Its consequences for value theory are examined. Readings in Plato, Augustine, Kant, Nietzsche, Heidegger, Sartre, Eliade, and Marcuse. T 1:30–3:20

CPLT 714a/PHIL 701a/PLSC 606a, From Weber to Derrida Seyla Benhabib

Topics discussed include modernity and rationalization; science and the problem of values; the concept of public sphere; decisionism and the friend/foe distinction; Heidegger’s ontology and politics; Derrida on cosmopolitanism, and Habermas and Derrida on terror and philosophy. This course can only be taken in conjunction with the lecture course European Political Thought from Weber to Derrida (PLSC 604a), since it is not an independent seminar but the graduate seminar attached to the lecture course. W 5–6:50

CPLT 785a/GMAN 665a, Thinking Poetry: Hölderlin, Heidegger, Blanchot Rainer Nägele

Poetry, in this seminar, is both the object and subject of thinking. In close readings of Hölderlin’s major poetic work, we investigate the specific mode in which poetry thinks, while, at the same time, the impact of this poetry on philosophical language and its awareness of being (in) language is discussed in the encounter of Heidegger and Blanchot with Hölderlin. T 1:30–3:20

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

The course examines major French literary and artistic movements of the last decades of the nineteenth century (Naturalism, Decadence, Symbolism) in their cultural context. Weekly reading assignments pair literary texts with contemporary theoretical/medical/political discourse on such topics as disease, crime, sex, poverty, colonialism, nationalism, and technology. Literary authors include Barbey, Mallarmé, Maupassant, Rachilde, Villiers, and Zola. Theorists include Bergson, Freud, Krafft-Ebing, Le Bon, Nordau, Renan, and Simmel. Some attention also paid to the visual arts. Prerequisite: reading knowledge of French. TH 9:25–11:15

CPLT 900a, Directed Reading Faculty

CPLT 900b, Directed Reading Faculty

CPLT 901a, Individual Research Faculty

CPLT 901b, Individual Research Faculty

CPLT 908a/ENGL 910a, James Joyce Barry McCrea

This seminar is a close examination of the works of James Joyce and the critical debates surrounding them. Most of the seminar is devoted to the close reading of Ulysses and portions of Finnegans Wake. T 9:25–11:15

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

The course undertakes a series of case studies of Italian films adapted from literary works, identifying the challenges that specific texts present to filmmakers in the process of transforming verbal fictions into audiovisual spectacles. Although we consider a variety of critical approaches to comparative study of the two arts (semiotic, psychoanalytic, ideological, feminist, etc.), we do not develop a universal theory of adaptation, but instead analyze each case in sui generis terms, making allowances for the specificity of the textual sources, and for the “authorial” freedom that must be granted filmmakers in their cinematic rewriting of them. Among our twelve case studies, reading and screening include the Tavianis’ Kaos and Pirandello’s short stories; Moravia’s and De Sica’s Two Women; Sophocles’ and Pasolini’s Oedipus Rex; Boito’s and Visconti’s Senso; Ledda’s and the Tavianis’ Padre padrone; Bassani’s and De Sica’s Garden of the Finzi-Continis; and Mann’s and Visconti’s Death in Venice. W 3:30–5:20, screenings SU 7:30

CPLT 917a/FILM 601a, Films and Their Study Dudley Andrew

The course sets in place some undergirding for graduate students who want to anchor their film interest to something like the “professional discourse” of this field. A coordinated set of topics in film theory is interrupted first by the often discordant voice of history and second by the obtuseness of the films examined each week. As the title of the seminar is meant to convey, films themselves take the lead in our discussions. T 1:30–3:20, screenings SU 7

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

CPLT 957b/FILM 769b, World Cinema and Continental Philosophy Thomas Elsaesser

Examining the recent but still expanding interest of major contemporary philosophers in the cinema and the corresponding interest of film scholars in contemporary philosophy, the seminar focuses on the reasons for this turn, the key philosophical questions raised, and what each side can expect to gain from the other. After a flashback to philosophers who in the earlier part of the twentieth century found the cinema a challenge worth their attention (from Henri Bergson via Jean Paul Sartre to Stanley Cavell), the seminar traces the reverberations of Gilles Deleuze’s “Cinema” books across continental philosophy, often setting the terms for the debate even among those who dissent from his thought or choose a quite different path. Philosophers discussed include Jean-François Lyotard, Jacques Rancière, Alain Badiou, and Jean-Luc Nancy, but also others, such as Slavoj Žižek, Martin Seel, Torben Grodal, Lorenz Engell, and Josef Früchtl, who have found cinema/philosophy a fertile reference point for reviving questions of politics, the subject, and aesthetics. W 1:30–3:20

CPLT 962b/SPAN 904b, Latin American Intellectual Debates Moira Fradinger

The seminar looks at the development of central cultural debates in the region over two centuries, mainly through the form of the essay, but including poems, novels, and films. We explore polemics over the “Idea of America” and the foundations of the regional nation-states in authors such as Bolívar, Martí, and Sarmiento; debates over the cultural independence from Europe, over the Indian question and the movement of indigenismo; issues of cultural hybridity and mestizaje, the movement of negritude; and the question of modernity and postmodernity. Twentieth-century authors include Rodó, Vasconcelos, Reyes, de Andrade, Mariátegui, Roumain, Césaire, Fanon, Rama, Retamar, Galeano, Glissant, and García Canclini. W 3:30–5:20

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

We discuss seminal works by Blumenberg, Derrida, and Foucault from the early 1960s. All three authors developed models of critical hermeneutics from their respective readings of Husserl (and Heidegger) on science and technology (Crisis of European Sciences). We explore how a general rethinking of interpretation and criticism in the humanities started from the questioning of science and technology, and what this means in today’s humanities. M 3:30–5:20

CPLT 989b/AFAM 851b/FREN 943b, Creole Identities and Fictions Christopher L. Miller

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Computational Biology and Bioinformatics

300 George Street, Suite 501, 203.737.6029

http://cbb.yale.edu

M.S., Ph.D.

Directors of Graduate Studies

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

Perry Miller (300 George St., Suite 501, 203.737.2903, perry.miller@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 (Epidemiology & Public Health; Statistics), Hongyu Zhao (Epidemiology & Public Health; Genetics), Steven Zucker (Computer Science; Electrical Engineering; Biomedical Engineering)

Associate Professors Kei-Hoi Cheung (Anesthesiology; Computer Science; Genetics), Alison Galvani (Epidemiology & Public Health), Yuval Kluger (Pathology), Michael Krauthammer (Pathology), Andrew Miranker (Molecular Biophysics & Biochemistry), Corey O’Hearn (Mechanical Engineering; 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 (Epidemiology & 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 740a, CB&B 750b, and CB&B 752b. 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 M.S. 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 550b/NBIO 550b/NSCI 550b, Introduction to Neuroinformatics]

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

Introduction to problems, algorithms, and data analysis approaches in computational biology and bioinformatics; stochastic modeling and statistical methods applied to problems such as mapping disease-associated genes, analyzing gene expression microarray data, sequence alignment, SNP analysis, transcription regulation and sequence motif finding, and RNA/protein structure prediction. 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 361, 538a, or 542b. Prior knowledge of biology is not required, but some interest in the subject and a willingness to carry out calculations using R is assumed. TTh 10:30–11:45

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. HTBA

CB&B 750b/MCDB 750b, Core Topics in Biomedical Informatics Perry Miller and staff

Introduction to common unifying themes that serve as the foundation for different areas of biomedical informatics, including clinical, neuro-, and genome informatics. The course is designed for students with significant computer experience and course work who plan to build computational tools for use in bioscience research. Emphasis is on understanding basic principles underlying informatics approaches to biomedical data modeling, interoperation among biomedical databases and software tools, standardized biomedical vocabularies and ontologies, modeling of biological systems, and other topics of interest. The course involves lectures, class discussions, student presentations, and computer programming assignments. Prerequisites: previous computer programming experience and permission of the instructor. HTBA

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

Bioinformatics encompasses the analysis of gene sequences, macromolecular structures, and functional genomics data on a large scale. It represents a major practical application for modern techniques in data mining and simulation. Specific topics to be covered include sequence alignment, large-scale processing, next-generation sequencing data, comparative genomics, phylogenetics, biological database design, geometric analysis of protein structure, molecular-dynamics simulation, biological networks, normalization of microarray data, mining of functional genomics data sets, and machine learning approaches for data integration. Prerequisites: MB&B 301b and MATH 115a or b, or permission of the instructor. MW 1–2:15

[CHEM 526bu, Computational Chemistry and Biochemistry]

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

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Computer Science

A. K. Watson Hall, 203.432.1246

www.cs.yale.edu

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

Chair

Holly Rushmeier

Director of Graduate Studies

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

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

Associate Professors Yiorgos Makris (Electrical Engineering), Andreas Savvides (Electrical Engineering), Brian Scassellati, Sekhar Tatikonda (Electrical Engineering), Yang Richard Yang, Edmund Yeh (Electrical Engineering)

Assistant Professors Daniel Abadi, Kei-Hoi Cheung (Medical Informatics), Bryan Ford

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; 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]

[CPSC 522bu, Operating Systems]

CPSC 524bu, Parallel Programming Techniques Andrew Sherman

Practical introduction to parallel programming, emphasizing techniques and algorithms suitable for scientific and engineering computations. Aspects of processor and machine architecture. Techniques such as multithreading, message passing, and data parallel computing using graphics processing units. Performance measurement, tuning, and debugging of parallel programs. Parallel file systems and I/O. TTH 2:30–3:45

[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 Zhong Shao

Introduction to formal approaches to programming language design and implementation. Topics include lambda calculus, type theory, denotational semantics, type-directed compilation, higher-order modules, and application of formal methods to systems software and Internet programming. MW 1–2:15

[CPSC 531au, Computer Music: Algorithmic and Heuristic Composition]

CPSC 532bu, Computer Music: Sound Representation and Synthesis Paul Hudak

Study of the theoretical and practical fundamentals of computer-generated music, with a focus on low-level sound representation, acoustics and sound synthesis, scales and tuning systems, and programming languages for computer music generation. Theoretical concepts are supplemented with pragmatic issues expressed in a high-level programming language. Ability to read music is assumed. MW 2:30–3:45

CPSC 533bu, Computer Networks Yang Richard Yang

An introduction to the design, implementation, analysis, and evaluation of computer networks and their protocols. Topics include layered network architectures, applications, transport, congestion, routing, data link protocols, local area networks, performance analysis, multimedia networking, network security, and network management. Emphasis on protocols used in the Internet. TTH 1–2:15

[CPSC 534bu, Mobile Computing and Wireless Networking]

[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. HTBA

[CPSC 537bu, Introduction to Databases]

CPSC 538bu, Database System Implementation and Architectures Daniel Abadi

A study of systems programming techniques, with a focus on database systems. In the first half of the term, students analyze the design of a traditional DBMS and build components of a DBMS prototype, e.g., a catalog-manager, a buffer-manager, and a query execution engine. In the second half, students examine nontraditional architectures such as parallel databases, data warehouses, stream databases, and Web databases. MW 2:30–3:45

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. TTH 1–2:15

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 Joan Feigenbaum

A mathematically rigorous investigation of the interplay of economic theory and computer science, with an emphasis on the relationship of incentive-compatibility and algorithmic efficiency. Particular attention to the formulation and solution of mechanism-design problems that are relevant to data networking and Internet-based commerce. TTH 2:30–3:45

CPSC 557au, Sensitive Information in a Wired World Joan Feigenbaum

Issues of ownership, control, privacy, and accuracy of the huge amount of sensitive information about people and organizations that is collected, stored, and used by today’s ubiquitous information systems. Readings consist of research papers that explore both the power and the limitations of existing privacy-enhancing technologies such as encryption and “trusted platforms.” TTH 1–2:15

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

[CPSC 563bu, Machine Learning]

CPSC 565au, Theory of Distributed Systems James Aspnes

Models of asynchronous distributed computing systems. Fundamental concepts of concurrency and synchronization, communication, reliability, topological and geometric constraints, time and space complexity, and distributed algorithms. MWF 11:35–12:25

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. MW 1–2:15

[CPSC 568au, Computational Complexity]

[CPSC 569bu, Randomized Algorithms]

CPSC 570au, Artificial Intelligence Drew McDermott

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

CPSC 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. MWF 10:30–11:20

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. Prerequisites: MATH 120a or b and CPSC 112a or b, or permission of the instructor. MW 2:30–3:45

CPSC 578bu, Computer Graphics Holly Rushmeier

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. MW 1–2:15

CPSC 579au, Advanced Topics in Computer Graphics Julie Dorsey

An in-depth study of advanced algorithms and systems for rendering, modeling, and animation in computer graphics. Topics vary and may include reflectance modeling, global illumination, subdivision surfaces, NURBS, physically based fluids systems, and character animation. TTH 1–2:15

[CPSC 662a, Spectral Graph Theory]

[CPSC 671a, Advanced Artificial Intelligence]

CPSC 675b, Computational Vision and Biological Perception Steven Zucker

Advanced topics in computational vision and biological perception. MW 2:30–3:45

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 723b, Graduate Seminar

Th 2:30–3:45

CPSC 772a, Graduate Seminar

Th 2:30–3:45

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

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 Igor Frenkel

HTBA

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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

Director of Graduate Studies

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

Kang-i Sun Chang [Sp] (306 HGS, 203.432.2865, kang-i.chang@yale.edu)

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

Assistant Professor Chloë Starr (Divinity School)

Senior Lecturer Koichi Shinohara (Religious Studies)

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

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 530au, Homosexual Desire in East Asian Literatures John Treat

Survey of homosexual themes in traditional and modern Chinese, Japanese, and Korean literature. W 2:30–4:20

EALL 560a/RLST 584a, Introduction to the Chinese Buddhist Canon Koichi Shinohara

The course introduces students to the critical study of diverse documents in the Chinese Buddhist canon. It begins with a brief survey of the history of the canon. The main part is devoted to the close reading of sections of the seventh-century thematic Chinese Buddhist encyclopedia, the Fayuan zhulin (“The Jade Forest of the Dharma Garden”). Each entry in this encyclopedia consists of quotations from a wide range of sources. We study a chosen section together in class, and each student traces these citations to their original contexts scattered throughout the entire canon and examines them in their original contexts. Prerequisite: sufficient skill in literary Chinese or kanbun to be able to begin reading the canon in the original. T 3:30–5:30

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

Concepts of man and nature in traditional Chinese literature, with special attention to aesthetics and cultural meanings. Topics include Taoism, Buddhism, and lyricism; body and sexuality, contemplation, and self-cultivation; travel in literature; landscape and the art of description; images of Utopian communities as compared to the Western notion of Utopia; ideas of self-identity; and dream, pilgrimage, and allegory. No knowledge of Chinese required. TTH 1–2:15

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

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

CHNS 520b, Romance in Late Imperial Literature Tina Lu

Introduction to the drama and fiction of late imperial China. Focus on the theme of romance with examples from the Tang to the Qing dynasty. Ways in which literature about romantic love negotiated social constraints that proscribed contact between unrelated men and women. No knowledge of Chinese required. MW 4–5:15

CHNS 540au/FILM 753a/RUSS 677a, Cinemas of Late and Post-Socialist China and Russia John MacKay

Close, contextualized, comparative analysis and interpretation of major Chinese and Russian films, fiction and nonfiction, from the mid-1980s to the present. We examine the films in terms of their formal structures and their reception, in relation to the revolutionary political and cultural legacies of both countries, and in light of the epochal social and economic changes occurring in China and Russia during this period. Filmmakers to be studied include Wang Bing, Sergei Dvortsevoy, Aleksei German, Chen Kaige, Alexander Sokurov, and Jia Zhangke. Open to both undergraduate and graduate students; no knowledge of Russian or Chinese required. M 3:30–5:20, screenings W 7

CHNS 560au, Introduction to Literary Chinese I Zhengguo Kang

Reading and interpretation of texts in various styles of literary Chinese (wenyan), with attention to basic problems of syntax and literary style. Prerequisite: CHNS 142b or 151b or equivalent. TTH 11:35–12:50

CHNS 571bu, Introduction to Literary Chinese II Zhengguo Kang

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

CHNS 580b, Classical Tales from Tang to Qing Tina Lu

Close reading and translation of classical tales from the Tang, Ming, and Qing dynasties. Focus on strengthening students’ reading ability in classical Chinese. Attention to canonical Chinese narratives as well as some lesser-known texts. Discussion of themes such as romance, magical transformations, and proto-martial arts, including how these themes were transformed over time. MW 11:35–12:50

CHNS 602bu, 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 Chinese. Because readings are different year to year, this course may be repeated for credit. W 1:30–3:20

CHNS 603au, Readings in Classical Chinese Poetry Kang-i Sun Chang

Fundamentals of classical Chinese poetry and poetics. Primary readings in Chinese, lectures and discussion in English and Chinese. Because readings are different year to year, this course may be repeated for credit. W 1:30–3:20

CHNS 835b/HIST 857b, Readings in the Mencius, the Xunzi, and the Zhuangzi Annping Chin

The course focuses on three Chinese texts from the Warring States period (481–221): the Mencius, the Xunzi, and the Zhuangzi. We consider not only the cognitive powers of the authors but also their distinct styles of argumentation and their art as storytellers and analogists. We explore the texts as historical sources and as means to understand the characters and the intellectual and aesthetic proclivities of the early Chinese professional elite (shi). Readings are in Chinese. T 3:30–5:20

CHNS 900, Directed Readings Faculty

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

CHNS 990, Directed Research Faculty

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 500au, Japan’s Classics in Text and Image Edward Kamens

Fiction, poetry, and plays from the eighth through nineteenth century, studied alongside related works of art and illustrated books in Yale collections and beyond. The course is both an introduction to the Japanese classics and an example of interdisciplinary study in the humanities, in this case Japan-centered. No knowledge of Japanese required. TTH 2:30–3:45

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 Edward Kamens

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 574bu/FILM 870bu, The Japanese Period Film Aaron Gerow

An exploration of Japan’s most popular category of cinema: the period or samurai film. Survey of transformations from the silent era to the present day, focusing on the relationship with Japan’s cultural history and world cinema, as well as with related media such as literature, theater, television, and comic books. Particular focus on the problem of genre in Japanese film. Directors discussed include Kurosawa, Ito, Itami, Yamanaka, Miike, and Yamada. TTH 2:30–3:45

JAPN 578au, Modern Japanese Fiction John Treat

An introduction to Japanese fiction from the 1890s to the 1980s. Novels and stories by such writers as Natsume Soseki, Tanizaki Jun’ichiro, and Oe Kenzaburo; discussion of major trends such as modernism and writing by women. No knowledge of Japanese required. TTH 11:35–12:50

JAPN 702b, Readings in Heian Period Prose and Poetry Edward Kamens

Close reading of works in various genres and styles from the eighth through the twelfth century; research in traditional commentaries and contemporary criticism. This year, the seminar focuses on classical poetry, poetry contests, and karon. T 2:30–4:20

JAPN 872a/FILM 880a, Theories of Subculture and Popular Culture in Japan Aaron Gerow

Exploration of postwar theories of popular culture and subculture in Japan, particularly focusing on the intellectual debates over television and new media. M 1:30–3:20

JAPN 900, Directed Readings Faculty

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

JAPN 990, Directed Research Faculty

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.

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East Asian Studies

The MacMillan Center

320 Luce Hall, 203.432.3426

http://eastasianstudies.research.yale.edu

M.A.

Chair

To be announced

Director of Graduate Studies

Deborah Davis (140 Prospect St., 203.432.3327, deborah.davis@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), Koichi Hamada (Economics), 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 Honeychurch (Anthropology), Andrew Quintman (Religious Studies), Jun Saito (Political Science), Chloë Starr (Divinity; East Asian Languages & Literatures), Eric Weese (Economics), Jessica Weiss (Political Science)

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

Lecturers William Fleming, Fumiko Jo¯o, Jin Woong Kang, Yuhang Li

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. Normally, students entering the program are expected to have already completed the equivalent of at least two years of Chinese, Japanese, or Korean language, so that the three-year language requirement can be completed in the two terms spent at Yale. A program of study for completion of the degree in one year consists of at least eight term courses that normally include two terms of language study at Yale’s third-year level (unless the language requirement has already been met through previous study) 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 Chinese, Japanese, or Korean language class cannot be counted toward satisfying this requirement, except with the permission of the DGS.

Joint-Degree Programs

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

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

Courses

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

EAST 501/SOCY 507, Social Science Workshop on Contemporary China Deborah Davis

A yearlong course for one credit. Students must register for and complete both disciplinary perspectives, including anthropology, economics, law, political science, and sociology. At each session, Yale faculty, visitors, and advanced graduate students deliver short presentations of current works in progress, circulated in advance, for group discussion and critique. In addition there are two weekend data analysis workshops in each term to which seminar members are invited. One unit of course credit is available to students who attend the colloquium in both terms and submit a thirty-page paper. Prerequisite: permission of the instructor. M 12–1

EAST 525a/HIST 902a/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 1:30–3:20

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Ecology and Evolutionary Biology

Osborn Memorial Laboratories, 203.432.3837

www.eeb.yale.edu

M.S., Ph.D.

Chair

Paul Turner

Director of Graduate Studies

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

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

Associate Professors Suzanne Alonzo, Alison Galvani (Epidemiology & Public Health), Walter Jetz, David Post, Melinda Smith

Assistant Professors Antónia Monteiro, Thomas Near (on leave), Jeffrey Townsend, David Vasseur

Senior Lecturer Marta Martínez Wells

Lecturers Adalgisa Caccone, Wendy Clement, 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 Kline Science Library.

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 Staff

Topics to be announced. 2 HTBA

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

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

E&EB 515au, Conservation Biology Jeffrey Powell, Walter Jetz

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

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 522bu, Principles of Evolution, Ecology, and Behavior Stephen Stearns

The major principles of evolution, ecology, and behavior explained and illustrated by recent advances that have changed the field. Emphasis on major events in the history and key transitions in the organization of life. Ecological processes from organisms through populations and communities to the biosphere. Foraging, mating, and selfish and cooperative behavior placed in evolutionary and ecological context. MWF 11:35–12:25

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

E&EB 525bu, Evolutionary Biology Nancy Moran

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. Recommended preparation: E&EB 522. TTH 11:35–12:50

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 535a, Evolutionary Medicine]

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. MWF 9–10:15

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

M 2:30–4:30

E&EB 546bu, Plant Diversity and Evolution Wendy Clement

Introduction to the evolutionary relationships of plant lineages. Exploration of the complexity, diversity, and characteristics of the major plant groups, including the green algae, mosses, ferns, conifers, and flowering plants, within a phylogenetic context. MW 1–2:15

E&EB 547Lbu, Laboratory for Plant Diversity and Evolution Wendy Clement

Local flora field research; hands-on experience with the plant groups examined in the accompanying lectures. T 1–4

[E&EB 548bu, Insect Development and Evolution]

[E&EB 549Lbu, Laboratory for Insect Development and Evolution]

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

[E&EB 555b, Invertebrates I]

[E&EB 556Lb, Laboratory for Invertebrates I]

E&EB 557a, Invertebrates II Leo Buss

A comprehensive survey of the phyla comprising the Lophotrochozoa and the Ecdysozoa emphasizing anatomy, functional organization, systematics, and evolutionary history.

E&EB 558La, Laboratory for Invertebrates II Leo Buss

Study of the anatomy of representative living invertebrates comprising the Lophotrochozoa and the Ecdysozoa, accompanied by examination of museum specimens of both extant and fossil invertebrates.

[E&EB 564au, Ichthyology]

[E&EB 565au, Laboratory for Ichthyology]

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 610bu, Evolutionary Genetics]

[E&EB 626au, Molecular Ecology]

[E&EB 627a or b, Research Topics in Molecular Ecology]

E&EB 630a/F&ES 730a, Ecosystem Ecology Melinda Smith, Peter Raymond

An outdoor overview of the study of ecosystems. How the structure of ecosystems develops (e.g., biodiversity) and how ecosystems function (e.g., process nutrients or pollutants). The impact of global changes, such as climate change and eutrophication, on ecosystem structure and function. Field-based group and independent projects focused on New England ecosystems.

[E&EB 632b, The Analysis of Ecological Time Series]

[E&EB 640b, Community Ecology]

E&EB 660bu, Conservation Genetics Adalgisa Caccone

An introduction to conservation genetics for advanced undergraduates and graduate students. The importance of genetic diversity and the means for preserving it.

E&EB 665au/F&ES 500a, Landscape Ecology David Skelly

An introduction to the study of large-scale ecological patterns and processes. Landscape ecology is a relatively young, rapidly changing field. The topics covered reflect the diverse interests of ecologists: species-area relationships, island biogeography, metapopulation theory, individual-based models, cellular automata, models of biodiversity, etc. Throughout the course the emphasis is on when and how to integrate a spatial perspective into consideration of major ecological questions. Readings from the primary literature augment material covered in lectures. Students complete a project resulting in a manuscript on a landscape-related topic.

[E&EB 670au/F&ES 738a, Aquatic Ecology]

[E&EB 672bu, Ornithology]

[E&EB 673Lbu, Laboratory for Ornithology]

[E&EB 678b, Mathematical Models and Quantitative Methods in Evolution and Ecology]

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.

[E&EB 710b, Sexual Selection and Social Evolution]

[E&EB 729a, Microbial Ecology and Evolution]

[E&EB 810a, Dynamics of Evolving Systems]

[E&EB 826au, Phylogenetics and Macroevolution]

[E&EB 827Lau, Laboratory for Phylogenetics and Macroevolution]

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

E&EB 930a, Seminar in Systematics Staff

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

By arrangement with faculty.

E&EB 960b/EMD 695b, Studies in Evolutionary Medicine 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 tradeoffs and the evolution of aging; the evolution of virulence and drug resistance.

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

Continuation of E&EB 960b.

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Economics

28 Hillhouse Avenue, 203.432.3575

www.econ.yale.edu

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

Chair

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 Fabian Lange, Taisuke Otsu, Ebonya Washington

Assistant Professors Konstantinos Arkolakis, David Atkin, Eduardo Faingold, Daniel Keniston, Amanda Kowalski, Guillermo Ordoñez, 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. (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, and satisfactory completion of one of the following: the comprehensive examination in economic theory, the course requirement in econometrics, or the course requirement in economic history.

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, Larry Samuelson

General equilibrium and welfare economics. Allocation involving time. Public sector economics. Uncertainty and the economics of information. Introduction to social choice.

ECON 502a, Mathematics for Economists Johannes Hörner

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 Eduardo Engel, Aleh Tsyvinksi

Analysis of short-run determination of aggregate employment, income, prices, and interest rates in closed and open economies. Stabilization policies.

ECON 511b, General Economic Theory: Macroeconomics Giuseppe Moscarini, Gauti Eggertsson

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, Drew Fudenberg

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 Staff

A forum for advanced students to critically examine recent papers in the literature and present their own work.

[ECON 524a, Behavioral Applied Theory]

ECON 525a, Advanced Macroeconomics I Eduardo Engel, 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 Aleh Tsyvinski

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

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

Behavioral economics incorporates insights from other social sciences, such as psychology and sociology, into economic models, and attempts to explain anomalies that defy standard economic analysis. Institutional economics is the study of the evolution of economic organizations, laws, contracts, and customs as part of a historical and continuing process of economic development. Behavioral economics and institutional economics are naturally treated together, since so much of the logic and design of economic institutions has to do with complexities of human behavior. 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, Mihai Manea

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 Staff

Presentations by research scholars and participating students.

ECON 540a and 541b, Student Workshop in Macroeconomics Staff

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 Staff

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 544a/INRL 560a, Economic Analysis Cheryl Doss

Introduces International Relations students to more advanced concepts in economics. Course emphasizes reading and evaluating the economic content of articles on a wide range of topics, including consumer behavior, firm behavior, comparisons of welfare, labor markets, capital markets, and public goods. These articles represent research from both developed and developing economies. Prerequisite: microeconomics. MW 9–10:15

ECON 545a, Microeconomics Michael Boozer

A survey of the main features of current economic analysis and of the application of the theory to a number of important economic questions, covering microeconomics and demand theory, the theory of the firm, and market structures. For IDE students.

ECON 546a, Macroeconomics Irasema Alonso

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

ECON 550a, Econometrics I Donald Andrews

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

ECON 551b, Econometrics II Xiaohong Chen

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

ECON 552b, Econometrics III Yuichi Kitamura

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

ECON 553a, Econometrics IV: Time Series Econometrics Peter Phillips

A sequel to ECON 552, the course proceeds to research level in time series econometrics. Topics include an introduction to ergodic theory, Wold decomposition, spectral theory, martingales, martingale convergence theory, mixing processes, strong laws, and central limit theory for weak dependent sequences with applications to econometric models and model determination.

ECON 554b, Econometrics V Donald Andrews, 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 Edward Vytlacil

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 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 Joan Feigenbaum

ECON 567a and 568b, Econometrics Workshop Staff

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 Staff

A course for third- and fourth-year students doing research in econometrics to prepare their prospectus and present dissertation work.

ECON 580a, General Economic History: Western Europe Timothy Guinnane

A survey of some major events and issues in the economic development of Western Europe during the eighteenth and nineteenth centuries, stressing the causes, nature, and consequences of the industrial revolution in Britain and on the Continent, and the implications of the historical record for modern conceptions of economic growth. Prerequisites: simultaneous enrollment in or successful completion of ECON 500a and ECON 510a; permission of the instructor.

ECON 581b, American Economic History Naomi Lamoreaux

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

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

[ECON 583a, Topics in Economic History]

[ECON 585b, Readings in Economic History]

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

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

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

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

ECON 601b, Industrial Organization II Steven Berry, Michael Dickstein

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 Staff

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 Staff

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 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 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 Staff

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 Staff

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. T 2:30–5:20

ECON 671b/MGMT 741b, Financial Economics II Jonathan Ingersoll

Continuation of ECON 670a/MGMT 740a.

[ECON 672a/MGMT 745a, Behavioral Finance]

ECON 674b/MGMT 746b, Financial Crises Gary Gorton, Andrew Metric

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 Staff

ECON 681b, Public Finance II Aleh Tsyvinski

Topics include theory of public goods, an introduction to preference revelation, the problem of externalities and their control, and the methodology of cost-benefit analysis and some applications.

ECON 702b, International Economics Staff

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 708b/INRL 561b, International Economic Analysis Cheryl Doss

A continuation of ECON 544a. Extends the use of economic analysis to international economic issues with a focus on international trade and growth and development. In addition, emphasis is placed on quantitative tools and analysis of data to address international economic issues and evaluate policies. The second half of the course focuses on readings of current issues and debates on international economic issues, including relationships among trade liberalization, poverty and inequality, economic growth, and globalization. W 1:30–3:20

[ECON 709a, International Economics and Open Economy Macroeconomics]

ECON 720a, International Trade I Giovanni Maggi

This course covers the theory of international trade, policy, and institutions. Discussion of Classical, Neo-classical, and more recent imperfect-Competition-Scale-Economies-based static models of trade. The course presents dynamic extensions of some of the models that explore the relations among trade, innovation, and growth. The analytics of trade policy issues, such as gains from trade, tariffs and quotas, customs unions and free trade areas, and the political economy of trade policy making, are discussed.

ECON 721b, International Trade II Konstantinos Arkolakis, Pinelope Goldberg

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 Konstantinos Arkolakis

ECON 730a, Economic Development I Daniel Keniston, Mark Rosenzweig, Christopher Udry

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 Mark Rosenzweig, Christopher Udry

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 Staff

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 Staff

Workshop for students doing research in development to present and discuss work.

[ECON 776bu, Economics of Population]

ECON 790a/PLSC 725a, Political Economy Marco Battaglini

Political competition in democracies is party competition. We develop, from the formal viewpoint, theories of party competition in democracies. We develop a theory in which parties (1) compete over several issues, not just one issue as in A. Downs; (2) are uncertain about how citizens respond to platforms; and (3) represent interest groups in the population. Applications, particularly to the theory of income distribution and tax. HTBA

ECON 790b, Political Economy Ebonya Washington

ECON 899a or b, Individual Reading and Research

By arrangement with faculty.

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Electrical Engineering

Dunham Laboratory, 203.432.4250

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

Chair

Jung Han

Director of Graduate Studies

Hongxing Tang (hong.tang@yale.edu)

Professors Richard Barker (Emeritus), James Duncan, Jung Han, Peter Kindlmann (Adjunct), Roman Kuc, Tso-Ping Ma, A. Stephen Morse, Kumpati Narendra, Mark Reed, Peter Schultheiss (Emeritus), J. Rimas Vaisnys, Yang Richard Yang

Associate Professors Eugenio Culurciello, Hür Köser, Richard Lethin (Adjunct), Andreas Savvides, Lawrence Staib, Hemant Tagare, Hongxing Tang, Sekhar Tatikonda

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.

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Engineering & Applied Science

Dunham Laboratory, 203.432.4250

www.seas.yale.edu

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

Dean

T. Kyle Vanderlick

Deputy Dean

Vincent Wilczynski

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 enviornmental engineering, electrical engineering, and biomedical engineering. All programs are under the School of Engineering & Applied Science.

Biomedical Engineering

Chair

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, 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, Rong Fan, Anjelica Gonzalez, Kathryn Miller-Jensen, Smita Sampath, Erik Shapiro

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

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

Fields of Study

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

Electrical Engineering

Chair

Jung Han

Director of Graduate Studies

Hongxing Tang (hong.tang@yale.edu)

Associate Professors Eugenio Culurciello, Hür Köser, Richard Lethin (Adjunct), Andreas Savvides, Lawrence Staib, Hemant Tagare, Hongxing Tang, Sekhar Tatikonda

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, Robert Gordon, Shun-Ichiro Karato, Amable Liñan-Martinez (Adjunct), Marshall Long, Daniel Rosner, Udo Schwarz, Ronald Smith, Mitchell Smooke, Forman Williams (Adjunct)

Associate Professors Eric Dufresne, Corey O’Hern, Ainissa Ramirez, Jan Schroers

Assistant Professors Aaron Dollar, John Morrell, Nicholas Ouellette, Hong Tang

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) 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 Charles Ahn

Vector analysis in three dimensions, linear algebra, functions of a complex variable, Fourier series, Sturm-Liouville theory, partial differential equations, Laplace transforms. TTH 9–10:15

ENAS 501b, Mathematical Methods II Juan de la Mora

Special functions, the Laplace transformations, Fourier series, Fourier integrals, and partial differential equations including separation of variables, methods of characteristics, variational techniques, and a brief discussion of numerical methods. TTH 1–2:15

ENAS 502bu, Stochastic Processes Staff

Elements of set and measure theory. Probability distributions, moments, characteristic functions. The central limit theorem. Basic properties of random processes. Stationarity and ergodicity. Correlation functions and power spectra. Linear and nonlinear operations on random processes. 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 Staff

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, Erik Shapiro

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, Physics and Devices of Optical Communication 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 Staff

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 Elizabeth Rhoades, Yong Xiong, Corey O’Hern

Applied mathematical methods relevant to analysis and interpretation of biophysical and biochemical data, including statistics and error analysis, differential equations, linear algebra, and Fourier transforms. The class covers both analytical and numerical implementations of these topics. Prerequisites: MATH 120a or b and MB&B 300a or equivalents, or permission of the instructors. MWF 10:30–11:20

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 A. Stephen Morse

Fundamental theory and algorithms of optimization, emphasizing convex optimization. The geometry of convex sets, basic convex analysis, the principle of optimality, duality. Numerical algorithms: steepest descent, Newton’s method, interior point methods, dynamic programming, unimodal search. MW 2:30–3:45

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 535b/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, Biomedical Engineering I: Quantitative Physiology Tarek Fahmy

Demonstration of the use of engineering analysis and synthesis in problems in the life sciences and medicine; focus on modeling of molecular physiological processes and design of artificial organs. The lectures in the course are coordinated with the sequence of lectures in ENAS 550a to illustrate how engineering analysis can be used to understand physiological processes. In addition, the course presents elements of pharmacokinetics, heat and mass transfer in physiological systems, hemodialysis, drug delivery, 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

The 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. TTH 2:30–3:15

[ENAS 555bu, Vascular Mechanics]

ENAS 557bu, Musculoskeletal Biomechanics Jing Zhou

An introduction to the application of mechanical engineering principles to biological materials and systems. Topics include ligaments, tendons, bones, muscles; joints, gait analysis; exercise physiology. The basic concepts are directed toward an understanding of the science of orthopaedic surgery and sports medicine. TTH 2:30–3:45

[ENAS 563bu, Fault Tolerant Computer Systems]

ENAS 564bu, Tissue Engineering Laura Niklason

Introduction to the major aspects of tissue engineering, including materials selection, scaffold fabrication, cell sources, cell seeding, bioreactor design, drug delivery, and tissue characterization. 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 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. HTBA

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. HTBA

[ENAS 605b, Colloidal Chemical Engineering]

[ENAS 606b, Polymer Physics]

[ENAS 608b, Surface and Surface Processes]

[ENAS 610au, Biomolecular Engineering]

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. HTBA

[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 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. HTBA

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 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. HTBA

[ENAS 655au, Environmental Risk Assessment]

ENAS 658a, MEMS Design Hür Köser

An introduction to the broad field of microelectromechanical systems (MEMS), using examples and design projects drawn from real-world MEMS applications. Topics include material properties, microfabrication technologies, structural behavior, sensing techniques, actuation schemes, fluid behavior, simple electronic circuits, and feedback systems. Student teams design complete microsystems to meet a set of specifications based on realistic microfabrication processes. Emphasis on modeling and simulation in the design process. MW 10:30–11:20

ENAS 660bu/F&ES 885b, Green Engineering and Sustainability Julie Zimmerman

The course focuses on a green engineering design framework, the Twelve Principles of Green Engineering, highlighting the key approaches to advancing sustainability through engineering design. The class begins with discussions on sustainability, metrics, general design processes, and challenges to sustainability. The current approach to design, manufacturing, and disposal is discussed in the context of examples and case studies from various sectors. This provides a basis for what and how to consider when designing products, processes, and systems to contribute to furthering sustainability. The fundamental engineering design topics to be addressed include toxicity and benign alternatives, pollution prevention and source reduction, separations and disassembly, material and energy efficiencies and flows, systems analysis, biomimicry, and life cycle design, management, and analysis.

ENAS 704a, Theoretical Fluid Dynamics Juan de la Mora

Derivation of the equations of fluid motion from basic principles. Potential theory, viscous flow, flow with vorticity. Topics in hydrodynamics, gas dynamics, stability, and turbulence. TTH 11:35–12:50

[ENAS 708a, Fundamentals of Combustion]

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 806bu, 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 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. HTBA

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 825a, 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. WF 2:30–3:45

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 Paul Fleury, A. Douglas Stone

ENAS 866a, MOS Device Physics and Technology Tso-Ping Ma

Topics include basic MOS device physics, science and technology of thermal SiO2, interface properties of MOS structures, experimental techniques to probe MOS parameters, hot-carrier effects, radiation effects, channel mobility and carrier transport in MOS inversion layers, scaling of MOS devices, low-temperature properties of MOS devices, SOI device physics and technology, advanced gate dielectrics, MOS devices with wide-bandgap semiconductors, nonvolatile memory devices, ferroelectric memory devices, single-electron MOS transistors, and other MOS topics of current interest. T 3:30–5:20

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, 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 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. TTH 9–10:15

ENAS 920b, Programming for Image Analysis Xenophon Papademetris

Topics include using scripting languages for visualization, introduction to scripting languages, in particular Tcl, introduction to the Visualization Toolkit (Tcl) and local extensions, designing graphical user interfaces using Tk, introduction to object-oriented programming (using [Incr Tcl]), using compiled languages to implement additional algorithms, intoduction to C++ programming, extending VTK by implementing additional image processing algorithms, an overview of the Insight Toolkit (ITK), and advanced software engineering techniques. Prerequisite: ENAS 912a, or permission of the instructor. WF 2:30–3:45

ENAS 921a, Advanced Topics in Computer Engineering Staff

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 Jung Han

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

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 Staff

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 Mokshay Madiman

Foundations of information theory in communications, statistical inference, statistical mechanics, probability, and algorithmic complexity. Quantities of information and their properties: entropy, conditional entropy, divergence, redundancy, mutual information, channel capacity. Basic theorems of data compression, data summarization, and channel coding. Applications in statistics. TTH 4–5:15

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

[ENAS 964b, Communication Networks]

ENAS 986bu, Semiconductor Silicon Devices and Technology Tso-Ping Ma

Introduction to integrated circuit technology, theory of solid state devices, and principles of device design and fabrication. Laboratory involves the fabrication and analysis of semiconductor devices, including Ohmic contacts, Schottky diodes, p-n junctions, MOS capacitors, MOSFETS, and integrated circuits. MW 9–10:15

ENAS 990a and b, Special Investigations Faculty

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. HTBA

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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

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

Jessica Brantley [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, Pericles Lewis, Lawrence Manley, Stefanie Markovits, Alastair Minnis, Linda Peterson, Caryl Phillips, David Quint, Claude Rawson, Joseph Roach, Marc Robinson, John Rogers, Robert Stepto, Katie Trumpener, Michael Warner, Ruth Bernard Yeazell

Associate Professors Jessica Brantley, Dean Irvine (Visiting), Barry McCrea, Caleb Smith

Assistant Professors GerShun Avilez, Susan Chambers, Ian Cornelius, Paul Grimstad, Wendy Lee, Justin Neuman, Catherine Nicholson, Shital Pravinchandra, Jessica Pressman, Anthony Reed, Sam See, Brian Walsh, R. John Williams

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 director of graduate studies.
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 six 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 Traugott Lawler

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, and The Wanderer. MW 11:35–12:50

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 1:30–3:20

ENGL 537b, The Gawain Poet Jessica Brantley

The course offers a contextual study of four of the greatest (and most enigmatic) Middle English poems—Pearl, Patience, Cleanness, and Sir Gawain and the Green Knight. At its center is British Library MS Cotton Nero A.x, the single medieval book that contains them all. In addition to reading the poems closely in their manuscript context, we examine associated artworks, from the twelve illustrations in the Cotton MS that constitute a medieval reading of the poems, to St. Erkenwald, a poem preserved elsewhere that some argue was written by the same author. Finally, we think about the modern reception of the poems through a serious engagement with scholarly debate surrounding them, and also through comparative work with translations. T 1:30–3:20

ENGL 546a, Chaucer Alastair Minnis

A study of The Book of the Duchess, The House of Fame, and The Legend of Good Women, in addition to a substantial selection of Canterbury Tales. These texts are related to the “discourses of dissent” current in Chaucer’s day, an age of extreme political, social, and intellectual turmoil. M 3:30–5:20

ENGL 589a/HIST 561a, Renaissance Ways with Words Keith Wrightson, David Scott Kastan

The course explores the great variety of users and uses of early modern English, tracing a set of social, linguistic, and literary developments in English in the period 1500–1700. Each session focuses on a particular “genre,” understanding this in the widest sense: both familiar “literary” genres, such as ballads, plays, and prose fiction, and nonliterary genres, such as letters, court depositions and examinations, wills, and petitions. We look also at dictionaries and rhetorical manuals, all with the aim of understanding how the language was used and how its users understood it. A course that combines social history, literary criticism, and sociolinguistics (thinking, for example, about regional and class variation), the seminar provides an unusual window onto early modern England, giving students opportunities to develop or improve skills in researching the various available archives and a lens through which to understand the origins of the process by which English transformed itself from a literally insular language spoken perhaps by fewer than six million people in 1600 to the world language it is today. W 3:30–5:20

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

The course contextualizes the plays of Shakespeare as products of the Elizabethan and Jacobean theater industry. We survey the conditions in which the plays were presented, with attention to playhouses, playing companies, audiences, props, lighting, acting techniques, and the full range of activities—music, dance, and other—that accompanied dramatic shows on a day-to-day basis. We examine how the form of the early modern theatrical event shaped the content that Shakespeare scrutinized in his plays, content such as politics, religion, gender and sexuality, romantic and erotic longing, Englishness, and historical consciousness. Course readings include period documents about the theater as well as a range of current work in theater history and performance theory. W 3:30–5:20

ENGL 672b/CPLT 672b, Milton David Quint

ENGL 735a, Age of Johnson Jill Campbell

A study of important prose and verse of the second half of the eighteenth century with emphasis on the problematic of “self” and “other” and on the shifting place of the “feminine” in male and female discourse. The course concentrates on Johnson, Boswell, Charlotte Lennox (The Female Quixote), and Mary Wollstonecraft as prose writers, and on Collins, Gray, Smart, and Cowper as poets. Opportunity to explore developments in critical theory and political thought and relations between fiction and nonfiction. M 1:30–3:20

ENGL 802b, Victorian Prose and the Uses of Life Writing Linda Peterson

A study of seminal nineteenth-century autobiographies and biographies, along with other prose that uses life writing as a form of history, argument, or example. Authors and texts include Thomas Carlyle (Sartor Resartus, On Heroes and Hero-Worship), Charlotte Brontë (Jane Eyre), Harriet Martineau (Autobiography), Elizabeth Gaskell (Life of Charlotte Brontë), John Stuart Mill (Autobiography), John Ruskin (Praeterita, Sesame and Lilies), and Walter Pater (Studies in the History of the Renaissance). T 9:25–11:15

ENGL 803a, Dickens and Victorian Visual Culture Janice Carlisle

Dickens’s fiction in relation to contemporary visual phenomena, including the ubiquity of Hogarth’s engravings, the work of Punch artists, magic-lantern shows, spectacles such as the Great Exhibition of 1851, and the Victorian holdings in the Yale Center for British Art. Fiction from Dickens’s early career (selections from Pickwick Papers; Oliver Twist), his middle years (Bleak House), and the last decade of his life (Great Expectations and The Mystery of Edwin Drood). F 9:25–11:15

ENGL 810b, 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. MW 11:35–12:50

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

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

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

ENGL 868a/AMST 661a, Antebellum American Literature and Culture Caleb Smith

ENGL 883a, Modernisms and World Crisis, 1890–1950 Joe Cleary

Drawing on recent scholarship on empire, postcolonial studies, and world literary systems, this seminar explores how some significant modernist texts engage with conceptions of European civilizational crisis, imperial collapse or decline, and a rapidly changing world order. Situating Euro-American modernist literary experiment in the context of a volatile world system in which several major metropolitan centers were jockeying for international power and cultural prestige, the seminar considers modernist responses to matters such as discourses of degeneration and primitivism, anxieties about Americanization and mass culture, cosmopolitanism and expatriatism, and shifting relationships between cultural centers and peripheries. TH 1:30–3:20

ENGL 905b, Modern Pastoral Susan Chambers

A study of modern poetry, and modernist culture in general, considered through the lens of the immediate prewar period in England. What elements of the Edwardian pastoral mode, with its emphasis on the bucolic, the traditional, the formal, and the modest, went forward into the modern period, and what was left behind? How do these literary values take their place alongside that other version of modernism that prioritizes the urban, the experimental, the formally free, and the audacious? Units may include Georgian poetry, Edwardian fiction, Frost in England, Yeats and folklore, imagism and its legacy, The poetry of the Great War, postwar escapism, and Hardy to Larkin. M 1:30–3:20

ENGL 910a/CPLT 908a, James Joyce Barry McCrea

ENGL 924a/AMST 849a, American Literary Production, 1945 to the Present Amy Hungerford

ENGL 941b/AFAM 751b, James Baldwin and the Politics of Form Jacqueline Goldsby

ENGL 944a/AFAM 830a/AMST 656a, Canonizing African American Poetry Elizabeth Alexander

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

ENGL 953b/AMST 682b/DRAM 376b, The American Avant-Garde Marc Robinson

ENGL 954bu, Virginia Woolf Margaret Homans

A study of the major novels and other writings by Virginia Woolf, with additional readings in twentieth-century culture and politics and in Woolf biography and criticism. Focus on Woolf’s responses and contributions to literary and political movements of her day and on the contemporary and recent reception of her work. TTH 11:35–12:50

ENGL 965a, Modernist Remediations Dean Irvine

This seminar investigates the digital humanities, its implementation of contemporary editorial theory and practice, and its transformation of the ways in which we read and reproduce the texts of literary modernism from Europe and North America. Readings interrogate a signal example of what Jay David Bolter and Richard Grusin call “remediation,” namely the digital transformation of print media that has radically changed the interpretation and dissemination of textual artifacts from the modernist period and its print cultures. Students receive training with tools created for semantic and structural markup, image annotation, collaborative editing, and information visualization, and employ them in the design and production of digital editions of modernist texts. M 9:25–11:15

ENGL 974a, Defenses of Poetry Paul Fry

Poetry’s “ancient quarrel” with philosophy, science, and history. Readings chiefly in Plato, Aristotle, Dryden, Rousseau, Kant, Wordsworth, the Russian Formalists, Adorno, Heidegger, and the New Critics; interspersed defenses in verse and narrative by Donne, Woolf, and Stevens. T 1:30–3:20

ENGL 990a, The Teaching of English Langdon Hammer

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 1:30–3:20

ENGL 995a/b, Directed Reading Staff

Designed to help fill gaps in students’ programs when there are corresponding gaps in the department’s offerings. By arrangement with faculty and with the approval of the DGS.

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Epidemiology and Public Health

60 College Street, 203.785.6383

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

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

Dean

Paul Cleary

Director of Graduate Studies

Christian Tschudi (203.785.6383)

Director of Medical Studies

Mayur Desai

Director of Medical Research

Elizabeth Claus

Professors Serap Aksoy, Elizabeth Bradley, Michael Bracken, Kelly Brownell (Psychology), Richard Bucala (Medicine), Michael Cappello (Pediatrics), Elizabeth Claus, Paul Cleary, Erol Fikrig (Medicine), Durland Fish, Robert Heimer, Theodore Holford (on leave), Jeannette Ickovics, Edward Kaplan (School of Management), Harlan Krumholz (Medicine), Brian Leaderer, Robert Makuch, Lawrence Marks, Linda Mayes (Child Study Center), Susan Mayne, Diane McMahon-Pratt, I. George Miller (Pediatrics), A. David Paltiel, Peter Peduzzi, Rafael Pérez-Escamilla, Jeffrey Powell (Ecology & Evolutionary Biology), Harvey Risch, Robert Rosenheck (Psychiatry), Peter Salovey (Psychology), Mark Schlesinger, Jody Sindelar, Mary Tinetti (Medicine), Daniel Zelterman, Heping Zhang, Hongyu Zhao, Tongzhang Zheng

Associate Professors Michelle Bell (Forestry & Environmental Studies), Susan Busch, Rani Desai (Psychiatry), David Fielin (Medicine), Alison Galvani (on leave), Yongtao Guan (on leave), Josephine Hoh, Melinda Irwin, Amy Justice (Medicine), Trace Kershaw (on leave), Albert Ko, Douglas Leslie (Psychiatry), Becca Levy, Haiqun Lin, Judith Lichtman, Xiaomei Ma (on leave), Melinda Pettigrew, Jennifer Prah Ruger, Nina Stachenfeld (Obstetrics, Gynecology & Reproductive Sciences), Christian Tschudi, Herbert Yu, Yong Zhu

Assistant Professors Achyuta Adhvaryu, Andrew DeWan, Maria Diuk-Wasser, Adrienne Ettinger, Jason Fletcher, Jhumka Gupta, Tené Lewis, Shuangge Ma, Kathleen McCarty, Joan Monin, Ingrid Nembhard, Anita Wang, Yawei Zhang, Bingqing Zhou

Fields of Study

Programs of study are offered in the areas of Biostatistics, Chronic Disease Epidemiology, Environmental Health Sciences, Health Policy and Administration, and Epidemiology of Microbial Diseases (infectious disease epidemiology, vector-borne diseases, immunology, and parasitology). The Social and Behavioral Program (SBS), within the Chronic Disease Epidemiology division, offers students specialized instruction in the theory and methods of the social and behavioral sciences. All programs are under the faculty of the Department of Epidemiology and Public Health.

Special Admissions Requirements

Applicants should have a strong background in the biological and/or social sciences. Students pursuing a Biostatistics specialty should have a strong background in mathematics. The GRE General Test is required. The TOEFL is required of all applicants whose native language is not English. This requirement is waived only for applicants who will have received a baccalaureate degree, or its foreign equivalent, prior to matriculation at Yale, from a college or university where English is the primary language of instruction. If you do not qualify for a waiver but have taken the TOEFL within the last two years, you will need to have your TOEFL scores released to us (code 3987).

Academic Requirements

The normal requirement for the degree of Doctor of Philosophy can be up to six years of graduate study. The average time to completion for students in Epidemiology and Public Health is five years. Generally the first two years are devoted primarily to course work and rotations for students in some areas. All doctoral students are required to successfully complete a minimum of ten graduate-level courses and must satisfy the individual divisional requirements. Courses such as Dissertation Research, Preparing for Qualifying Exams, Research Ethics and Responsibilities, or Seminar do not count toward the course requirements. However, students must register for these “courses” in order for them to appear on the transcript.

All students must enroll in and complete training in Research Ethics and Responsibilities (EPH 600b). This course will introduce and prepare students for responsible conduct in research, including data acquisition and management, mentor/trainee responsibilities, publication practices and authorship standards, scientific misconduct, and conflict of interest. Research Ethics and Responsibilities will be offered annually and is graded Satisfactory/Unsatisfactory. Students must take this course prior to the end of the first year.

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 full-term courses in the first two years, and are expected to achieve a High Pass average. (This applies to courses taken after matriculation in the Graduate School and during the nine-month academic year.) The Honors requirement must be met in courses other than those concerned exclusively with dissertation research and preparation. See Course and Honors Requirements for more details.

The special course requirements for each division are: Biostatistics, an average of three to four courses per term plus seminars and colloquia; Chronic Disease Epidemiology, an average of three to four courses per term plus seminars and colloquia; Environmental Health Sciences, an average of three to four courses per term plus seminars and colloquia; Epidemiology of Microbial Diseases, two years of course work, lab rotations, and seminars developed with a faculty adviser; Health Policy and Administration, an average of three to four courses per term plus seminars and colloquia.

Teaching is regarded as an integral aspect of the graduate training program. Doctoral students are required to satisfactorily complete four terms as Teaching Fellows (10 hours/week). These teaching experiences are typically completed during the second and third years of study. First-year students are encouraged to focus their efforts on course work and in most instances are not permitted to serve as Teaching Fellows. First-year students may be allowed to serve as Teaching Fellows if they have been awarded advanced standing. Advanced standing is available only to students who have completed previous graduate study at Yale (e.g., the M.P.H. program); see Transfer Credit and Advanced Standing. If a student has been awarded one year of advanced standing, he/she will be allowed to teach both fall and spring terms of the first year. If a student has been awarded one term of advanced standing, he/she will be allowed to teach only during the spring term of the first year. Students interested in serving as Teaching Fellows during their first year of doctoral study should submit a petition to the director of graduate studies (DGS) well before the start of the term in which they hope to participate in a course.

All doctoral students are required to complete 40 hours (four Level 2 assignments at 10 hours/week or an equivalent combination) as a Teaching Assistant. Graduate research assistantship opportunities may take the place of teaching in the third year of study. Furthermore, a waiver of 10 hours is possible if the student is working as a project assistant (generally no more than 10 hours per week and with prior approval of the DGS). By year four, all students are engaged in full-time research activities.

Special Requirements for the Ph.D. Degree

At the end of years one and two, advisers will be asked to complete a progress report for each student evaluating his/her academic progress and describing his/her readiness for teaching and/or conducting research. This is then discussed with the student and reviewed by the DGS. Students who have not progressed adequately will be asked to meet with the DGS to address the situation. Advisers of students in year three who have not been admitted to candidacy by May of that year will also be asked to complete a progress report. Once a student is admitted to candidacy, he/she is required by the Graduate School to complete an annual Dissertation Progress Report.

To be admitted to candidacy, students must: (1) satisfactorily complete the course requirements for their division as outlined in the most current School of Public Health Bulletin, achieving grades of Honors in at least two full-term courses and achieving an overall HP average; (2) obtain an average grade of High Pass on the qualifying examination; and (3) submit a dissertation prospectus. The qualifying examination must be taken by the end of the second full academic year. With the assistance of the faculty adviser, each student requests appropriate faculty members to join a dissertation advisory committee (DAC). The dissertation prospectus must be approved within a year of passing the qualifying examination.

The DAC reviews and approves the prospectus as developed by the student and recommends to the DGS and the Graduate Studies Executive Committee that the prospectus be approved. Each DAC is expected to meet as a group at least twice each year, and more frequently if necessary. The student schedules meetings of the DAC. The chair/adviser of the DAC produces a summary evaluation of progress and plans for the coming year. This document is to be distributed to each committee member for comments and signature. Each student and the DGS are to receive a copy of the signed document from the DAC chair/adviser.

After approval of the prospectus, the DAC reviews the progress of the dissertation research and decides when the dissertation is ready to be submitted to the readers. At that time the chair/adviser of the DAC submits its recommendation to the DGS and the Graduate Studies Executive Committee, and its recommendation of suitable readers.

Doctoral dissertations originating in EPH must be presented in a public seminar. This presentation is scheduled after the submission of the dissertation to the readers and preferably prior to the receipt and consideration of the readers’ reports. At least one member of the DAC supervising the dissertation and at least one member of the Graduate Studies Executive Committee are required to attend the presentation.

Master’s Degrees (in Epidemiology and Public Health)

Terminal M.S. in EPH The department offers a terminal master’s degree program leading to an M.S. in Epidemiology and Public Health in two specialty areas: Biostatistics (a two-year program) and Chronic Disease Epidemiology (a one-year program). All students must fulfill both the departmental and Graduate School requirements for a terminal M.S. degree.

Students must have an overall grade average of High Pass, including a grade of Honors in at least one full-term graduate course (for students enrolled in the one-year program in Chronic Disease Epidemiology) or in at least two full-term graduate courses (for students enrolled in the two-year program in Biostatistics). In order to maintain the minimum average of High Pass, each grade of Pass must be balanced by one grade of Honors. For more details, please see Course and Honors Requirements under Policies and Regulations.

A Biostatistics or Chronic Disease Epidemiology student who is withdrawing from the Ph.D. program, and has successfully completed all required course work for the terminal M.S. degree (described below), may apply and be recommended for the M.S. in EPH. In other divisions (Environmental Health Sciences, Epidemiology of Microbial Diseases, or Health Policy Administration) students must have successfully completed (prior to withdrawal) at least ten courses in the doctoral program and a capstone experience, achieving a minimum of one Honors grade and an overall HP average.

M.Phil. (en route to the Ph.D.) Students who have completed all requirements for the Ph.D. except the dissertation may petition the Graduate School for the Master of Philosophy degree.

Fields of Study

Terminal M.S. in EPH–Biostatistics

Faculty in the Biostatistics division of the Department of Epidemiology and Public Health offer a two-year terminal Master of Science degree. Fields include clinical trials, epidemiologic methodology, statistical genetics, and mathematical models for infectious diseases.

Requirements for M.S. in EPH–Biostatistics Applicants should have a strong background in quantitative sciences such as mathematics. In addition, it is recommended that applicants have undergraduate course work in the biological and social sciences. At a minimum, applicants would have taken one year of calculus and a course in linear algebra prior to enrolling in this program.

The GRE General Test is required. The TOEFL is required of all applicants whose native language is not English. This requirement is waived only for applicants who will have received a baccalaureate degree, or its foreign equivalent, prior to matriculation at Yale, from a college or university where English is the primary language of instruction. If you do not qualify for a waiver but have taken the TOEFL within the last two years, you will need to have your TOEFL scores released to us (code 3987).

A minimum of twelve courses must be completed, and a grade of Honors achieved in at least two courses with an overall grade average of High Pass. An acceptable master’s thesis must be submitted.

Terminal M.S. in EPH–Chronic Disease Epidemiology

Faculty in the Chronic Disease Epidemiology division of the Department of Epidemiology and Public Health offer a one-year terminal Master of Science degree. This one-year program is designed for medical and health care professionals who seek the skills necessary to conduct epidemiological research in their professional practice.

Requirements for M.S. in EPH–Chronic Disease Epidemiology Applicants should have a basic understanding of quantitative science and statistics. It is recommended that candidates have strong science backgrounds and demonstrated competency in statistical analysis and logical thinking. Applicants from rigorous programs in the biological or social sciences will be given preference. At a minimum, applicants should have one year of course work in statistics or equivalent prior to enrolling in this program. Part-time enrollment is not encouraged.

Applicants must take the GRE General Test. Students whose native language is not English must take the TOEFL or IELTS examination.

A minimum of ten courses must be completed and a grade of Honors achieved in at least one course. It is expected that this program will be completed during a single academic year. Satisfactory completion of the capstone experience is required. Examples of a capstone experience are completion of an NIH-type grant application that is deemed reasonably competitive by a faculty member; completion of a manuscript that is suitable for submission for publication; completion of a systematic review deemed eligible for publication. Manuscripts and grant applications may be derived from any of the courses taken by the student.

M.D./Ph.D. Program Requirements for Epidemiology and Public Health

All M.D./Ph.D. students must meet with the DGS in Epidemiology and Public Health as soon as they affiliate with EPH. Students in this program are expected to meet the guidelines listed below in the timeframe outlined. The DGS must approve any variations to these requirements.

Teaching

One term of teaching as a TA 2 (10 hours/week) is required. If a student has served as a teaching assistant elsewhere on campus, this experience may be counted toward the requirement. DGS approval is required to waive the teaching requirement on the basis of previous Yale teaching experience.

Rotations/Internships

Students should do two four-week rotations/internships with potential advisers in EPH. These short-term research projects will be with a specific Principal Investigator and can be either in a lab, or field work, or analysis of an existing dataset. The purpose of these rotations/internships is to learn lab or field technique and to allow the student time to determine if the PI’s research interests are compatible with his/her research interests. These rotations/internships are usually done during the summer between the first and second years of medical school course work. In some cases, a student may need to defer this activity until the summer after the second year after taking certain courses and/or completing readings so that he/she possesses the background necessary for a successful rotation/internship.

Required Course Work

M.D./Ph.D. students are generally expected to take the same courses as traditional Ph.D. students. Divisional requirements may vary; therefore students should confer with the DGS and their Ph.D. adviser.

Timeline for Qualifying Exam

Students generally take medical school courses in years one and two, then EPH doctoral course work in years three and four. The qualifying exam is generally completed by the summer following the fourth year.

Prospectus Timeline

Students are encouraged to develop their prospectus during their third and fourth years of study, while taking courses in EPH. Upon completion of the qualifying exam, students should focus entirely on completion of the prospectus, which should be submitted no later than six months after the completion of the qualifying exam.

Ph.D. or terminal M.S. degree program materials are available upon request to the Office of the Director of Graduate Studies (c/o M. Elliot), Epidemiology and Public Health, Yale University, PO Box 208034, New Haven CT 06520-8034; 203.785.6383; e-mail, melanie.elliot@yale.edu.

Courses for all Epidemiology and Public Health Graduate School Degrees

For course descriptions, see the School of Public Health bulletin, available online in both html and pdf versions at www.yale.edu/bulletin.

Biostatistics

BIS 505a, Introduction to Statistical Thinking I
BIS 505b, Introduction to Statistical Thinking II
[BIS 511a, GIS Applications in Epidemiology and Public Health]
BIS 525a and b, Seminar in Biostatistics
BIS 540a, Fundamentals of Clinical Trials
BIS 561b, Advanced Topics and Case Studies in Multicenter Clinical Trials
BIS 575b, Introduction to Regulatory Affairs
BIS 623a, Applied Regression Analysis
BIS 625a, Categorical Data Analysis
BIS 628b, Longitudinal Data Analysis
[BIS 630b, Applied Survival Analysis (half-term course)]
[BIS 631a/GENE 631a, Topics in Genetic Epidemiology]
BIS 632b, Design and Analysis of Epidemiologic Studies (half-term course)
[BIS 643b, Theory of Survival Analysis and Its Applications]
BIS 645a/GENE 645a, Statistical Methods in Human Genetics
BIS 646b, Nonparametric Statistical Methods and Their Applications
[BIS 651b, Spatial Statistics in Public Health]
BIS 691b, Theory of Generalized Linear Models
BIS 695c, Summer Rotation in Statistical Research

Chronic Disease Epidemiology

CDE 502a/EHS 502a, Physiology for Public Health
CDE 505a/PSYC 657a, Social and Behavioral Foundations of Health
CDE 508a/EMD 508a, Principles of Epidemiology I
CDE 516b, Principles of Epidemiology II
CDE 518b, Introduction to Pharmacoepidemiology
CDE 520b/EHS 520b, Chronic Disease Genetics and Genomics
[CDE 522b, The Psychology, Biology, and Politics of Food]
CDE 523b, Measurement Issues in Chronic Disease Epidemiology
CDE 524b/INRL 626b, Mental Health and Psychosocial Support in Humanitarian Settings
CDE 531a/PSYC 664a, Health and Aging
CDE 532b, Epidemiology of Cancer
CDE 533b, Topics in Perinatal Epidemiology
CDE 534b, Approaches to Data Management and Analysis of Epidemiologic Data
CDE 535b, Epidemiology of Heart Disease and Stroke
CDE 541a, Community Health Program Evaluation
CDE 543a/EMD 543a, Global Aspects of Food and Nutrition
CDE 545b, Health Disparities by Race and Social Class: Application to Chronic Disease Epidemiology
CDE 562a, Nutrition and Chronic Disease
CDE 571b, Psychosocial and Behavioral Epidemiology
CDE 572a, Obesity Prevention and Lifestyle Interventions
CDE 573a, Social and Cultural Factors in Mental Health and Illness
[CDE 574b, Developing a Health Promotion and Disease Prevention Intervention]
[CDE 575b, Religion, Health, and Society]
CDE 591b, Epidemiology and Control of Disease in Low- and Middle-Income Countries
CDE 594a, Maternal-Child Public Health Nutrition
CDE 597a, Genetic Concepts in Public Health
CDE 617b, Developing a Research Protocol
CDE 619a, Advanced Epidemiologic Research Methods
CDE 630a, Molecular Epidemiology of Chronic Disease
CDE 650a, Introduction to Evidence-Based Medicine and Health Care
[CDE 660b, Doctoral Seminar in Research Epidemiology]
CDE 670a and b, Advanced Field Methods in Chronic Disease Epidemiology
CDE 676b, Questionnaire Development

Environmental Health Sciences

EHS 502a/CDE 502a, Physiology for Public Health
EHS 503a/F&ES 896a, Introduction to Toxicology
EHS 507a, Environmental Epidemiology
EHS 508b/F&ES 897b, Assessing Exposures to Environmental Stressors
EHS 510a, Contemporary Issues in Environmental Health
EHS 511b/F&ES 893b, Applied Risk Assessment
EHS 520b/CDE 520b, Chronic Disease Genetics and Genomics
EHS 525a, Seminar in Environmental Health
EHS 545b, Introduction to Environmental Genetics
EHS 575a and b, Introduction to Occupational and Environmental Medicine
EHS 580b, Environmental Hormones and Human Health
EHS 581a, Medical and Public Health Emergency Planning and Operations
EHS 582b, Advanced Medical and Public Health Emergency Planning and Operations
EHS 585b/F&ES 898b, The Environment and Human Health

Epidemiology and Public Health

EPH 600b, Research Ethics and Responsibilities

Epidemiology of Microbial Diseases

EMD 508a/CDE 508a, Principles of Epidemiology I
EMD 512a, Immunology for Epidemiologists
EMD 530b, Hospital Epidemiology
EMD 536b, Investigation of Disease Outbreaks
EMD 542b, Biology and Epidemiology of Infectious Agents
EMD 543a/CDE 543a, Global Aspects of Food and Nutrition
[EMD 547b/MBIO 547b, Vaccines: Concepts in Biology]
EMD 548b/ARCG 762bu/F&ES 726b/G&G 562bu, Remote Sensing: Observing the Earth from Space
EMD 550b/682b, Vector Biology
EMD 557a/NURS 713a, Global HIV/AIDS: Challenges and Response
[EMD 565a, Modeling the Epidemiology of Infectious Diseases]
EMD 572a/F&ES 891a, Ecoepidemiology
EMD 583b, Public Health Surveillance
EMD 591a/INRL 529au, Water, Infectious Disease, and Global Health
EMD 670a and b, Advanced Research Laboratories
EMD 680a/MBIO 680a, Molecular and Cellular Processes of Parasitic Eukaryotes
EMD 695a/E&EB 961a, Studies in Evolutionary Medicine II
EMD 695b/E&EB 960b, Studies in Evolutionary Medicine

Health Policy and Administration

HPA 510a, Health Policy and Health Systems
HPA 514b, Advances in Health Policy Analysis
[HPA 529b, Advanced Applications in Policy Analysis]
HPA 542b, Health of Women and Children
HPA 545a, Health Disparities
HPA 547a, Law and Ethics of Health Care Organizations
HPA 560b, Health Care Finance and Delivery
HPA 570a, Cost-Effectiveness Analysis and Decision Making
HPA 583b, Methods in Health Services Research
HPA 586a, Microeconomics for Health Care Professionals
HPA 587b, Health Care Economics
[HPA 588b, Health and Human Rights]
HPA 590b, Addiction, Economics, and Public Policy
HPA 591a, Global Health Economics
HPA 592b/INRL 528bu, Strategic Thinking in Global Health
HPA 595b, Social, Economic, and Political Dimensions of Development
HPA 599b/INRL 524b/LAW 21595/PHIL 707b/PLSC 594b, Global Health Ethics, Politics, and Economics
HPA 610a, Readings in Health Services Research
HPA 617a, Colloquium in Health Services Research I
HPA 617b, Colloquium in Health Services Research II
HPA 620a/b, Readings in Health Services Research
HPA 630b, Advanced Readings in Health Services Research
HPA 640b, Directed Readings in Health Services Research

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European and Russian Studies

The MacMillan Center

342 Luce Hall, 203.432.3423

www.yale.edu/macmillan/europeanstudies

M.A.

Chair

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 (Law; Emeritus), 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), Paula Hyman (History), 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), Tomas Venclova (Slavic Languages & Literatures), Miroslav Volf (Divinity), James Whitman (History), Jay Winter (History), Keith Wrightson (History)

Associate Professors Bruno Cabanes (History), Keith Darden (Political Science), Stefanie Markovits (English), Marci Shore (History)

Assistant Professors Sigrun Kahl (Political Science; Sociology), Karuna Mantena (Political Science), Douglas Rogers (Anthropology), Vivek Sharma (Political Science), Peter Stamatov (Sociology), George Charles Walton (History)

Senior Lectors Irina Dolgova, Krystyna Illakowicz, Maria Kaliambou, Rita Lipson, Constantine Muravnik, George Syrimis (Hellenic Studies), Julia Titus, Karen von Kunes

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. 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. E&RS 900, Proseminar in European and Russian Studies, 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.

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.

Through agreements the MacMillan Center has negotiated with the professional schools, CES 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 on an early-April date in the student’s second year 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: Children at War in Twentieth-Century Europe Laura Downs

Each year this course focuses on the specialty of the visiting professor from the École des Hautes Études en Sciences Sociales (France). Children occupy a particular place in the social imaginaries and social realities of Europe’s “total wars.” Treated variously as the cause for which we are fighting, a population that must be protected and sheltered, but also as a key home-front population that must be mobilized ideologically and spiritually in the national cause, children were also the figures around which novel forms of social protection were constructed in the desire to reconstruct—physically and psychologically—both childhood and family life in the grim aftermath of Europe’s total wars. This course takes as its point of departure some of the recent literature surrounding children and war in both eastern and western Europe. From there, participants are encouraged to construct research projects of their own based on accessible documents. T 2:30–4:30

[E&RS 652b/INRL 549b, The European Union’s Contemporary Challenges]

E&RS 900a, Proseminar in European and Russian Studies Faculty

An interdisciplinary seminar designed to provide broad exposure to key topics in modern European studies. It introduces the various topics, issues, research, and faculty encompassed by the European Studies Council. Special attention is given to Eastern and Western Europe as well as the humanities and social science disciplines. Seminar meetings are combined with the Modern Europe Colloquia and feature speakers from the Yale faculty and other academic institutions. This seminar is required for first-year European and Russian Studies M.A. students but is open to all graduate and professional students. W 1:30–3:20

E&RS 940a or b, Independent Study

By arrangement with faculty.

E&RS 950a or b, Master’s Thesis

By arrangement with faculty.

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Experimental Pathology

140 Brady Memorial Laboratory, 203.785.3624

www.yalepath.org/edu/ExPath/index.htm

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

Chair

Jon Morrow

Director of Graduate Studies

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, Raymond Yesner (Emeritus)

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, Vinita Parkash, Manju Prasad, Michael Robek, Antonio Subtil-Deoliveira (Dermatology), Alexander Vortmeyer

Assistant Professors Adebowale Adenrian, Veerle Bossuyt, Natalia Buza, Guoping Cai, Paul Cohen, Akosua Domfeh, Angela Galan, Malini Harigopal, Michael Hurwitz (Yale Cancer Center; Medicine), Anita Huttner, 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, Zenta Walther, 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 MB&B 676b, Responsible Conduct of Research.

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.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 one year of the doctoral program and received a grade of Honors in at least two core courses (i.e., excluding rotations and seminar courses).

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.

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 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 A. Brian West 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, cytology (including fine-needle aspiration), and autopsy. A daily diagnostic conference is scheduled for both residents and students, and an additional two hours of conference are provided each week exclusively for the students. In addition to direct responsibilities in the handling of the cases, the student has the opportunity to apply the special techniques of electron microscopy, immunohistochemistry, and flow cytometry. A minimum of four weeks is suggested for this elective. Five students are accommodated every four to six weeks.

PATH 618b, Clinical and Pathologic Correlates in Renal Disease Michael Kashgarian

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 Gerald Shadel

Laboratory rotations for first-year graduate students.

PATH 630b/ENAS 535b, Biomaterial-Tissue Interactions Themis Kyriakides

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 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, Seminar in Pharmacology and Molecular Medicine

Readings and discussion in topics relevant to cell biology, signal transduction, immunology, and molecular medicine. The overall theme of the papers discussed is pathogenesis of human infectious disease. The class emphasizes analysis of primary research literature and development of presentation skills. M 3–5

PATH 690a, Molecular Mechanisms of Disease Michael Robek

This course covers aspects of the fundamental molecular and cellular mechanisms underlying various human diseases. Many of the disorders discussed represent major forms of infectious, degenerative, vascular, neoplastic, and inflammatory disease. Additionally, certain rarer diseases that illustrate good models for investigation and/or application of basic biologic principles are covered in the course. The objective is to highlight advances in experimental and molecular medicine as they relate to understanding the pathogenesis of disease and the formulation of therapies. TTH 2–3:30

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Film Studies

53 Wall Street, Rm. 216, 203.436.4668

www.yale.edu/filmstudiesprogram

M.Phil., Ph.D.

Chair

John MacKay

Director of Graduate Studies

Brigitte Peucker [F] (308 WLH, brigitte.peucker@yale.edu)

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

Professors Dudley Andrew,* Ora Avni, David Bromwich, Hazel Carby, Francesco Casetti,* Katerina Clark,* Michael Denning, Thomas Elsaesser (Visiting [Sp]), John Mack Faragher, Aaron Gerow,* David Joselit, Thomas Kavanagh,* John MacKay,* Millicent Marcus,* Christopher L. Miller, Charles Musser,* Alexander Nemerov, Brigitte Peucker,* Joseph Roach, Michael Roemer, Katie Trumpener,* Laura Wexler

Associate Professors Moira Fradinger, Terri Francis*

Assistant Professor Karen Nakamura (on leave)

Senior Lecturer Ronald Gregg*

*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, 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, 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.

Through course work, examinations, and the dissertation, the candidate links a film specialty with material and methods coming from the participating discipline. Directors of graduate studies from both programs monitor the candidate’s plans and progress.

Special Admissions Requirements

Combined-program applicants should familiarize themselves fully not only with the Film Studies entrance requirements but with those of the other graduate program as well. Since combined-program applicants must be admitted by both Film Studies and the other department, candidates should make sure that the material they submit with the application clearly addresses the requirements and mission of both graduate programs.

The application for Film Studies is administered by the Office of Graduate Admissions. All applications are to be completed online and can be accessed by visiting its Web site at www.yale.edu/graduateschool/admissions. In the “Programs of Study” section of the application, the applicant should do the following: choose Film Studies in Step 1 and the combined department in Step 3. All applications including writing samples are read by the admissions committees in both units.

Special Requirements for the Ph.D. Degree

Every student selected for the combined program is subject to the supervision of the Film Studies program and the relevant participating department. A written protocol between each department and Film Studies outlines the requirements and schedule to be borne in mind as a plan of study is worked out in consultation with the director of graduate studies of Film Studies and the director of graduate studies of the participating department. In all cases, students are required to take two core seminars in Film Studies (FILM 601 and FILM 603) as well as at least four additional Film Studies seminars. Course requirements vary for participating departments but comprise a total of sixteen courses (fourteen for American Studies, fifteen for History of Art). A student advances to candidacy by completing a qualifying examination and a dissertation prospectus.

1. Qualifying examinations follow the regulations of the participating department with at least one member of the Film Studies Graduate Committee participating.
2. The dissertation prospectus is presented to a faculty committee involving at least one member of the other department who is not a member of the Film Studies Graduate Committee and may include the entire faculty of that other department. The prospectus is also circulated to the entire Film Studies Graduate Committee for their information and ratification. Once the student and dissertation adviser deem the dissertation finished or near completion, a defense shall be held involving at least one member of the Film Studies Graduate Committee and one member of the participating department who is not on that committee.

The faculty in Film Studies considers participation in the Teaching Fellows Program to be essential to the professional preparation of graduate students. Students normally teach in years three and four. Every student is expected to serve two assignments as a teaching fellow, preferably in film courses such as Introduction to Film; Film Theory; World Cinema.

Master’s Degree

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

Courses

FILM 601a/CPLT 917a, Films and Their Study Dudley Andrew

FILM 682a/HSAR 709a, Theories of the Studio: Arts, Media, Altman J. D. Connor

Using the work of Robert Altman as a spine, the course explores debates over the nature of the studio in arts (painting, dance, theater, surgery) and media (radio, film, television). While we concentrate on concomitant transformations in American studios and the Hollywood studio system of the 1960s and ’70s, students pursue work in the places and periods of their interest. Readings from Buren, Christensen, Cole & Pardo, Fried, Kolker, Moorefield, Nauman, and Smithson. Films include M*A*S*H, Nashville, 3 Women, Secret Honor, The Player, and The Company. T 9:25–11:15

FILM 725au, World Documentary Charles Musser

A survey of international documentaries that have emerged since the end of the Cold War. The new political alignments, moving image technologies, and exhibition practices that have made possible a new phase in documentary practice. Filmmakers include Wu Wenguang, Agnès Varda, Michael Apted, Anand Patwardhan, and Jean-Marie Teno. TTH 11:35–12:50, screenings W 7

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

FILM 735au and 736bu/AMST 832au and 833bu, Documentary Film Workshop Charles Musser

FILM 753a/CHNS 540au/RUSS 677a, Cinemas of Late and Post-Socialist China and Russia John MacKay

FILM 765au/GMAN 592au, Fassbinder, Herzog, Haneke Brigitte Peucker

Close study of the films of R. W. Fassbinder, Werner Herzog, and Michael Haneke. Topics include questions of authorship (citation as the production of identity; the performance of authenticity; the manipulation of the spectator); cultural politics; cinematic modernism; and intermediality (film’s relation to painting, theater, digital media). Readings in English; conducted in English. T 3:30–5:20, screenings SU 7

FILM 769b/CPLT 957b, World Cinema and Continental Philosophy Thomas Elsaesser

FILM 807a/HSAR 715a, Film in the Post-Medium Condition Francesco Casetti

Is there still room for film in the new media landscape sketched out by the digital revolution? What kind of place should film occupy, if room exists? This seminar retraces the path through which cinema has been assigned a specificity among arts and media, while the boundaries between it and its neighbors have been blurred. From this starting point, the seminar takes into account the effects of media convergence on the current ideas of cinema. We analyze the migration of cinema to new devices, such as home theater, iPhone, computer, but also to new environments, whether urban or domestic spaces. In the same vein, we retrace the new formats of film and the new forms of the spectatorship molded by this “relocation” of cinema. What emerges is a different concept of specificity, which pertains not solely to the apparatus but also to the spectator’s experience, and whose definition is based on social habits, forms of textuality, collective narratives (among them, theories), and technological environments. W 9:25–11:15

FILM 810b/HSAR 705b, Beyond Repetition: Saturation, Location, and Trajectory in Art and Media Francesco Casetti, David Joselit

Repetition is one of the most common and yet misunderstood strategies of modernist art and cinema. As Gilles Deleuze insists in his important book of 1968, Difference and Repetition, the goal of repetition is usually not the multiplication of the same but the marking of difference. This class is devoted to tracking those image strategies—saturation, location, and trajectory—by which the “same” visual content accomplishes different effects through its circulation. The term saturation suggests quantity within circulation; location suggests the question of circulatory spaces; and trajectory indicates the movement, or performance, of individual images. We seek to establish an aesthetic theory of circulation through the careful development of these terms. Each week philosophical and aesthetic readings are assigned, as well as study of works of art and cinema. W 9:25–11:15

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

FILM 870bu/JAPN 574bu, The Japanese Period Film Aaron Gerow

FILM 880a/JAPN 872a, Theories of Subculture and Popular Culture in Japan Aaron Gerow

Exploration of postwar theories of popular culture and subculture in Japan, particularly focusing on the intellectual debates over television and new media. M 1:30–3:20

FILM 900, Directed Reading

Faculty

FILM 901, Individual Research

Faculty

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Forestry & Environmental Studies

Kroon Hall, 203.432.5100

http://environment.yale.edu

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

Dean

Sir Peter Crane

Director of Doctoral Studies

David Skelly (208 Kroon, 203.432.3603, david.skelly@yale.edu)

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

Associate Professors Marian Chertow, Matthew Kotchen (on leave), Karen Seto, Julie Zimmerman

Assistant Professors Robert Bailis, Mark Bradford (on leave), Alexander Felson (on leave [Sp]), Karen Hébert (on leave), Nadine Unger

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, Michael Donoghue, Menachem Elimelech, Robert Evenson, Durland Fish, Willis Jenkins, Brian Leaderer, William Mitch, William Nordhaus, Jeffrey Powell, Richard Prum, James Scott, Kalyanakrishnan Sivaramakrishnan, Ronald Smith, Ernesto Zedillo

Visiting Faculty, Fellows, Adjunct Faculty, and Faculty with primary appointments elsewhere Maureen Burke, Douglas Daly, Mary Beth Decker, Matthew Eckleman, William Ellis, Ona Ferguson, Michael Ferrucci, James Fickle, Lawrence Kelly, Katherine Kennedy, Yehia Khalil, Roy Lee, Daniel Loshof, 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/E&EB 665au, 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]
F&ES 630b, Global Resources, International Resource Exchanges, and the Environment

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 956b, A Clinical View of Land Use Planning and Policy
[F&ES 963b, Emerging Markets for Ecosystem Services]
[F&ES 964b, Large-Scale Conservation: Integrating Science, Management, and Policy]
F&ES 965b/ANTH 598b, Advanced Readings: Social Science of Development and Conservation
F&ES 966b, The Entrepreneurial Approach to Environmental Problem Solving

Ecology

Ecosystem Ecology

F&ES 730a, Ecosystem Ecology
[F&ES 731b, Tropical Field Botany]
F&ES 732a, Tropical Forest Ecology: The Basis for Conservation and Management
F&ES 733b, Ecosystem Pattern and Process
F&ES 734a, Biological Oceanography
[F&ES 735a, Biogeography and Conservation]

Wildlife Ecology and Conservation Biology

[F&ES 736b, Ecology Seminar]
[F&ES 738a/E&EB 670au, 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 657a, Managing Resources
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 of Silvicultural Problems]
F&ES 663b, Invasive Species: Ecology, Policy, and Management
F&ES 667b, Rapid Assessments in Forest Conservation
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 702b, Climate Change Seminar]
F&ES 703b, Climate and Life
F&ES 704a, A Biological Perspective of Global Change
[F&ES 705b, Climate and Air Pollution]
F&ES 722b, Boundary Layer Meteorology

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, 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/760a, 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, Remote Sensing: Observing the 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, Applied Spatial Statistics
F&ES 912a,b, Preparation for Research

Social Sciences

Economics

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 806b, Economics of Pollution Management
F&ES 890a/MGT 820a, Energy Markets Strategy
[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 820a, Land Use Law and Environmental Planning
F&ES 821b, Private Investment and the Environment: Legal Foundations and Tools
F&ES 824b/LAW 21033, Environmental Law and Policy
F&ES 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 829b, International Environmental Policy and Governance
F&ES 832a/MGT 618a, Entrepreneurial Business Planning
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, Green Energy Policy
F&ES 843b/AMST 839b/HIST 743b/HSHM 744b, 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 853a, Capitalism: Success, Crisis, and Reform]
F&ES 860b, Understanding Environmental Campaigns and Policy Making: Strategies and Tactics
F&ES 866b/LAW 21566, The Law of Climate Change
F&ES 895a/MGT 684a, Management and the Environment: Issues and Topics

Social and Political Ecology

[F&ES 770b/MCDB 861bu, Global Problems of Population Growth]
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, 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, Ethics and Ecology in the Practice of Biodiversity Conservation
[F&ES 857b, Urbanization, Global Change, and Sustainability]
[F&ES 858a/REL 768a, Environmental Theologies]
[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, Seminar on World Religions and Ecology]
F&ES 873a, Global Environmental History
F&ES 875a, Global Ethics and Climate Change
F&ES 876a/REL 915a/RLST 875a, Indigenous Religions and Ecology
F&ES 877a/ANTH 561a, Anthropology of the Global Economy for Development and Conservation
F&ES 879b/REL 917b/RLST 872b, World Religions and Ecology: Asian Religions
F&ES 882b/ANTH 582b, The Black Box of Implementation: Households, Communities, Gender
F&ES 892a/ARCH 4021a, Introduction to Planning and Development

Health and Environment

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 898b/EHS 585b, 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, Ecological Urban Design

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French

82-90 Wall Street, 3d floor, 203.432.4900

www.yale.edu/french

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

Chair

Thomas Kavanagh

Director of Graduate Studies

Maurice Samuels (82-90 Wall St., Rm. 325, 203.432.5046)

Professors Dudley Andrew (Film Studies), R. Howard Bloch, Edwin Duval, Marie-Hélène Girard (Visiting), Alice Kaplan, Thomas Kavanagh, John Merriman (History), Christopher L. Miller, Maurice Samuels

Assistant Professors Christopher Semk, Edwige Tamalet Talbayev, Charles Walton (History), Yue Zhuo

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. A strong background in at least one other foreign language is also expected. 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 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 two combined Ph.D.s: one in French and African American Studies (in conjunction with the Department of African American Studies), 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.

For students in the combined Ph.D. program in French and Film Studies, the oral examination will normally include one topic on film theory and one on French film. Both the dissertation prospectus and the final dissertation must be approved by the French department and the program in Film Studies. In addition, Film Studies requires a dissertation defense. For further details see Film Studies.

Master’s Degrees

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

M.A. (en route to the Ph.D.) Students enrolled in the Ph.D. program may petition for the M.A. degree after a minimum of one year of study in residence, upon completion of the Latin requirement, and of eight courses, of which at least six are in French. Two grades of Honors in French graduate courses are required.

Program materials are available upon request to the Administrative Assistant to the Director of Graduate Studies, Department of French, Yale University, PO Box 208251, New Haven CT 06520-8251.

Courses

FREN 610a, Old French R. Howard Bloch

An introduction to the Old French language, medieval book culture, and the prose romance via study of manuscript Yale Beinecke 229, The Death of King Arthur, along with a book of grammar and an Old French dictionary. Primary and secondary material are available on a DVD. Work consists of a weekly in-class translation and a final exam comprised of a sight translation passage and a familiar passage from Yale 229, and a take-home essay. No previous study of Old French necessary, although a knowledge of French is essential. In English. W 3:30–5:20

FREN 813a, Renaissance of the Middle Ages R. Howard Bloch

A study of the major literary, intellectual, and visual forms of the High Middle Ages. Works and topics include The Song of Roland and the epic; the troubadours, troubadouresses, and courtly love; the Bayeux Tapestry and the Norman Conquest of 1066; Abbot Suger and the gothic cathedral; Chrétien de Troyes (Erec and Enide), Marie de France (Lais) and chivalric romance; Abelard and the university; Guibert de Nogent and autobiography; Saint Bernard and monasticism; the fabliaux, money, and the rise of towns. The lyrics of William IX, Bernard de Ventadorn, Comtesse de Die, etc.; Suger’s Administration, Abelard’s History of My Misfortunes, Guibert de Nogent’s Life, Bernard’s sermons, assorted fabliaux. In English. TTH 11:35–12:50

FREN 825b, Voix de Femme/Voix d’Homme Edwin Duval

A study of fifteenth- and sixteenth-century poetry and prose in which speaking voices are strongly gendered feminine (or masculine). Primary emphasis is on “voice” as a rhetorical effect, considered independently of the sex of the author—that is, as a poetic or dramatic persona fashioned to represent a particular type or character, governed by principles of decorum and shaped by various traditions and conventions. But does the sex of the author have anything to do with the gender of the speaker? Works include Christine de Pizan, Cent ballades d’amant et de dame; Alain Chartier, La belle dame sans merci; Hélisenne de Crenne, Les Angoysses douloureuses qui procèdent d’Amours; Jeanne Flore, Contes amoureux; Marguerite de Navarre, Le miroir de l’ame pecheresse and Les prisons; Bertrand de La Borderie, L’Amie de Court; Antoine Héroët, La Parfaicte Amye; Maurice Scève, Délie; Louise Labé, Oeuvres; as well as influential models like Ovid’s Amores and Heroides, the Song of Songs, and a selection of medieval chansons. In French. F 1:30–3:20

FREN 860b, Spectacles of Violence Christopher Semk

The course investigates the various manifestations of violence in seventeenth-century literature, focusing primarily, though not exclusively, on visual violence. We ask ourselves how practices of violence (political, religious, criminal, etc.) were represented and ethically and politically evaluated. Topics include judicial violence (“la question,” public execution), religious violence (martyrdom, sacrifice, redemptive suffering), licit versus illicit violence, decorum and the aestheticizing of violence. Primary readings include works by Hardy, Rosset, Camus, Corneille, Rotrou, and Racine. Secondary readings from Artaud, Elias, Girard, and Scarry. In French. M 3:30–5:20

FREN 864a, Roman et société au dix-huitième siècle Thomas Kavanagh

This seminar focuses on the growing importance and diverse forms of the novel in eighteenth-century France. Placing the novel in its historical, cultural, and literary contexts, our goal is to understand this form as a genre whose development both reflects and consolidates the emerging forms of consciousness and sociability that distinguish the Enlightenment. Works by Prévost, Crébillon, La Morlière, Graffigny, Rousseau, Laclos, Charrière, Diderot, and Duras. In French. M 9:25–11:15

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

FREN 919b, Romans et récits au vingtième siècle Yue Zhuo

This seminar explores one of the important traits that characterize twentieth-century fiction, namely, the tension between narration and its internal resistance, often expressed through a formal difficulty or impossibility in telling a story. Reading some of the classical works whose narrative forms directly address this question, we examine in particular the genre distinction between what Maurice Blanchot calls the “novel” and the “récit,” the temporal “navigation” associated with the former and the timeless “original experience” associated with the latter. Primary readings from Proust, Gide, Colette, Sartre, Blanchot, Beckett, Queneau, Duras, and Quignard are accompanied by theoretical perspectives from some of the same, as well as from Lukács, Valéry, Barthes, and Sarraute. Prerequisite: reading knowledge of French. W 1:30–3:20

FREN 931a, National Identity: Theories, Polemics, Foundational Texts Alice Kaplan

The goal of the seminar is to understand the notion of a singular or exceptional French identity: as myth, as narrative, and as a structure of thought. Marcel Detienne’s essay “L’identité nationale, une énigme” gives us comparative working definitions of a number of key terms: nation, nationality, identity, citizenship, “national feeling” (le sentiment national), la patrie, communautarisme, to be explored through school books, fictions, and films, from early Third Republican classics to the recent polemics that have flourished under the Sarkozy presidency. In English. TH 7–8:50

FREN 943b/AFAM 851b/CPLT 989b, Creole Identities and Fictions Christopher L. Miller

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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

Charles Radding (TAC S-317, 203.737.2942, charles.radding@yale.edu)

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, Carolyn Slayman, Stefan Somlo (Internal Medicine/Nephrology), Joann Sweasy (Therapeutic Radiology), Peter Tattersall (Laboratory Medicine), Sherman Weissman, Tian Xu, Hongyu Zhao (Epidemiology & Public Health; Biostatistics)

Associate Professors Martina Brueckner (Pediatrics/Cardiology), Kei-Hoi Cheung (Medical Informatics), Judy Cho (Internal Medicine), Michael Nitabach (Cellular & Molecular Physiology), Valerie Reinke, Gerald Shadel (Pathology), Matthew State (Child Study Center), Zhaoxia Sun

Assistant Professors Antonio Giraldez, Valentina Greco, Mark Hammarlund, Natalia Ivanova, Mustafa Khokha (Pediatrics), Tae Hoon Kim, Peining Li, 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, Michael Koelle, 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 631a/BIS 631a, Topics in Genetic Epidemiology]

GENE 645a/BIS 645a, Statistical Methods in Human Genetics Hongyu Zhao, Elizabeth Claus, Kenneth Kidd

Probability modeling and statistical methodology for the analysis of human genetics data are presented. Topics include population genetics, single locus and polygenic inheritance, parametric and nonparametric linkage analysis, population-based association studies, family-based association studies, next-generation sequencing data analysis, genome-wide association studies, genetic risk prediction models, and DNA fingerprinting. Prerequisites: genetics; BIS 505a and b, or equivalent; and permission of the instructor. MW 1–2:20

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

This graduate-level course describes aspects of comparative genomics, construction of genetically altered mice, mouse phenotyping, and study design relevant to the use of mice in the study of human disease. Prerequisites: an introductory-level knowledge of genetics and mammalian anatomy and physiology. WF 2:30–3:45

[GENE 734a/MB&B 734a/MBIO 734a, Molecular Biology of Animal Viruses Offered every other year]

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 and staff

An advanced course on mechanisms of animal and plant development focusing on the genetic specification of cell organization and identity during embryogenesis and somatic differentiation. The use of evolutionarily conserved signaling pathways to carry out developmental decisions in a range of animals is highlighted. Course work includes student participation in critical analysis of primary literature and a research proposal term paper. 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 and Rotations Frank Slack and faculty

Lab rotations and grant writing 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 Valerie Horsley

Lab rotations and ethics for Molecular Cell Biology, Genetics, and Development track students. TH 4–5:30

GENE 921a and b, Reading Course in Genetics and Molecular Biology Charles Radding and staff

Directed reading with faculty. Term paper required. Prerequisite: permission of Genetics DGS.

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Geology and Geophysics

Kline Geology Laboratory, 203.432.3124

www.geology.yale.edu

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

Chair

David Bercovici

Director of Graduate Studies

Ruth Blake

Professors Jay Ague, David Bercovici, Ruth Blake, Mark Brandon, Derek Briggs, Leo Buss, Michael Donoghue, David Evans, Jacques Gauthier, Thomas Graedel, Leo Hickey, Shun-ichiro Karato, Jun Korenaga, Mark Pagani, Jeffrey Park, Danny Rye, Brian Skinner, Ronald Smith, Elisabeth Vrba, John Wettlaufer

Associate Professor Alexey Fedorov

Assistant Professors Hagit Affek, William Boos, Kanani Lee, Maureen Long, Trude Storelvmo, Mary-Louise Timmermans, Zhengrong Wang

Lecturer Catherine Skinner

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 Brian Skinner

An introduction to the formation and distribution of mineral deposits.

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

G&G 502au, Introduction to Geochemistry Mark Pagani

Basic principles of geochemistry and their use in geological science. Thermodynamics of aqueous and igneous systems. Element fractionation and isotope geochemistry. Biogeochemical cycles, geochronology, cosmochemistry.

[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 Leo Hickey

Principles of classification, age determination, and paleoenvironmental interpretation of stratified rocks with application to actual measured sections. The course includes the basic content of G&G 230a, Stratigraphy, plus the completion of a term paper whose topic and content are developed in consultation with the instructor.

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 Derek Briggs

Exploration of the basic constraints and potentials that controlled adaptive radiation in the evolution of the invertebrate skeleton.

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

[G&G 518au, Trace Fossil Analysis]

G&G 519au, Introduction to the Physics and Chemistry of Earth Materials Shun-ichiro Karato

Basic principles that control the physical and chemical properties of earth materials. Equation of state, phase transformations, chemical reactions, elastic properties, diffusion, kinetics of reaction, and mass/energy transport. TTh 11:35–12:50

G&G 521bu, Geophysical Fluid Dynamics Alexey Fedorov

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 thermal structure and circulation of the ocean and the atmosphere. MW 11:35–12:50

G&G 522au, Physics of Weather and Climate William Boos

The climatic system; survey of atmospheric behavior on time scales from days (i.e., weather) to decades (i.e., climate); formulation of mathematical equations describing weather and climate with selected applications to small- and large-scale phenomena. MW 9–10:15

[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]

[G&G 528a, Science of Complex Systems]

G&G 529b, Introduction to Geodynamics David Bercovici

This introductory course starts with the basics of continuum mechanics and covers a range of topics in geodynamics and relevant fields including the structure and dynamics of lithosphere, thermal convection and magmatism, Rayleigh-Taylor instability and plume dynamics, geoid and dynamic topography, and the thermal history of the core and geodynamo.

[G&G 533au, Paleogeography]

G&G 535au, Physical Oceanography Alexey Fedorov

An introduction to ocean dynamics and physical processes controlling the large-scale ocean circulation, ocean stratification, the Gulf Stream, wind-driven waves, tides, tsunamis, coastal upwelling, and other oceanic phenomena. Equations of motion. Modern observational, theoretical, and numerous other techniques used to study the ocean. The ocean role in climate and global climate change. MW 11:35–12:50

[G&G 536b, Atmospheric Waves, Convection, and Vortices]

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 Jay Ague

Examination of the fundamental principles governing the formation of metamorphic and igneous rocks during mountain building. Topics include processes of heat and mass transfer in orogenic belts, generation of igneous rocks in continental and subduction settings, ultra-high pressure and ultra-high temperature metamorphism, spatial and temporal patterns of petrologic processes throughout geologic time, and pressure- temperature-time paths of metamorphic and igneous rocks. MWF 9:25–10:15

G&G 556au, Introduction to Seismology Jeffrey Park

Earthquakes and seismic waves, P and S waves, surface waves and free oscillations. Remote sensing of Earth’s deep interior and faulting mechanisms. Prerequisites: MATH 120a or b, 222a or b, and PHYS 180a, 181b, or equivalents.

[G&G 557b, Advanced Seismology]

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

[G&G 567bu, Geochemical Approaches to Archaeology]

[G&G 570b, Cloud Physics and Dynamics]

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 Leo Hickey

The theory and practice of stratigraphy for those who have a basic grounding in the field. After several lectures, the course is conducted as a series of topical seminars chosen by the instructor and the participants.

[G&G 616a, Advanced Petrology]

[G&G 617b, Leaf Architecture of the Flowering Plants]

G&G 618a, Petrology of Light Stable Isotopes Danny Rye

The principles and applications of light stable isotopes to geological materials.

G&G 621b, Geochemistry of Heavy and Radioactive Isotopes in Rock Systems Danny Rye

The principles and application of radioactive and radiogenic isotopes to geological materials.

G&G 631a, Vertebrate Paleontology: Phylogeny of Vertebrates Jacques Gauthier

The seminar offers a detailed look at current issues in the phylogeny, anatomy, and evolution of fossil and recent vertebrates. Lectures review the broad outline of vertebrate phylogeny and evolution. Lab section is required. HTBA

[G&G 644b, Mantle Dynamics and Geochemistry]

G&G 650bu, Deformation of Earth Materials Shun-ichiro Karato

Basics of deformation of materials as applied to geological and geophysical problems. Starting from the basic background of stress-strain and thermodynamics, discussion of materials science of deformation including elastic, anelastic, and plastic deformation. Emphasis is on the nature of deformation of materials under extreme conditions (high-pressure, high water fugacity) that is critical in interpreting seismological observations and geological and geophysical processes. TTh 9–10:15

[G&G 655au, Extraordinary Glimpses of Past Life]

[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, Seminar in Systematics Jacques Gauthier

3 HTBA

G&G 710b, Responsible and Ethical Conduct of Research Mark Pagani, David Bercovici

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 Hagit Affek

Carbonate cave deposits, speleothems, are becoming an increasingly popular archive for reconstruction of paleoclimatic conditions on land. This is a seminar-style class, based on reading and discussion of classic and recent papers in speleothem science. Topics include the physical and chemical processes of speleothem formation; the climatic parameters and geochemical mechanisms controlling stable isotopes in speleothems; speleothems as a tool for reconstructing paleo-rainfall; dating techniques and the use of speoleothems as a stratigraphic tool; and terrestrial paleoclimate reconstruction of distinct climatic systems using cave systems in various regions, during both the Holocene and the glacial/interglacial time scales. The class is based on several background lectures and in particular on student presentation of papers to be discussed.

[G&G 735a, Principles in Organic Geochemistry]

G&G 740a, Student Research Seminar Hagit Affek

A seminar in which students present seminars on topics related to their own research, either by presenting their results or by discussing literature that provides an introduction to their research topic. The class offers students an opportunity to gain experience in presenting scientific data and arguments in an informal environment and forces them to think about their research in a detailed enough way that would allow them to explain it to a mixed audience. The topics covered in these presentations depend on the diverse interests of the students participating and include all topics associated with research performed within the G&G department and related topics. It therefore exposes the students to the large variety of research fields and provides them basic general Earth science background knowledge.

[G&G 742a, Seminar in Geophysical Fluid Dynamics]

G&G 744a/ASTR 715a, Research Seminar in Solid-Earth Geophysics Jeffrey Park

[G&G 746a or b, Seminar in Global Change]

[G&G 757b, Studies in Global Geoscience]

G&G 767b, Seminar in Ice Physics John Wettlaufer

We bring together the basic thermodynamics and statistical mechanics of crystal growth, surface phase transitions, metastability, and instability to explore the many faces of the surface of ice. These processes control the macroscopic growth shapes of ice crystals, underlie the enigma of the snowflake, and have implications in, inter alia, the atmosphere, the oceans, basic materials science, and astrophysics. HTBA

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. HTBA

G&G 800a or b, Tutorial in Paleobiology

G&G 805a or b, Fossil Floras

G&G 810a or b, Tutorial in Structural Geology and Tectonics or Solid Earth Geophysics

G&G 820a or b, Tutorial in Meteorology, Oceanography, or Fluid Dynamics

G&G 830a or b, Tutorial in Geochemistry, Petrology, or Mineralogy

G&G 840a or b, Tutorial in Sedimentology

G&G 860a or b, Tutorial in Remote Sensing

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Germanic Languages and Literatures

W. L. Harkness Hall, 203.432.0788

www.yale.edu/german/graduate.html

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

Chair

Rüdiger Campe

Director of Graduate Studies

Rainer Nägele (304 WLH, rainer.nagele@yale.edu)

Professors Rüdiger Campe, Carol Jacobs, Rainer Nägele, Brigitte Peucker, Henry Sussman (Visiting)

Associate Professor Kirk Wetters

Assistant Professor Paul North

Lecturer William Whobrey

Affiliated Faculty Jeffrey Alexander (Sociology), Seyla Benhabib (Political Science; Philosophy), Karsten Harries (Philosophy), Paula Hyman (History; Religious Studies), 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. Two 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. Two 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. Two 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 564au, W. G. Sebald Carol Jacobs

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

GMAN 592au/FILM 765au, Fassbinder, Herzog, Haneke Brigitte Peucker

Close study of the films of R. W. Fassbinder, Werner Herzog, and Michael Haneke. Topics include questions of authorship (citation as the production of identity; the performance of authenticity; the manipulation of the spectator); cultural politics; cinematic modernism; and inter-mediality (film’s relation to painting, theater, digital media). Readings in English; conducted in English. T 3:30–5:20, screenings SU 7

GMAN 614bu, Kleist’s Here and Now Rüdiger Campe

The course provides a comprehensive introduction to the work of the German Romantic writer Heinrich von Kleist. We read major instances of his narrative prose, his dramatic work, and his journalism. Particular attention is given to Kleist’s fascination with the immediate presence of “Here and Now”: this fascination occurs as well in what we can call the invention of modern journalism (Berliner Abendblätter) as in his most radical literary experiments. T 3:30–5:20

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

We discuss seminal works by Blumenberg, Derrida, and Foucault from the early 1960s. All three authors developed models of critical hermeneutics from their respective readings of Husserl (and Heidegger) on science and technology (Crisis of the European Sciences). We explore how a general rethinking of interpretation and criticism in the humanities started from the questioning of science and technology, and what this means in today’s humanities. M 3:30–5:20

GMAN 645au/CPLT 592a, Urban Phantasmagoria: Berlin, Vienna, and Paris Henry Sussman

Grounding itself in Walter Benjamin’s The Arcades project, a print-medium Web site of the rise of modernity, malls, advertising, gambling, amusement parks, and urban-cruising in nineteenth-century Paris, the course pursues these developments as they revolutionize the environment in the major German-speaking cities and as they are documented in literary and cultural criticism. Readings include Aragon, Balzac, Barthes, Baudelaire, Zola, and Rem Koolhas. W 3:30–5:20

GMAN 645bu, Fakes Kirk Wetters

Starting from Orson Welles’s “F for Fake,” which articulates the main questions of the course, we examine some of Welles’s immediate sources of inspiration: Clifford Irving (including the recent film about his forged biography of Howard Hughes, The Hoax) and the art forger Elmyr de Hory. From there we look back at the literary tradition of the con artist: eighteenth-century German texts (particularly Goethe and Schiller) inspired by the figure of Cagliostro, Herman Melville’s The Confidence-Man, Thomas Mann’s Confessions of Felix Krull, Confidence Man, and André Gide’s The Counterfeiters. To conclude the seminar, the class collectively chooses an additional contemporary con (perhaps James Frey’s A Million Little Pieces) to investigate in detail. The final meetings are devoted to the Grand Inquisitor scene from Dostoevski’s Brothers Karamazov and Ben Stiller’s Tropic Thunder. M 3:30–5:20

GMAN 648b/CPLT 648b, Repetition Rainer Nägele

Repetition emerges in the nineteenth century as a particular preoccupation. We concentrate on some specific philosophical and theoretical texts: Karl Marx (the Eighteenth Brumaire), Kirkegaard, Nietzsche, Freud. But we also discuss some of the ramifications of repetition in poetry, literature, and rhetoric (rhythm, rhyme, refrain, and literary motifs). W 1:30–3:20

GMAN 662b, Baroque Theater: The Stage and the Text Rüdiger Campe

Focusing on the German Baroque tragic drama (Gryphius, Lohenstein), we study also Spanish and Italian works of the period (Monteverdi, Calderón). Walter Benjamin’s Origin of the German Tragic Drama (Trauerspiel) is discussed with reference to political theory, allegory, and the emblem. The course is designed as a general introduction to the Baroque, including more recent work such as Deleuze, Buci-Glucksmann, and others. Prerequisite: reading knowledge of German; Spanish and Italian desirable. TH 1:30–3:20

GMAN 665a/CPLT 785a, Thinking Poetry: Hölderlin, Heidegger, Blanchot Rainer Nägele

GMAN 900a,b, Directed Reading

By arrangement with the faculty.

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History

240 Hall of Graduate Studies, 203.432.1366

www.yale.edu/history

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

Chair

Laura Engelstein

Director of Graduate Studies

Francesca Trivellato (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, Glenda Gilmore, Bruce Gordon, Robert W. Gordon, Valerie Hansen, Robert Harms, Jonathan Holloway, Paula Hyman, 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 C. 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, Beverly Gage, Naomi Rogers, Charles Walton

Assistant Professors Paola Bertucci, Patrick Cohrs, Fabian Drixler, Alejandra Dubcovsky, Daniel Magaziner, Alan Mikhail, Alyssa Mt. Pleasant, William Rankin, Edward Rugemer, 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 six graduate term courses at Yale, of which two must have earned Honors grades and the other four 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.

Master’s Degree Program For this terminal master’s degree, students must pass six 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 from the Director of Graduate Studies, Department of History, Yale University, PO Box 208324, New Haven CT 06520-8324.

Courses

HIST 500a, Classics and Methods Timothy Snyder

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 503bu/JDST 723bu/RLST 759bu, Jews and Christians in Late Antique Roman Palestine Oded Irshai

An examination of the strategies and mechanisms enabling the appropriation and Christianization of late Roman Palestine from the fourth to the seventh century. Topics include Christian attitudes toward the land of Jesus, sacred space, memory, pilgrimage, and the formation of liturgy, as well as manifestations of Jewish resistance to the transformation of the Holy Land. T 3:30–5:20

HIST 511b/CLSS 806b/RLST 514b, Hellenistic Civilization and the Jews J.G. Manning, John J. Collins

HIST 512b/CLSS 885b, Aristotle’s Athenaion Politeia Donald Kagan

A study of the historical portion of Aristotle’s Constitution of the Athenians. TH 1:30–3:20

HIST 516au, Thucydides and the Peloponnesian War Donald Kagan

A study both of the great war between Athens and Sparta that transformed the world of the Greek city-states and of the brilliant historian and political thinker who described it. Prerequisite: CLCV 205 or equivalent. T 2:30–4:20

HIST 518bu, The Spartan Hegemony Donald Kagan

A history of Greece during the period 404–362 B.C. The focus is on the relationship between domestic constitutions and politics, and between diplomacy and war. T 2:30–4:20

HIST 531au/NELC 534au/RLST 659au, Seminar: The Making of Monasticism Bentley Layton

The social and intellectual history of Christian monasteries, hermits, ascetics, and monastic institutions and values in late antiquity and the early Middle Ages, as seen in classic texts of monastic literature and in monastic archaeology. Readings are studied in translation. Prerequisite: permission of the instructor. T 3:30–5:20

HIST 532bu/JDST 764bu/RLST 777bu, Jews in Muslim Lands from the Seventh to the Sixteenth Century Ivan Marcus

Introduction to Jewish culture and society in Muslim lands from the Prophet Muhammad to Suleiman the Magnificent. Topics include Islam and Judaism; Jerusalem as a holy site; rabbinic leadership and literature in Baghdad; Jewish courtiers, poets, and philosophers in Muslim Spain; and the Jews in the Ottoman Empire. Prerequisite: reading knowledge of modern Hebrew. TTH 11:35–12:50

HIST 535au/JDST 761au/RLST 773au, History of the Jews 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 541b/JDST 790b/RLST 776b, The Jews in Medieval Societies Ivan Marcus

Research seminar that focuses on a comparison of the two medieval Jewish subcultures of Ashkenaz (northern Christian Europe) and Sefarad (mainly Muslim and Christian Spain). Issues in historiography and comparative methodology complement discussions about the symbols and reality of literary, political, and economic features of each society. Prerequisite: reading knowledge of modern Hebrew. T 1:30–3:20

HIST 542b, Law in Medieval Europe Anders Winroth

This seminar explores the creation in the twelfth and thirteenth centuries of a sophisticated system of law, the European Common Law (ius commune). All late medieval and much modern legislation is based on this legal system. The course focuses on its roots in the Roman law of Emperor Justinian and in ecclesiastical legislation. We also study the influence of the ius commune on national and local medieval law. The emphasis is on using law in historical research and in learning the technical skills necessary. T 1:30–3:20

HIST 543a/REL 546a/RLST 809a, Apocalypticism: Ancient and Modern Abbas Amanat, John J. Collins

This seminar reviews the history of apocalyptic thought and movements in the three great monotheistic religions from their origins in the ancient world to contemporary trends. T 1:30–3:20

HIST 544a, Church and Society in the Middle Ages Paul Freedman

The history of the church and its social, economic, and cultural interaction with lay society from approximately 800 until the Reformation. Topics include church revenues, jurisdiction, attitudes toward conversion and missions, heresy, charity, economic ideas, and reactions to social change. W 1:30–3:20

HIST 561a/ENGL 589a, Renaissance Ways with Words Keith Wrightson, David Scott Kastan

HIST 564a/CPLT 501a/ITAL 600a/RNST 500a, Introduction to Renaissance Studies: Renaissance Italy Angela Capodivacca, Francesca Trivellato

An introduction to the major texts, issues, and methods in the interdisciplinary study of the Renaissance, with an emphasis on Italy. T 7–8:50

HIST 564b/CPLT 501b/RNST 500b, Introduction to Renaissance Studies: Northern Europe Bruce Gordon, David Scott Kastan

An introduction to the major texts, issues, and methods in the interdisciplinary study of the Renaissance, with an emphasis on Northern Europe. T 1:30–3:20

HIST 569a/REL 732a/RLST 678a, Readings in Reformation History: Calvin and Calvinism Bruce Gordon, Carlos Eire

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

HIST 575au/JDST 776au, The Cultural Revolution of the Jewish Enlightenment Shmuel Feiner

Examines the origins, history, major texts, and cultural and social impact of the Jewish Enlightenment. Begins with the Enlightenment project of Voltaire, Lessing, and Kant, and considers the cultural revolution among the Jews in Germany and the construction of the modern public sphere; the life and thought of Moses Mendelssohn; the cultural conflicts between the “maskilim” and their orthodox opponents; the issue of gender; and the latest stages of Jewish Enlightenment in nineteenth-century Galicia and Russia. TH 3:30–5:20

HIST 602b, Microhistories Keith Wrightson

A research seminar. The first weeks are devoted to reading and discussing a number of outstanding microhistorical studies of individuals, families, communities, incidents, and processes, principally (though not exclusively) drawn from the literature on the early modern period. Particular attention is paid to questions of sources and their use. Thereafter members of the class undertake individual microhistorical studies on subjects of their choice and present work-in-progress papers to the seminar. W 9:25–11:15

HIST 606b, Britain: Modernity and Empire Steven Pincus

Why and in what ways did Britain become the paradigmatic modern nation? This research seminar introduces students to a variety of approaches to the study of modernization and to a range of questions about the coming of modernity in Britain. Topics may include the emergence of the novel, the origins of the British Empire, England’s economic transformation, the development of representative politics, the emergence of the bourgeois public sphere, and secularization, among others. The course emphasizes methodological as well as substantive questions. It is appropriate for historians of any period or area, as well as for graduate students in related disciplines. W 1:30–3:20

HIST 616a, The European Enlightenment Charles Walton

This reading seminar covers the main themes and topics treated in the historiography of the European Enlightenment. Spanning the seventeenth and eighteenth centuries, it approaches the Enlightenment from several angles: intellectual, social, cultural, political, and theoretical. Print culture is especially emphasized, as we trace how ideas were produced, diffused, and received in both national and transnational contexts. We engage with the recent literature on the global dimensions of the European Enlightenment, which shows how the production of knowledge, the pursuit of empire, and the experience of colonialism were bound up with each other. We begin the course with an examination of post-World War II theoretical debates on the Enlightenment and keep these in mind throughout the term as we reflect on how they have inflected its study. By the end of the term, students have grounding in the intellectual and cultural forces that helped create modernity in Europe and a strong basis for pursuing an orals field in the history of the Enlightenment. W 7–8:50

HIST 630b, Writing European Intellectual History: Approaches Marci Shore

Research seminar designed for doctoral students. The first half of the course is devoted to reading historiography and theoretical essays, the second half to developing independent research projects. Discussions focus on the practice of writing intellectual history. Topics include the relationship between text and context and between ideas and individuals; the continuing influence of the so-called Cambridge School; the role of biography; the legacy of the linguistic turn; theories such as Marxism and psychoanalysis as both topic and method; and the respective virtues of the history of ideas and the history of intellectuals. W 1:30–3:20

HIST 639b, Max Weber in the Twentieth Century Adam Tooze, Julia Adams

Max Weber is the most widely influential social thinker of the twentieth century. This course examines the interpretation of Weber’s life and work across the century, offering insights into the history of the century and the development of social theory. Readings range over intellectual traditions, including Western Marxism, American sociology, and postcolonial theory. TH 1:30–3:20

HIST 641a, Britain and Iberian Atlantic Steven Pincus, Stuart Schwartz

This readings course investigates the burgeoning literature on the emergence of the Atlantic world in the early modern period. The course takes an explicitly comparative approach by examining the British and Iberian Atlantic worlds side by side, with occasional glances at French, Portuguese, and Dutch developments. Themes to be investigated include movements of goods, ideas, peoples, and cultures across the Atlantic. We also consider the independence movements of the late eighteenth and early nineteenth centuries. T 1:30–3:20

HIST 642a, Paris and London: Metropolitan Trajectories, 1850–Present John Merriman, Jay Winter

Reading and discussion seminar. Topics include the impact of large-scale economic transformation; popular protest; migration and mobility; social geography; city and country; the world of work and leisure; the experience of war; images and representation of the city; and the successes and failures of urban planning. M 7–8:50

HIST 645a, Making History-Ending History: Philosophy of History in Germany and France, 1917–1990 Adam Tooze

The course refracts the turbulent economic and political history of twentieth-century Europe through the lens of social theory and the philosophy of history. It asks how historical agency was conceived on the left and right in the early years of the century and how those notions came to be criticized from the 1960s onward, leading to a critique of the very notions of history and modernity. The course offers students a chance to engage with many of the key thinkers of the twentieth century in Germany and France. T 1:30–3:20

HIST 681b/RLST 657b, 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. W 1:30–3:20

HIST 692b, Empire and Nation in Eastern Europe: The Twentieth Century Timothy Snyder

A review of international and national politics in eastern Europe, broadly conceived, from 1918 through the present. Topics include the interwar national states and their collapse, the Second World War, German and Soviet colonial plans and practices, communism, and the Cold War. Under discussion are national movements from the Balkans to the Baltics, including the Greek, Serbian, Romanian, Bulgarian, Croatian, Hungarian, Polish, Czech, Slovak, Lithuanian, and Ukrainian. Research seminar. T 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. T 9:25–11:15

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

HIST 707a, Introduction to the Literature of American History to the American Revolution Alejandra Dubcovsky

The course is designed for graduate students as an introduction to major texts, historiography, and methods in early America. The course emphasizes issues of race, slavery, empire, and cross-cultural interactions. TH 9:25–11:15

HIST 713a/AFAM 697a, Research in Slavery and Abolition Edward Rugemer

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

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 724b/AMST 767b, Research Seminar in U.S. Urban History Mary Lui

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. T 1:30–3:20

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

HIST 738b/AMST 738b, Readings in Western and Frontier History John Mack Faragher

HIST 743b/AMST 839b/F&ES 843b/HSHM 744b, Readings in Environmental History Paul Sabin

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

HIST 753a, Readings in Transnational History Jenifer Van Vleck

Readings in historiography after the “transnational turn.” Emphasis on methods, especially research strategies, interpretive frameworks, and keywords. Topics of readings and discussions include empire, colonialism, and postcolonialism; nations and nationalisms; borders and borderlands; political economy; technology, mass culture, and globalization; and transnational approaches to the history of race and gender. W 3:30–5:20

HIST 759a/INRL 657a, One World? International History, 1914–1991 Patrick Cohrs

This research seminar pursues both a historical and a theoretical reexamination of the modern international system in the “short” twentieth century, analyzing why it was so profoundly transformed between the era of imperialism preceding World War I and the end of the Cold War. Main themes include the origins of international conflicts from the Great War and the Great Depression to the U.S.-Soviet antagonism; the peace settlements after the world wars (or absence thereof); American postwar policies and their significance for European integration and the reconstruction of Japan; changing regional configurations in East Asia, Latin America, Africa, and the Middle East; and the question why the Cold War ended as it did. Particular attention to the changing premises and constraints of international politics that influence the making and unmaking of legitimate international orders in the twentieth century. T 1:30–3:20

HIST 760b/LAW 21063, American Legal History John Witt

Selected topics in the history of American law, legal thought, legal institutions, and the legal profession. HTBA

HIST 765au/JDST 789au/RLST 764au, America and Its Jews, 1654 to the Present Paula Hyman

The history of Jews in America from the colonial period to the present. Topics include immigration, religious development, politics, and participation in culture. Special attention to how Jews, as a minority, have negotiated their place in American society. MW 2:30–3:45

HIST 770a/AMST 770a/WGSS 750a, Research in Gender and Sexuality George Chauncey, Joanne Meyerowitz

HIST 780b/AFAM 763b/AMST 731b, Methods and Practices in U.S. Cultural History Matthew Jacobson

HIST 789b/AMST 801b, U.S. Intellectual Formations in the Twentieth Century Jean-Christophe Agnew

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

HIST 798b, Credit, Trust, and Finance through History Francesca Trivellato, Naomi Lamoreaux

The word credit comes from the Latin verb credere, which means to believe or to trust. This course explores the multiple settings—cultural, social, institutional—in which different times and places have affected the ability of individuals and groups to borrow in order to survive, raise capital for ventures, and finance wars or public works. Topics include usury, pawnbrokers, microfinance, loan sharks, banks, securities markets, bankruptcy, financial crises, and the public debt. W 1:30–3:20

HIST 802b/INRL 658b, Classic and New Approaches to International History Patrick Cohrs

This graduate reading seminar appraises both classic and new approaches to international history. It focuses on a close reading of influential contributions to the methodology and writing of international, diplomatic, comparative, global, and transnational history from Thucydides to recently influential attempts to interpret the evolution of the international system and international society. The underlying aim is to discuss which approaches have advanced our understanding of fundamental questions and problems in a field that in the eyes of some has become increasingly amorphous—and in which trends may have had the opposite effect. On this basis, the seminar seeks to explore what are the new frontiers of scholarship. T 1:30–3:20

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

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 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 834b, 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 842b, Religion and Power in African History Daniel Magaziner

The course considers various themes related to the history of religion in Africa, including the invention of “religion” in the early colonial period; Islam and the state in French West Africa; chiefs, public healing, and the invisible realm in the nineteenth and twentieth centuries; and conversion, politics, and Christianity from the sixteenth century to the present. Students present a historiographical essay, lead a class discussion, and produce a piece of research based on primary sources. W 1:30–3:20

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

HIST 857b/CHNS 835b, Readings in the Mencius, the Xunzi, and the Zhuangzi Annping Chin

HIST 858a, Research in Qing Dynasty Documents Peter C. Perdue

Reading and discussion of primary sources from the Qing dynasty. Research paper is required. W 3:30–5:20

HIST 877b, Readings in Modern Chinese History: Ming and Qing Dynasties Peter C. Perdue

Reading and discussion of major monographs on modern Chinese history from ca. 1500 to 1911. Research paper is required. W 3:30–5:20

HIST 886a, Japan from the Sea: Maritime Perspectives on the Archipelago’s Past Daniel Botsman

As an alternative to the rice (paddy field)-centric understandings of the past that have dominated modern Japanese constructions of national identity, this seminar offers a forum for exploring the significance of waterways and the sea in the archipelago’s history. Particular attention is given to the Inland Sea (Seto naikai) region, with readings from recent scholarship in both English and Japanese. W 1:30–3:20

HIST 890b, Japanese Reference Works and Documents Daniel Botsman

Provides training in the use of references works and an introduction to the specialist skills needed to undertake research in pre-twentieth-century Japanese history. Participants learn to read documents written in the so-called “epistolary style” (so¯ro¯bun) and explore Yale’s rich collection of premodern source materials. TH 1:30–3:20

HIST 901a/HSHM 708a, The Body in Science and Art Paola Bertucci

The course explores the history of the representations of the human body in science and art. It discusses recent literature on the role of the body in experimental practices. W 1:30–3:20

HIST 902a/EAST 525a/HSHM 707a, Impact of Epidemic Disease in Context: Focus on Asia William Summers

HIST 904b/HSHM 709b, Science and Secrecy Paola Bertucci

From the medieval “books of secrets” to the Manhattan Project, secrecy has been part of scientific and technological activities. The seminar explores the changing meaning of secrecy in relation to science, technology, and medicine. T 1:30–3:20

HIST 910b/HSHM 745b, History of Health Activism Naomi Rogers

This research seminar introduces students to current historical debates around health activism. Topics include progressive and conservative ideologies; debates around welfare and entitlements; gender and reproductive rights; medical professionalism; and health activism as a social movement. Research is focused on holdings in Yale libraries. W 1:30–3:20

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

An exploration of the relationships among medicine, health, and the media in the United States from 1880 through the present. Focus on newspapers, magazines, professional journals, advertising, exhibitions, radio, film, television, and the Internet; and on interactions among researchers, health professions, medical and public health institutions, journalists, advocacy organizations, the state, industry, and the public. Topics include the changing role of the media in shaping conceptions of the body; creating new diseases; influencing health and health policy; crafting the image of the medical profession; informing expectations of medicine and constructions of citizenship; and the medicalization of American life. TTH 10:30–11:20

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 and public health. Reading and discussion of the recent scholarly literature in the field, sampling writings on health care, illness experiences, and medical cultures in Europe, the Americas, and Asia from antiquity to the twentieth century. Topics include the role of gender, class, ethnicity, race, religion, and region in the experience of health care and sickness 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 culture of medicine. M 1:30–3:20

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 933bu/HSHM 640bu, Molecules, Life, and Disease in the Twentieth Century William Summers

The course explores the transformation of the life sciences in the twentieth century. It focuses on the rise of molecular biology and its understanding of life and disease. It shows how and why the molecular vision on life has achieved such a high level of scientific authority and social legitimacy. It emphasizes the relationship of this transformation to broader intellectual, social, cultural, and political change. TTH 10:30–11:20

HIST 938b/HSHM 676b/LAW 21441, The Engineering and Ownership of Life Daniel Kevles

The seminar explores the historical development of intellectual property protection in living matter. Focusing on the United States in world context, it examines arrangements outside the patent system as well as within it. Topics include agriculture, medicine, biotechnology, and law. May be taken as a reading or research course. W 3:30–5:20

HIST 950bu/JDST 787bu/RLST 795bu, Women in Modern Jewish History Paula Hyman

The roles and representation of Jewish women in the modern period. Special attention to the role of gender in Judaism; the social, cultural, and political activity of women; and the development and impact of feminism. T 1:30–3:20

HIST 951au/JDST 793au/RLST 799au, Introduction to Modern Jewish Thought Eliyahu Stern

An overview of modern Jewish philosophical trends, movements, and thinkers from the seventeenth to the twenty-first century. Subject matter addressed: enlightenment, historicism, socialism, secularism, religious radicalism, and Zionism. TTH 11:35–12:25, 1 HTBA

HIST 965a/ANTH 541a/F&ES 836a/PLSC 779a, Agrarian Societies: Culture, Society, History, and Development James Scott, Michael McGovern, Kalyanakrishnan Sivaramakrishnan

HIST 977au/JDST 796au/RLST 790au, Anti-Semitism in Modern Times Paula Hyman

An exploration of anti-Semitism as a religious, social, and political prejudice in different historical contexts. Examination of premodern religious and secular stereotypes. Focus on the role of anti-Semitism in Europe, the United States, and the Middle East from the late nineteenth century to contemporary times. W 9:25–11:15

HIST 979bu/JDST 788bu/RLST 768bu, Holocaust in Historical Perspective Paula Hyman

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/INRL 652a, 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 inter-regional, interdisciplinary perspective. Readings and discussion, guest speakers, research paper. TH 1:30–3:20

HIST 985b/MGT 984b/PLSC 715b, Studies in Grand Strategies, Part I John Gaddis, Paul Kennedy, 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 2011. Research seminar. M 3:30–5:20

HIST 994a/b, Oral Exam Tutorial

Graded Sat/Unsat.

HIST 995a/b, Prospectus Tutorial

Graded Sat/Unsat.

HIST 998a/b, Directed Readings

Offered by permission of the instructor and DGS to meet special requirements not covered by regular courses. Graded Sat/Unsat.

HIST 999a/b, Directed Research

Offered by arrangement with the instructor and permission of DGS to meet special requirements.

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History of Art

Loria Center, Rm. 252, 203.432.2668

www.yale.edu/arthistory

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

Chair

Alexander Nemerov (Loria 656, 203.432.8442, alexander.nemerov@yale.edu)

Director of Graduate Studies

Tim Barringer (Loria 657, 203.432.2680, timothy.barringer@yale.edu

Professors Brian Allen (Adjunct), Carol Armstrong (on leave [Sp]), Tim Barringer, Edward Cooke, Jr., David Joselit, Diana Kleiner, Kobena Mercer, Amy Meyers (Adjunct), Mary Miller, Robert Nelson (on leave [Sp]), Alexander Nemerov, Jock Reynolds (Adjunct), Vincent Scully (Emeritus), Robert Thompson, Christopher Wood, Mimi Hall Yiengpruksawan

Assistant Professors J. D. Connor, Milette Gaifman, Erica James, Jacqueline Jung, Joost Keizer, Kishwar Rizvi, Tamara Sears, Sebastian Zeidler

Lecturers Theresa Fairbanks, Karen Foster, Susan Matheson, Ian McClure, Margaret Olin, Andrea Rager, David Sensabaugh

Fields of Study

Fields include Greek and Roman; Medieval and Byzantine; Renaissance; Early Modern; eighteenth-, nineteenth-, and twentieth-century European; Modern Architecture; African; African American; American; American Decorative Arts; British; Pre-Columbian; Islamic; Chinese; Japanese; South Asian; and Film.

Special Requirements for the Ph.D. Degree

Students in the history of Western art must pass examinations in German and one other language pertinent to their field of study. One examination must be passed during the first year of study, the other not later than the beginning of the third term. Students of non-Western art must qualify in two languages selected by agreement with the adviser and the director of graduate studies (DGS). They have an extra year in which to do so. During the first two years of study, students normally take thirteen term courses. Normally by January 20 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 pre-dissertation 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. They receive a total of one course credit as teaching fellows when they lead a discussion section. 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 one year of course work (six term courses) and after evidence of proficiency in one required foreign language. The student normally petitions for the degree at the time of registration in the fall of the second year.

Program materials are available upon request to the Director of Graduate Studies, Department of the History of Art, Yale University, PO Box 208272, New Haven CT 06520-8272.

Courses

HSAR 500a, Critical Approaches to the History of Art Carol Armstrong

An introduction to the foundations of modern art-historical method: formalism, connoisseurship, iconology, social history, visual culture. Readings include Wölfflin, Riegl, Friedländer, Warburg, Kubler, Foucault, Crary, among others. M 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 570a/ARCG 749a/CLSS 846a, Becoming Hadrian: Autobiography and Art in the Second Century A.D. Diana Kleiner

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

HSAR 575b, Vase Painting in Ancient Athens Susan Matheson

Athenian painted vases provide a window into the world of ancient Athens, revealing much about daily life, religion, politics, and culture of the classical past. The seminar concentrates on seven major vase painters (Exekias; Euphronios; the Berlin, Kleophrades, Niobid, and Achilles Painters; and Meidias) encompassing the Archaic through the Classical periods, focusing on their techniques and their styles; on what the vases show us about Athenian life; and on the relationship between vases and other arts—sculpture, wall painting, poetry, and drama—in ancient Greece. The class uses the Yale collection extensively, giving students the chance to work directly with the original vases. TH 1:30–3:20

HSAR 593a, The Body as Medium in Medieval Art and Culture Jacqueline Jung

Since the publication of pioneering studies by Caroline Walker Bynum in the late 1980s, the European Middle Ages has come to be recognized not as an “age of spirituality” but as an emphatically body-oriented culture. The paradoxical bodies of Christ (at once wholly divine and wholly human) and his Virgin Mother were the subject of extensive speculation, scrutiny, and loving devotion in literature, theology, and art; the fragmented remains of the saints were housed in glittering containers for the faithful to venerate; and the living bodies of charismatic men and women became both the vehicles for their own communion with the divine and objects themselves for the devotional (or skeptical) gazes of others. It is the latter facet of medieval visual culture to which this seminar is dedicated. Although we look closely at works of art in various media (especially manuscript painting and sculpture), in which bodies function as representational signs, our main objective is to understand the variety of ways in which active, living bodies could serve as communicative media in spheres both public and private, religious and secular. Topics include the physical and sensory apparatus of the body in medieval science and medicine; the body as vehicle for the individual’s communication with God; the stigmatic body; the rapturous or possessed body as site of discernment; the tortured body as teaching tool; the self-punished body as mimetic spectacle; the courtly body as aesthetic object; and the dissected body as revelation of both personal virtues and cosmic forces. Reading knowledge of French and German are highly recommended but not required. TH 1:30–3:20

HSAR 595b, Byzantine Manuscript Illumination Robert Nelson

An introduction to the history of the decoration and illustration of Greek manuscripts during the Middle Ages with particular attention to problems of religious texts, such as Gospel books, lectionaries, and Psalters. The course treats the major periods from the great and rare codices of late antiquity to the more plentiful examples after Iconoclasm and the apogee of the medium in the eleventh and twelfth centuries, but continues to the fall of Constantinople and Byzance après Byzance and the collecting and copying of Greek manuscripts in Renaissance Italy. Knowledge of Greek is useful. M 1:30–3:20

HSAR 598a, Transnational Modernisms in the Middle East Kishwar Rizvi

Using Jahan Ramazani’s A Transnational Poetics as a starting point, this graduate seminar aims to interrogate contemporary architecture through the lenses of mobility and hybridity. The starting point is the Middle East; however, the practice and production of such architecture is not limited by region or nation, but is predicated on the intertwined histories of communities defined by economic status, religion, and political ideology. T 1:30–3:20

HSAR 600b, Painting Poetry in Islamic Art Kishwar Rizvi

The course explores the intersection between objects and texts in Islamic art, with a focus on the arts of Iran, Turkey, and India. The seminar studies holdings in Yale’s libraries and art galleries, which include ninth-century Qurans, thirteenth-century ceramics, and nineteenth-century lithographs, in order to gain an understanding of the manner in which poetic texts were deployed as an inspiration for visual art while serving as a critique of its very materiality. T 1:30–3:20

HSAR 629a, Renaissance Drawing Joost Keizer

The seminar focuses on the theory and practice of drawing in Renaissance Italy. The class mainly works with primary material at the Yale Art Gallery, as well as collections in Boston and New York. We place the practice of drawing in the wider context of theories of invention current in Italy in the period 1400–1600. Topics include the materials and function of drawing; the role of memory; the theory of disegno; and the development of drawing as a self-sufficient medium. Reading primarily consists of primary sources (in translation). TH 3:30–5:20

HSAR 681b, Visual Cultures of British India Tim Barringer, Gillian Forrester

This seminar, planned in dialogue with the Yale Center for British Art’s exhibitions Johan Zoffany, RA and Select Views: An Archive of British India, examines the impact of British colonial activity in India on visual and material culture since ca.1650. Analysis is offered from a range of theoretical positions and historical perspectives. Significant themes include the East India Company and trade; “Company School” painting; the coproduction of knowledge by British and Indian artists and scholars; Johan Zoffany and his circles in Calcutta and Lucknow; representations of the Indian landscape; art and ethnography; photography; mapping; the 1857 Uprising; gender and visual propaganda; the Raj and ceremonial; representations of India in museums and exhibitions; art education in India; the Swadeshi movement; and art and independence. The course concludes with attention to representations of India on film and to contemporary art in South Asia and artists of the Indian diaspora in Britain. Special emphasis is placed on the rich holdings of works related to India in Yale collections. The seminar includes a field trip to India during spring recess, with special reference to architecture and the British Empire, relevant museum collections, and sites represented by late Mughal, “Company School,” and British and topographical painters. Prerequisite: because of the complexity of travel arrangements, students require the permission of the instructors by September 30, 2011, to take this class. Students are expected to audit, if possible, HSAR 306a, Art and the British Empire, and HSAR 383a, Arts of India, in fall 2011 in preparation. W 1:30–3:20

HSAR 682b, Artist and Work Joost Keizer

The seminar deals with the relationship between artist and work in the Renaissance. We tacitly believe that relationship to have been uncomplicated. Style is what binds the work to an author, a place, and a moment. Now that we attach less value to overarching period and regional styles and more to personal style—defining style as a set of individual choices—it is time to reevaluate the concept of style in fourteenth- to sixteenth-century art. This seminar explores the possibility that the Renaissance produced an entirely different model for the relationship between artist and work than our modern concept of style can account for. Topics include self-inscription and self-fashioning; mimes and mimicry; and the concept of auctoritas (authority). In addition to contemporary sources (in translation), readings include Damisch, Summers, Greenblatt, Minnis, Foucault, and Barthes. TH 3:30–5:20

HSAR 684b, Painting, Photography, Film: Theories of Medium Carol Armstrong

This seminar, which takes its title from László Moholy-Nagy’s 1925 book of the same name, treats the concept of medium-specificity as it applies to painting, photography, film, and related media. It centers on photography and its historically vexed relationship to painting and the modernist discourses of medium purity, autonomy, and self-reflexivity, but it also takes up the history of those discourses as they relate to other media, and as they are troubled by the hybridity of the photograph. Beginning with the philosophical origins of the distinction between literature and the visual arts, the seminar considers Clement Greenberg’s polemics on painting, sculpture, and collage, and his occasional forays into photographic criticism. It addresses attempts at developing an antology of the photograph (Roland Barthes’s Camera Lucida most particularly), as well as criticisms of those attempts. It also addresses revisions of the definition of photography, as well as multimedia, inter-media, post-medium, and new media discourses. Finally, it looks at declarations and predictions of the death of painting, the end of photography, and the mutation of film into a digital medium, respectively. This is done by setting readings in key theoretical and critical texts in relation to particular practices in painting, drawing, and photography, as well as through discussions, oral presentations, and final papers. M 1:30–3:20

HSAR 694b, Formalism and Politics Sebastian Zeidler

For various reasons, ranging from the fall of the Berlin Wall to sheer fatigue, the political projects that used to frame writing on modern art in the 1980s and 1990s have lost steam. Time to survey the territory, consider what’s left and what a new beginning might look like. Readings include some classic positions of the formalist tradition and its postwar reception (Shklovskij through October), as well as recent thinkers on political formalism broadly conceived whose work may open up new avenues (Deleuze, Kwinter, Rancière, Ross). M 3:30–5:20

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

HSAR 697b/AFAM 737b, Caribbean Art History Erica James

HSAR 700a, Women Make Modern David Joselit

The course is designed to mine extensively the archives of Gertrude Stein, Katherine Dreier, the Stettheimer sisters, and Mabel Dodge held by the Beinecke Library, as well as other relevant sources beyond Yale. The thesis of the seminar is that, while few women were affirmed as artists in the early part of the twentieth century, it was women who invented and managed the institutional structure of modern art in this country. This institutional creativity is considered to be as significant a contribution as the creation of art. W 9:25–11:15

HSAR 705b/FILM 810b, Beyond Repetition: Saturation, Location, and Trajectory in Art and Media Francesco Casetti, David Joselit

HSAR 715a/FILM 807a, Film in the Post-Medium Condition Francesco Casetti

HSAR 709a/FILM 682a, Theories of the Studio: Arts, Media, Altman J. D. Connor

HSAR 720a/AMST 693a/WGSS 693a, Material Sensations: Sense and Contention in Material Religious Practice Sally Promey

HSAR 728a/AMST 695a, Craft in Colonial and Independent India Edward Cooke, Jr.

HSAR 729a, Theories of Perception Margaret Olin

This seminar focuses on theories of visual perception that pertain to Western artistic practice since the Renaissance. Close readings of significant primary sources take into account relevant contexts pertaining to mathematics, physical science, philosophy, and cognitive psychology as well as political and ethical issues. Readings range from Alberti’s treatise on perspective to the perceptual theories of Locke and Berkeley, scientific theories of Hermann Helmholtz, Gestalt psychologists, philosophers Merleau-Ponty and Ludwig Wittgenstein, and contemporary perceptual theorists. Writings that apply these ideas to art are read, and some readings are discussed in front of works of art in campus museums. Students are encouraged to question the ethical ramifications of their own assumptions about perception. Requirements: active participation and completion of all readings; and a seminar report and paper, 15–20 pages, on a topic of the student’s choice approved by the instructor. W 2:30–5

HSAR 731b/JDST 692b/REL 936b/RLST 798b, Witnessing, Remembrance, Commemoration Margaret Olin

Memory and its expressions structure and inform many aspects of contemporary visual culture. This seminar pursues readings about memory and witnessing chosen from among the works of such writers as Sigmund Freud, Albert Camus, Frances Yates, Maurice Halbwachs, Michel de Certeau, and the authors of the Book of Genesis, as well as writings about commemoration by James Young and Pierre Nora, among others. Discussions apply these readings to the study of witnessing and memorializing as artistic practices, and examine visual realizations of such works, including some monuments and memorials near campus and videos in the Fortunoff archive. Student projects center on theory or on special cases of witnessing or commemoration, ritual, memorial practice, and monuments, whether built, written, aural, electronic, or played out on the streets. Qualified undergraduates welcome. Prerequisite: permission of the instructor. T 2:30–4:20

HSAR 735a/AMST 697a, 1930s America: Photography, Literature, Painting, Film Alexander Nemerov

HSAR 736b/AMST 696b, Modern Craft in 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 783a/AFAM 826a, Theorizing Diaspora Kobena Mercer

HSAR 785b/AFAM 839b, Cross-Cultural Issues in Contemporary Art Kobena Mercer

HSAR 796b, Chinese Painting of the Ming Dynasty David Sensabaugh

Chinese painters of the Ming Dynasty (1368–1644) turned away from the direct observation of the visible world, basing their pictures instead on the art of earlier periods. They inherited two distinct traditions of painting: a tradition of realistic painting from the Song dynasty (960–1279) and a tradition of calligraphically expressive painting from the Yuan dynasty (1279–1368). These competing traditions are embodied in two schools: the Wu School of scholar painters based on the Yuan; and the Zhe School, loosely the painters of the imperial court and the professional painters, based on the earlier Song. The seminar explores this issue of what happens to painting when art is based on art, beginning with the rise of scholar painting in the late Yuan period and with the establishment of the imperial court as a center for painting in the early Ming. The seminar concludes around 1600 before the directions of scholar and professional painting appear to change during the final decades of the Ming dynasty. The Yale Art Gallery’s holdings of Ming paintings serve as focal points for relevant sessions. W 2:30–4:20

HSAR 797a, Art, Literature, and Courtly Culture Tamara Sears

This seminar looks at the relationships among art, literature, and courtly culture largely between ca. 400 and 1200 A.D. In recent years, scholars working with textual sources have characterized this period as one that witnessed the rise of a “Sanskrit cosmopolis” through which political, economic, and religious centers throughout South and Southeast Asia were interconnected through shared courtly practices. Sanskrit, formerly a language primarily of ritual, became also a widespread elite language (not unlike Latin in medieval Europe) used by court poets and royal patrons to create new ways of expressing cultural authority and power. This course looks at visual imagery in conjunction with literary texts to examine how new cultural practices traceable through text may have informed (or been informed by) artistic production. The many issues to be considered include the importance of dance, theater, and performance; the emergence of shared gestural “languages”; the significance of comportment and bodily practices; forms and functions of narratives in different media; theories of aesthetics (rasa) and emotional responses (bhavas); modes of audience reception and circulation. Weekly readings include both secondary scholarly works drawn from multiple disciplines (including by social theorists and philosophers) and primary texts consisting of dramatic plays, poetry, excerpts from religious texts, and epigraphic records (all in translation, primarily in English; optional excerpts may sometimes be given in Sanskrit, German, and/or French). W 2:30–4:20

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History of Science and Medicine

The Graduate Program in the History of Science and Medicine is a semi-autonomous graduate track within the Department of History. The program’s students are awarded degrees in History, with a concentration in the History of Science and Medicine.

207 Hall of Graduate Studies, 203.432.1365

http://hshm.yale.edu

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

Chair

Frank Snowden

Director of Graduate Studies

William Summers

Faculty Paola Bertucci (History), Mariola Espinosa (History of Medicine), Daniel Kevles (History), 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), Robert Gordon (Geology & Geophysics; Applied Mechanics), Veronika Grimm (Classics), Dimitri Gutas (Near Eastern Languages & Civilizations), Ann Hanson (Classics), Bettyann Kevles (History), Jennifer Klein (History), Michael McBride (Chemistry), Joanne Meyerowitz (History), Alan Mikhail (History), Jill North (Philosophy), Sherwin Nuland (Surgery), Kevin Repp (Curator, Modern European Books & Manuscripts, Beinecke Library), Cynthia Russett (History), Paul Sabin (History), Gordon Shepherd (Neuroscience), Rebecca Tannenbaum (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. At least 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.

Master’s Degree Program The terminal M.A. program is designed particularly for those who plan to combine teaching or scholarship in these fields with a professional career in medicine or science. Students who enroll in the terminal master’s degree program leading to the M.A. are expected to complete six term courses during two terms of study, to fulfill one foreign language requirement, and to submit an acceptable master’s paper. Course work must include the graduate seminar HSHM 701a/702b and one additional graduate seminar in history of science or medicine. The remaining courses are to be chosen in consultation with the DGS or a faculty adviser.

For more information about the History of Science and Medicine program and admission to the Graduate School, see http://hshm.yale.edu and www.yale.edu/graduateschool/admissions; or contact Barbara McKay (barbara.mckay@yale.edu).

Courses

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

HSHM 640bu/HIST 933bu, Molecules, Life, and Disease in the Twentieth Century William Summers

HSHM 676b/HIST 938b/LAW 21441, The Engineering and Ownership of Life Daniel Kevles

[HSHM 677bu, Genetics, Reproduction, and Society]

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

An examination of the variety of approaches to the social, cultural, and intellectual history of medicine and public health. Reading and discussion of the recent scholarly literature in the field, sampling writings on health care, illness experiences, and medical cultures in Europe, the Americas, and Asia from antiquity to the twentieth century. Topics include the role of gender, class, ethnicity, race, religion, and region in the experience of health care and sickness 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 culture of medicine. M 1:30–3:20

HSHM 702b/HIST 931b, Problems in the History of Science William Rankin

HSHM 707a/EAST 525a/HIST 902a, Impact of Epidemic Disease in Context: Focus on Asia William Summers

HSHM 708a/HIST 901a, The Body in Science and Art Paola Bertucci

The course explores the history of the representations of the human body in science and art. It discusses recent literature on the role of the body in experimental practices. W 1:30–3:20

HSHM 709b/HIST 904b, Science and Secrecy Paola Bertucci

HSHM 744b/AMST 839b/F&ES 843b/HIST 743b, Readings in Environmental History Paul Sabin

HSHM 745b/HIST 910b, History of Health Activism 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.

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Immunobiology

Anlyan Center (TAC) S555, 203.785.3857

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

Ph.D. (M.S., M.Phil. en route)

Chair

Richard Flavell

Acting Director of Graduate Studies

Bing Su (Amistad 414C, 203.737.2463, bing.su@yale.edu)

Director of Graduate Admissions

Susan Kaech (TAC 641B, 203.737.2423, susan.kaech@yale.edu)

Student Services Officer

Barbara Giamattei (TAC S555, 203.785.3857, barbara.giamattei@yale.edu)

Professors Jeffrey Bender (Internal Medicine), Alfred Bothwell (on leave), 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 (Epidemiology & Public Health), David Schatz, Mark Shlomchik (Laboratory Medicine), Robert Tigelaar (Dermatology)

Associate Professors Tian Chi, Daniel Goldstein, Susan Kaech, 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, IBIO 537, IBIO 538, IBIO 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, 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, or MB&B 676b, 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.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.

M.Phil. (en route to the Ph.D.) 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.

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 Tian Chi 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 537b, Advanced Immunobiology Seminar: T Cell Differentiation Susan Kaech, Richard Flavell, Joseph Craft, Tian Chi

This seminar course tracks the development of T cells from the thymus to the periphery and their ability to differentiate into effector and memory T cells. The course studies pivotal discoveries in the field and emphasizes the regulation of T cell differentiation via changes in epigenetic and transcriptional programs and how these changes are controlled by signals of the innate immune system. Discussion format, readings of primary research papers and review articles. Enrollment limited to fifteen. Prerequisite: IBIO 530a or equivalent. T 2–4

IBIO 600a, Introduction to Research Bing Su 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 Bing Su and staff

Seminar discussing proper conduct of research. Required for first-year Immunobiology students and training grant-funded postdocs; students may take MB&B 676b, Responsible Conduct of Research, instead of IBIO 601b. TH 4:30

IBIO 603b/GENE 603b, Teaching in the Science Education Outreach Program (SEOP) Paula Kavathas

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International and Development Economics

Economic Growth Center

27 Hillhouse Avenue, 203.432.3610

www.yale.edu/ide

M.A.

Director

Michael Boozer

The Department of Economics offers a one-year program of study in International and Development Economics, leading to the Master of Arts degree. IDE students are diverse in terms of their nationalities and their career paths. Many of our students now come directly from their undergraduate school or a few years of work experience, although we do not exclude any candidate on the basis of work experience or country of origin. After completion of the program, IDE students have gone into various paths, including working in research for academic and nonacademic agencies such as the World Bank, the United Nations, and the Poverty Action Lab. A few have gone on to further academic work such as law school and to Ph.D. programs in economics, environmental sciences, and political science. 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.

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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

Cheryl Doss (139 RKZ, 203.432.9395, cheryl.doss@yale.edu)

Professors Julia Adams (Sociology), Abbas Amanat (History), Ivo Banac (History), Michele Barry (Medicine; Public Health), Seyla Benhabib (Political Science), David Blight (History), Paul Bracken (Management), Elizabeth Bradley (Public Health), Garry Brewer (Forestry & Environmental Studies; School of Management), William Burch, Jr. (Forestry & Environmental Studies), Paul Bushkovitch (History), David Cameron (Political Science), Amy Chua (Law), Deborah Davis (Sociology), Michael Dove (Forestry & Environmental Studies; Anthropology), Keller Easterling (Architecture), Eduardo Engel (Economics), Laura Engelstein (History), J. Joseph Errington (Anthropology), Daniel Esty (Forestry & Environmental Studies; Law), Owen Fiss (Law), Paul Freedman (History), John Gaddis (History), Jeffrey Garten (School of Management), Timothy Guinnane (Economics), Koichi Hamada (Economics), Valerie Hansen (History), Robert Harms (History), Paula Hyman (History), Marcia Inhorn (Anthropology; Global Affairs), Gilbert Joseph (History), Donald Kagan (History), Stathis Kalyvas (Political Science), Dean Karlan (Economics), William Kelly (Anthropology), Paul Kennedy (History), Daniel Kevles (History), Benedict Kiernan (History), Theodore Marmor (Management), Enrique Mayer (Anthropology), Robert Mendelsohn (Forestry & Environmental Studies), John Merriman (History), William Nordhaus (Economics), Sharon Oster (Management), Catherine Panter-Brick (Global Affairs; Anthropology), Thomas Pogge (Philosophy), Douglas Rae (School of Management; Political Science), Gustav Ranis (Emeritus, Economics), W. Michael Reisman (Law), John Roemer (Political Science), Susan Rose-Ackerman (Political Science; Law), Frances McCall Rosenbluth (Political Science), K. Geert Rouwenhorst (Management), Bruce Russett (Political Science), Nicholas Sambanis (Political Science), Lamin Sanneh (Divinity; History), Kenneth Scheve (Political Science), T. Paul Schultz (Emeritus, Economics), Stuart Schwartz (History), James Scott (Political Science), Martin Shubik (Management), Helen Siu (Anthropology), Frank Snowden (History), Timothy Snyder (History), Jonathan Spence (Emeritus, History), T. N. Srinivasan (Economics), Peter Swenson (Political Science), Ivan Szelenyi (Sociology), Adam Tooze (History), Christopher Udry (Economics), John Wargo (Forestry & Environmental Studies), Jay Winter (History)

Associate Professors Marian Chertow (Forestry & Environmental Studies), Thad Dunning (Political Science), Beverly Gage (History), Ellen Lust (Political Science), Jennifer Ruger (Epidemiology & Public Health)

Assistant Professors Christopher Blattman (Political Science), Patrick Cohrs (History), Susan Hyde (Political Science), Kaveh Khoshnood (Epidemiology & Public Health), Nikolay Marinov (Political Science), Michael McGovern (Anthropology), Nuno Monteiro (Political Science), Vivek Sharma (Political Science)

Senior Lecturers Cheryl Doss (Global Affairs; Economics), Charles Hill (International Security Studies), Stephen Latham (Political Science; Management), John Negroponte (International Security Studies; Global Affairs)

Lecturers Michael Boozer (Economics), Pia Rebello Britto (Global Affairs; Child Study Center), Becky Conekin (History; Global Affairs), Leslie Curry (Epidemiology & Public Health), Stuart Gottlieb (Global Affairs), Lloyd Grieger (Global Affairs), Debbie Humphries (Epidemiology & Public Health), Matthew Kocher (Political Science), Jean Krasno (Political Science), Emily McKee (Anthropology; Middle East Studies), Beth Daponte Osborne (Management), Jonathan Schell (Global Affairs), Michael Skonieczny (Epidemiology & Public Health), Kristina Talbert-Slagle (Global Affairs; Global Health), Wietse Tol (Global Affairs; Global Health)

Visiting Professors Lucas Coffman (Economics), Jolyon Howorth (Political Science; Global Affairs), Nicoli Nattrass (Global Affairs), Jeremy Seekings (Global Affairs)

Senior Fellows Alexander Evans (Global Affairs), Richard Goldstone (Global Affairs), Thomas Graham (Global Affairs), Michele Malvesti (Global Affairs), Stanley McChrystal (Global Affairs), Rakesh Mohan (Global Affairs; Management), Ana Palacio (Global Affairs), Stephen Roach (Global Affairs)

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.

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, 253 on the computer-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, satisfy a research requirement, complete a summer internship or project, and maintain the grade average specified below.

Core

The 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 the foundations course in international relations (see course description below for INRL 700a, required in the first term). Each term, a list of courses meeting these requirements is available from the International Relations registrar.

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). The concentrations require a minimum of eight courses in the fields selected. 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 International Relations Web site.

Language Requirement

Three years of college-level language study or its equivalent in language mastery is required to graduate. This competence must be demonstrated through successful completion of course work or by passing a proficiency examination. 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; a maximum of two of the sixteen course credits for the two-year program may be in languages. Students pursuing joint-degree programs are encouraged to fulfill all language requirements before beginning the program; they cannot count language courses toward their degree requirements.

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. 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 DGS before June 1 stating the nature of his or her summer internship or approved alternative.

Research Requirement

Students 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 DGS for final approval.

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. 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.

Graduate Certificates of Concentration

For information on the Certificate of Concentration in Development Studies, the Certificate of Concentration in International Security Studies, or the Certificate of Concentration in Global Health, see the section on the Jackson Institute for Global Affairs under Non-Degree-Granting Programs, Councils, and Research Institutes in this bulletin.

For more information, visit http://jackson.yale.edu/ma-degree, e-mail international.relations@yale.edu, write to International Relations, Yale University, PO Box 208206, New Haven CT 06520-8206, or call 203.432.3418.

Courses

INRL 514au/ARCH 4216au, Globalization Space: Global Infrastructure and Extrastatecraft Keller Easterling

Infrastructure space as a primary medium of changes 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, fiberoptic submarine cable in East Africa, spatial products of tourism in the DPRK, and management platforms of ISO. MW 10:30–11:20, 1 HTBA

INRL 522bu/HPA 595b, Social, Economic, and Political Dimensions of Development Jennifer Ruger

Aspects of development explored with a focus on the health and well-being of disadvantaged and at-risk populations. The philosophical foundations underlying the field of development; how to distinguish different paradigms of development. HTBA

INRL 524b/HPA 599b/LAW 21595/PHIL 707b/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 527au, Comparative and International Bioethics Stephen Latham

Approaches in different countries, both developed and developing, to a number of core issues in biomedical ethics: organ transplants, end-of-life care, human-subject research, and access to health care. Readings in primary and secondary sources, including international treaties and standards. TTH 11:35–12:50, 1 HTBA

INRL 528bu/HPA 592b, Strategic Thinking in Global Health Elizabeth Bradley, Leslie Curry, Michael Skonieczny

The course defines and applies a set of core principles regarding development and implementation of grand strategy and problem solving in global health. Students understand and apply principles of grand strategy and strategic problem solving, which are taught at both a conceptual and a practical level as applied to common problems in global health. Students develop expertise in political and policy analysis as well as organizational theory and leadership skills that are central to addressing global health issues in low- and middle-income countries. M 3:30–5:30, 2 HTBA

INRL 529au/EMD 591a, Water, Infectious Disease, and Global Health Kristina Talbert-Slagle

Water is fundamental to life. We cannot survive without it, and yet unsafe water threatens the health of people throughout the world. This course focuses on the role of water in global health, with emphasis on the myriad ways that water affects the spread of disease, how poor sanitation contributes to unsafe water, and the different interventions that may improve water quality—and therefore, health—of people around the world. T 1:30–3:20

[INRL 549b/E&RS 652b, The European Union’s Contemporary Challenges]

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 560a/ECON 544a, Economic Analysis Cheryl Doss

INRL 561b/ECON 708b, International Economic Analysis Cheryl Doss

A continuation of INRL 560a. Extends the use of economic analysis to international economic issues with a focus on international trade and growth and development. In addition, emphasis is placed on quantitative tools and analysis of data to address international economic issues and evaluate policies. The second half of the course focuses on readings of current issues and debates on international economic issues, including relationships among trade liberalization, poverty and inequality, economic growth, and globalization. W 1:30–3:20

INRL 566au/AFST 766a, Comparative Welfare Policy in Developing Countries Jeremy Seekings

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 585a/NELC 507au, Modern Arab Thought]

INRL 592a/PLSC 662au/MGT 586a, Strategy, Technology, and War Paul Bracken

The interrelationship of strategy, foreign policy, and technology has shaped international relations from Napoleon to the global information grid. Transformations arise from political change and technological advance. Topics include the role of “big” military organizations in the United States, Europe, and Asia; organizing for defense and intelligence; arms control; and the challenge of a second nuclear age. TTH 11:35–12:50

INRL 610b, Topics in Modern Middle East Studies Emily McKee

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 622a/HIST 718a, Social Movements in Comparative Perspective Becky Conekin

INRL 624a/ANTH 640a, Global Health: Ethnographic Perspectives Marcia Inhorn

INRL 626b/CDE 524b, Mental Health and Psychosocial Support in Humanitarian Settings Wietse Tol

Mental health contributes 14 percent to the global burden of disease. In settings affected by natural or industrial disasters, armed conflicts or war, it constitutes a crucial public health concern. Combining multidisciplinary theoretical approaches with empirical research and interventions, this course is aimed at students who are interested in working in humanitarian settings on issues of mental health and psychosocial support, both from a research and practice point of view. Particularly relevant for students in international and area studies, public health, mental health, (clinical) psychology, (medical) anthropology, (medical) sociology, and related disciplines and anyone interested in bridging the gap between academics and practitioners in this field. TH 1:30–3:20

INRL 650a, Non-State Actors in World Politics Susan Hyde

Within global governance, the role of non-state actors such as international organizations, transnational advocacy networks, multinational corporations, and terrorist networks has become important yet understudied. After reviewing how non-state actors fit into dominant theories of international relations, the course focuses on how to evaluate the relevance of non-state actors in specific areas of international politics and how non-state actors may help or hinder specific international problems. Issue areas that are covered include human rights, money, terrorism, globalization, and international environmental politics. T 9:25–11:15

INRL 651a, International Relations: Concepts and Theories Nuno Monteiro

The course introduces students to the main concepts and theories used in the study of international relations. We cover, among others, the concepts of power, anarchy, competition and cooperation, the causes of war, international regime, international society, and international system. We do so by debating the strengths and limitations of multiple IR theoretical traditions, including realism, liberalism, constructivism, and rationalism. Discussions focus on the practical uses of these concepts and theories for IR practitioners, not academics. T 3:30–5:20

INRL 652a/HIST 980a, Genocide in History and Theory Benedict Kiernan

INRL 657a/HIST 759a, One World? International History, 1914–1991 Patrick Cohrs

This research seminar pursues both a historical and a theoretical reexamination of the modern international system in the “short” twentieth century, analyzing why it was so profoundly transformed between the era of imperialism preceding World War I and the end of the Cold War. Main themes include the origins of international conflicts from the Great War and the Great Depression to the U.S.-Soviet antagonism; the peace settlements after the world wars (or absence thereof); American postwar policies and their significance for European integration and the reconstruction of Japan; changing regional configurations in East Asia, Latin America, Africa, and the Middle East; and the question why the Cold War ended as it did. Particular attention to the changing premises and constraints of international politics that influenced the making and unmaking of legitimate international orders in the twentieth century. T 1:30–3:20

INRL 658b/HIST 802b, Classic and New Approaches to International History Patrick Cohrs

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 696a, Elements of Global Governance: Values and Interests at Crossroads Ana Palacio

The existing multilateral legal and institutional framework is ill-equipped to address inherent challenges of global governance: weak and failed states, porous borders, non-state actors, poverty, pandemics, or climate change. This course analyzes, from a practical and normative perspective, key elements of global governance based on the case studies drawn from the instructor’s professional experience in politics and international organizations. Part I of the course examines global governance actors, questioning the adequacy of the UN–Bretton Woods system; the role of new, powerful, noninstitutional actors, such as G20; the changing role of the state; or the concept of failed state. Part II deals with modern challenges to traditional forms of international governance and focuses in particular on the shortage of natural resources and food staples, proliferation of nuclear weapons, poverty, and genocide. Part III studies global governance processes: transition from authoritarianism to democracy, consequences of decolonization, and the European Union institutions as a blueprint for global governance. The course includes a trip to the UN headquarters in New York on a selected date and a crisis simulation exercise during the last class. M 9:25–11:15

INRL 700a, The Foundations and Evolution of the International System Jolyon Howorth

Study of core issues in the international system including: international institutions, multilateralism and multipolarity; security and the changing nature of conflict; humanitarian intervention, post-conflict reconstruction, and nation-building; international law, criminal courts, and human rights; environment, climate change, and energy security; globalization, international political economy, and development; key threats: terrorism, rogue regimes, nuclear proliferation, pandemics; a topical focus on contemporary challenges. For first-year International Relations M.A. candidates only. W 1:30–3:20, 1 HTBA

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. Selected students are offered the opportunity to travel, during spring break, to a developing country to observe and participate in policy development meetings with high-level policy makers and international development partners. Th 3:30–5:20

INRL 720a, Central Issues in American Foreign Policy Stuart Gottlieb

Examination of the sources, substance, and enduring themes of American foreign policy. Overview of America’s rise to global power in the nineteenth and twentieth centuries, and American foreign policy decision making during the Cold War and the post-Cold War era. Special focus on the most current challenges in American foreign policy, including the war on terrorism, the proliferation of weapons of mass destruction, the conflict in Iraq, and America’s role in global institutions and the world economy. Attendance at INTS 376a lectures required. W 3:30–5:20

INRL 725b, Terrorism and Counterterrorism Stuart Gottlieb

Examination of the origins and evolution of modern terrorism, and strategies employed to confront and combat terrorism. Assessment of a wide variety of terrorist organizations and the multidimensional causes of terrorist violence past and present. Analysis of the strengths and weaknesses of various counterterrorism strategies from the point of view of efficacy as well as ethics, with a particular focus on ways in which the threat of global terrorism might impact the healthy functioning of democratic states. Attendance at INTS 373b lectures required. W 3:30–5:20

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. MW 4–5:15, 1 HTBA

INRL 900a or b, Directed Reading

By arrangement with faculty.

INRL 910a or b, Independent Project

By arrangement with Jackson Institute Senior Fellows.

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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 25–August 5, 2011. 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 11–22, 2011. MTWThF 8:30–11:15

IMED 650a, Seminars in Clinical Investigation Eugene Shapiro

In this termlong course a range of topics is covered in the format of an interactive seminar. Topics include detailed evaluation of study designs (cohort studies, case-control studies, and clinical trials), development and validation of indices, review of approaches to methodology and issues related to implementation of the methodology (assuring quality of the data, qualitative research methods, estimation of sample size and statistical power), and introduction to finding sources to fund grant proposals. The format for most of the seminars consists of a didactic presentation followed by intensive discussion of research articles and research protocols. Students lead the discussion in the critical analysis and evaluation of the articles. Attendance and active participation are required. Consent of instructor required. W 2–4

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

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Italian Language and Literature

82-90 Wall Street, 203.432.0595

www.yale.edu/italian

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

Chair

Giuseppe Mazzotta

Director of Graduate Studies

Millicent Marcus (82-90 Wall St., Rm. 426, 203.432.0599)

Professors Millicent Marcus, Giuseppe Mazzotta

Assistant Professors Angela Capodivacca, David Lummus

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

ITAL 600a/CPLT 501a/HIST 564a/RNST 500a, Introduction to Renaissance Studies: Renaissance Italy Angela Capodivacca, Francesca Trivellato

An introduction to the major texts, issues, and methods in the interdisciplinary study of the Renaissance, with an emphasis on Italy. T 7–8:50

ITAL 653a, Baroque Epics Giuseppe Mazzotta

A study in some detail of two outstanding epics of the Italian Baroque period (Tasso’s Gerusalemme Liberata and Marino’s Adone). The course stresses such issues as the clash between Christians and Muslims, the continuity of the epic tradition, the retrieval of the language of the lyric, the rethinking of baroque arts and sciences, such as perspectivism, new geographical and astronomical theories, encyclopedism, and contemporary aesthetics of music and art. Guiding idea is the examination of the specific ways in which the two poets represent history, theology, and politics in their texts and, along the way, articulate a theory of modernity. T 3.30–5.20

ITAL 656a, Poetry and Politics in Fourteenth-Century Italy David Lummus

Readings in medieval literary theory, political theology, and civic history from the Italian peninsula between roughly 1264 and 1406. In-depth consideration of the political and theological contexts within which poetry was asserted and defended as a valid medium for the preservation and transfer of knowledge and ethical values. Authors treated include Brunetto Latini, Dante Alighieri, Giovanni del Virgilio, Albertino Mussato, Francesco Petrarca, Giovanni Boccaccio, and Coluccio Salutati. TH 2:30–4:20

ITAL 667b, Art, Philosophy, and Literature in the Renaissance Angela Capodivacca

Self-representations of radical novelty in Renaissance texts of literary, philosophical, and visual culture. Outlines of the path to modernity in works by Petrarch, Alberti, Leonardo, Machiavelli, Castiglione, Ariosto, Michelangelo, Aretino, Veronica Franco, Tasso, Cellini, Artemisia Gentileschi, Moderata Fonte, Bruno, Campanella, Galileo, and Vico. M 7–8:50

ITAL 691a/b, Directed Reading Millicent Marcus

ITAL 703b/CPLT 711b, Vico and European Thought Giuseppe Mazzotta

ITAL 780a, Il romanzo del Novecento Millicent Marcus

No literary form is better suited to gauging the convulsive changes wrought by Italy’s entrance into modernity than the novel. Infinitely permeable to the forces of historical circumstance, the novel counters these external forces with its own version of the evolving Italian subject in all its personal richness and complexity. We study the evolution of this literary genre throughout the course of the twentieth century and, in the process, adopt a variety of approaches, including, but not limited to, semiotics, psychoanalysis, narratology, gender, ideological criticism, and “la questione della lingua.” In Italian. W 3:30–5:20

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Linguistics

370 Temple Street, Rm. 204, 203.432.2450

www.ling.yale.edu

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

Chair

Robert Frank

Director of Graduate Studies

Maria Piñango [F] (370 Temple, 203.432.4145, maria.pinango@yale.edu)

Stephen Anderson [Sp] (370 Temple, 203.432.2456)

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 Ashwini Deo, Gaja Jarosz, Jelena Krivokapi´c

Lecturers Timothy Hunter, Einar Mencl, Tamina Stephenson, Dennis Storoshenko, Matthew Wolf

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 make up 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 requirements 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 to which students are exposed. The course work requirements are designed to accomplish these dual goals.

Years one and two. During their first four terms, students must complete a minimum of fourteen term courses at the graduate level. These courses must include an eight-course core, together with a set of three courses exposing students to a range of methodologies in linguistic research.

The core consists of the following courses:

LING 512, Historical Linguistics	LING 553, Syntax 1
LING 520, Phonetics	LING 580, Morphology
LING 532, Phonology 1	LING 654, Syntax 2
LING 535, Phonology 2	LING 663, Semantics

For the methodology requirement, students must take at least three of the following set of courses:

LING 541, Language and Computation
LING 601, Experimental Linguistics
LING 624, Formal Foundations for Linguistic Theory
LING 641, Field Methods

Students will typically enroll in these courses even if they have had similar course work elsewhere. During these initial two years of course work, students must receive at least three grades of H (Honors). Three or more grades of P or F (Pass or Fail) during this period are grounds for dismissal from the Ph.D. program.

Years three and four. During the third and fourth years, 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.

Program Requirements

In addition to course work, students will also focus on the creative side of academic life by undertaking independent research. This work serves the multiple functions of promoting students’ intellectual growth, strengthening their working relationships with faculty members, and providing a yardstick by which progress toward the degree can be measured.

1. Portfolio and special field exam. During the first two years of the graduate program, students must complete a portfolio of three research papers, one each in the areas of syntax, phonology, and either semantics or historical linguistics. These papers, which should demonstrate a student’s ability to conduct independent research in linguistics, will typically consist of revised versions of term papers students have written. The first two of these must be submitted by September 15 of the student’s second year. It is the expectation of the faculty that students will make any necessary revisions of papers written during the first year during the summer between the first and second years in the program, so as to prepare two of these for submission by this deadline. The third paper must be submitted no later than the end of the first week of May in the second year. The entire departmental faculty will evaluate these papers soon after they are submitted. They may be approved or rejected, or the student may be asked to carry out further revisions prior to resubmission.
During the second year, students will, in consultation with their advisers, choose a subfield of linguistics of particular interest to them and prepare an annotated bibliography approximately twenty pages in length. After completing that bibliography, the student will complete an essay exam composed by his or her adviser and returned by the student two days later. The deadline for completion of this special field exam is the end of the first week of May in the second year. The special field exam, like the portfolio papers, will be read and evaluated by the entire departmental faculty.
At the conclusion of the second year, the director of graduate studies (DGS) will transmit an assessment of each student’s progress as determined by the faculty on the basis of performance in class work, the portfolio papers, and the special field exam.
2. Qualifying papers. By the end of the third year of graduate study, students will present two substantial research papers of publishable quality in different areas of linguistics. Satisfaction of this requirement includes the submission of a written version of the paper to be followed by an oral presentation to the department (typically at a Friday Linguist Lunch). Alternatively, one of the two papers can be presented at a professional conference, provided at least one member of the department faculty is in attendance.
3. Prospectus. By the end of the seventh term, students will present a dissertation prospectus to the faculty. The prospectus should lay out clearly the student’s proposed dissertation topic. It should stress 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 document should be ten to twenty pages (single spaced) 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.
4. Dissertation. By the end of the eighth term, students must complete and have approved by their committee a chapter of the dissertation, together with a detailed outline of the dissertation and a comprehensive bibliography. Once this requirement is completed, 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 in front of the dissertation committee consisting of at least three faculty members, two of whom must be members of the Linguistics department. Committee members must be given the completed dissertation no less than two weeks prior to the date of the defense.

Language Requirement

Students who do not take LING 641, Field Methods must pursue the study of at least one language as approved by the DGS outside of the Germanic, Romance, Balto-Slavic, and Greek branches of the Indo-European family, either through a course on the structure of the language or through three terms of language study at Yale or elsewhere.

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 upon request to the Department of Linguistics, Yale University, PO Box 208366, New Haven CT 06520-8366.

Courses

LING 500a/ENGL 500a, Introduction to Old English Language and Literature Traugott Lawler

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, and The Wanderer. MW 11:35–12:50

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 1:30–3:20

[LING 502a, Advanced Old English]

LING 510bu, Introduction to Linguistics Ashwini Deo

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 2:30–3:45

LING 512au, Historical Linguistics Claire Bowern

Types of change that a language undergoes in the course of time: sound change, analogy, syntactic and semantic change, borrowing. Techniques for recovering earlier linguistic stages: philology, internal reconstruction, the comparative method. Language change and linguistic theory. The role of language contact in language change. TTH 9–10:15

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 520au, General Phonetics Jelena Krivokapi´c

Investigation of possible ways of describing the speech sounds of human languages. Tools to be developed: acoustics and physiology of speech; computer synthesis of speech; practical exercises in producing and transcribing sounds. MW 1–2:15

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 530bu, Evolution of Language Stephen Anderson

The origin and evolution of human language from an interdisciplinary perspective. Topics include the design features of language, the structure of evolutionary theory, elementary molecular genetics and genetic evidence for language evolution, cognitive continuity and discontinuity with other species, hominid evolutionary history, domain specificity and generality of the language faculty, and evidence for evolutionary shaping of physical and cognitive structures. TTH 2:30–3:45

LING 532au, 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 520a. MW 11:35–12:50

LING 535bu, Phonological Theory Gaja Jarosz

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 532a or permission of the instructor. mw 11:35–12:50

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 541au, 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. MW 2:30–3:45

LING 546bu, Language, Sex, and Gender Laurence Horn

Sex-based asymmetries in language structure and language use. Role of language in encoding, reflecting, or reinforcing social attitudes and behavior. The “he-man” lexicon: sex-marking, reform, and resistance. Gender and sexual diversity as linguistic variables. Genderlects: differences (real and perceived) between male and female speech, conversational styles, and linguistic communities. MW 1–2:15

[LING 547bu, The Indigenous Languages of Australia]

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 553au, Syntax I Raffaella Zanuttini

An introduction to the syntax (sentence structure) of natural language. Introduction to generative syntactic theory and key theoretical concepts. Syntactic description and argumentation. Topics include phrase structure, transformations, and the role of the lexicon. TTH 1–2:15

[LING 569au, Meaning]

LING 580bu, Morphology Stephen Anderson

The theory of word structure within a formal grammar. Relation to other areas of grammar (syntax, phonology); basic units of word structure; types of morphology (inflection, derivation, compounding). Prerequisites: LING 532a and 553a, or permission of the instructor. MW 2:30–3:45

[LING 600bu, Experimentation in Linguistics]

LING 601a, Neurological Basis of Prosody and Meaning Maria Piñango

Whereas the role of syntactic structure in sentence comprehension has been widely explored, less attention has been given to how prosodic structure and meaning structure—central to linguistic composition and comprehension—interact with syntactic structure as comprehension progresses. This seminar focuses on this interaction from a brain perspective. It asks what the interface mechanisms among these three structural levels are such that they can be mapped onto the cortical and subcortical connectivity paths proposed to support sentence-level comprehension. Prerequisite: LING 631b or permission of the instructor. W 9:25–11:15

LING 612bu, Linguistic Change Ashwini Deo

Principles governing linguistic change in phonology and morphology. 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, 532a, and 553a. TTH 1–2:15

[LING 621bu, Topics in Phonetics: Intonation]

LING 622bu, Speech Timing Jelena Krivokapic´

Linguistic structure as it influences the temporal realization of speech; how linguistic theory accounts for the observed temporal patterns. In-class lab exercises. Prerequisite: LING 520a or permission of the instructor. TTH 1–2:15

LING 624au, Formal Foundations of Linguistic Theories I Robert Frank

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. TTH 2:30–3:45

LING 625bu, Computing Meanings Timothy Hunter, Robert Frank

Introduction to mathematical and computational tools for assigning meanings to natural language sentences. Foundational skills for the development of formal models of human language syntax and semantics, and for practical applications of language technology such as text understanding and question answering. Topics include syntactic structure and displacement, quantification and inference, and the dynamics of discourse. Prerequisite: LING 553a or permission of the instructor. W 9:25–11:15

[LING 626bu, Formal Foundations of Linguistic Theories II]

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]

[LING 632au, Universals of Language]

LING 636bu, Articulatory Phonology Jelena Krivokapi´c

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. TH 3:30–5:20

LING 640au, Topics in Phonology: Rule Ordering and Interaction Matthew Wolf

The ordering relations and functional interactions that may hold between phonological processes. Sequential vs. simultaneous application, extrinsic vs. intrinsic ordering, local ordering, derived environment effects and reference to derivational history, and Duke-of-York derivations. Consideration of these issues in light of various versions of Optimality Theory. Prerequisites: LING 532a and 535b, or permission of the instructor. TH 2:30–4:30

LING 641au, Field Methods Claire Bowern

Principles of phonetics, phonology, morphology, syntax, and semantics applied to the collection and interpretation of novel linguistic data. Data are collected and analyzed by the class as a group, working directly with a speaker of a relatively undocumented language. TTH 2:30–3:45

LING 642bu, Topics in Phonology: Probability Gaja Jarosz

Theories that seek to capture categorical aspects of phonological knowledge as well as gradience and variability. Possible topics include variation and optionality, gradient phonotactics, and relationship between phonotactic knowledge and phonological alternations. The explanatory role of probability in formal models of phonological knowledge and in phonological acquisition and learnability. Prerequisite: LING 532a. W 3:30–5:20

[LING 651bu, Learnability and Development]

LING 652bu, Pronouns across Languages Dennis Storoshenko

Cross-linguistic examination of pronouns and pronominal systems, building on the concepts of binding theory introduced in LING 153. Alternate theoretical approaches to binding and pronouns are applied to data from East Asian, North American, and African languages. A course project analyzes data from a non-English language of each student’s choice. Prerequisite: LING 153. TH 9:25–11:15

LING 654bu, Syntax II Robert Frank

Recent developments in syntactic theory: government and binding, principles and parameters, and minimalist frameworks. In-depth examination of the basic modules of grammar (lexicon, X-bar theory, theta-theory, case theory, movement theory). Comparison and critical evaluation of specific syntactic analyses. MW 1–2:15

[LING 655bu, Subjects]

[LING 656au, Grammatical Relations]

[LING 657au, Classic Readings in Syntax]

[LING 660au/PSYC 650au, Topics in Syntax: The Mental Lexicon]

LING 661au, Current Trends in Syntax Raffaella Zanuttini

Introduction to Chomsky’s minimalist program, with comparison to earlier frameworks; close study of selected minimalist analyses that use the notion of phase and the agree operation. Discussion of Cinque and Rizzi’s “cartographic approach”; the distribution of adjectives. Prerequisites: LING 553a and 654b, or permission of the instructor. TTH 9–10:15

LING 663au, Semantics Ashwini Deo

Focus as the expression of information structural prominence in natural language discourse. Semantic and pragmatic properties of focus and its phonological, lexical, and word-order correlates. Treatment of focus-sensitive and scalar particles (“only,” “even,” “too,” “almost,” et al.) in dynamic models of meaning. Parallels with the semantics of questions. Prerequisite: a course in semantics or permission of the instructor. MW 2:30–3:20

[LING 664bu, Semantic Theory]

LING 665au, Semantic Change Ashwini Deo

Investigation of systematic change in the domain of semantics and pragmatics. Empirical phenomena include grammaticalization in the domain of tense, aspect, and modality markers, markers of location and possession, and negation, as well as intensifiers. Focus on reconciling grammaticalization and typological research with formal semantic studies. Prerequisite: LING 663a or permission of the instructor. F 9:25–11:15

LING 670au, Topics in Semantics: Pragmatic Models Tamina Stephenson

Formal pragmatic models of conversation, including the representation of common ground, speech acts, speaker commitments, and information structure. Prerequisite: an advanced course in semantics, pragmatics, or philosophy of language. T 3:30–5:20

LING 671a, Philosophy of Language Zoltán Szabó

An introduction to contemporary philosophy of language, organized around four broad topics: meaning, reference, context, and communication. Introduction to the use of logical notation. TTH 11:35–12:50

LING 675bu, Pragmatics Laurence Horn, Tamina Stephenson

Context-dependent aspects of meaning and inference. Speech act theory, presupposition, implicature. Role of pragmatics in the lexicon and in meaning change. The semantics-pragmatics distinction from different perspectives; the position of pragmatics in linguistic theory. TTH 2:30–3:45

[LING 676bu, Implicature and Pragmatic Theory]

[LING 690au, Negation and Polarity]

[LING 710b, Predication]

LING 830a or b, Directed Research in Linguistics

By arrangement with faculty.

LING 831a or b, Directed Research in Phonetics

By arrangement with faculty.

LING 840a or b, Directed Research in Phonology

By arrangement with faculty.

LING 850a or b, Directed Research in Grammar

By arrangement with faculty.

LING 860a or b, Directed Research in Semantics

By arrangement with faculty.

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Management

135 Prospect Street, 203.432.5957

http://phd.som.yale.edu

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

Dean

Edward Snyder

Director of Graduate Studies

Subrata Sen (52 Hillhouse, Rm. 221, 203.432.6028, subrata.sen@yale.edu)

Professors Rick Antle, Nicholas Barberis, James Baron, Paul Bracken, Garry Brewer, Zhiwu Chen, Judith Chevalier, Ravi Dhar, Jonathan Feinstein, William Goetzmann, Gary Gorton, Jonathan Ingersoll, Edward Kaplan, James Levinsohn, Lode Li, Andrew Metrick, Barry Nalebuff, Nathan Novemsky, Sharon Oster, Benjamin Polak, Douglas Rae, K. Geert Rouwenhorst, Peter Schott, Fiona Scott-Morton, Subrata Sen, Robert Shiller, Edward Snyder, Olav Sorenson, Matthew Spiegel, K. Sudhir, Shyam Sunder, Arthur Swersey, Jacob Thomas, Victor Vroom

Associate Professors Keith Chen, James Choi, Martijn Cremers, Shane Frederick, Dina Mayzlin, Jiwoong Shin, Heather Tookes, Amy Wrzesniewski, Hongjun Yan, X. Frank Zhang

Participating Faculty from the School of Management Constance Bagley, Victoria Brescoll, Daylian Cain, Lorenzo Caliendo, Arthur Campbell, Rodrigo Canales, Constanca Esteves-Sorenson, Frank Fabozzi, Stanley Garstka, Jeffrey Garten, Roger Ibbotson, Lisa Kahn, Ahmed Khwaja, Sang-Hyun Kim, Marissa King, Kalin Kolev, Donald Lee, Alina Lerman, Elisa Long, B. Cade Massey, Mushfiq Mobarak, Rakesh Mohan, Alan Moreira, Justin Murfin, George Newman, Jeffrey Sonnenfeld, Tsahi Versano

Fields of Study

Current fields include accounting, financial economics, marketing, and organizations and management. Other applied management fields may be added in subsequent years.

Special Admissions Requirements

The GRE General Test or the GMAT Test is required by the Graduate School. Applicants whose native language is not English must take the Test of English as a Foreign Language (TOEFL).

Special Requirements for the Ph.D. Degree

Admission to candidacy will be based on the requirements of the Graduate School, which include the submission of a prospectus, duly approved by the faculty. Students must maintain a satisfactory grade record in the first year to remain in the program. Students shall, in addition, fulfill the requirements stated below. The process of admission to candidacy will include a faculty review of the student’s entire academic record once all requirements have been successfully completed, and must be concluded by the end of the third year.

Core Requirements

Two core courses are required of each student, General Economic Theory: Microeconomics, and Policy Modeling. During the first two years in the program, each student is required to complete a two-course sequence in empirical methods and a two-course sequence in one of the social sciences. Both of these sequences are usually taken during the first year. In addition, each student must prepare an original paper during his or her first summer and submit it to the faculty at the beginning of the third term in residence. Further, a second-year research paper must be submitted to the faculty by November 1 of the fifth term in residence.

In-Depth Requirement

The in-depth requirement consists of five courses selected by the student with the consent of the area faculty and the director of graduate studies (DGS). This in-depth study is designed to focus on a particular research paradigm and to prepare the student for the dissertation. In addition, a qualifying examination prepared by the area faculty must be passed. Currently offered in-depth areas are accounting, financial economics, marketing, and organizations and management.

Breadth Requirement

The breadth requirement consists of one course that is outside of the student’s depth area. The breadth course is selected by the student with the consent of the area faculty and the DGS.

Course Requirement

Each student must complete a total of fourteen courses, achieving a grade of Honors in at least two courses and a High Pass average in the other twelve courses.

Teaching

Teaching is considered to be an important part of the doctoral program in Management. The program expects students to serve as teaching fellows, beginning in the spring term of the first year and continuing through the fourth year of study.

Master’s Degrees

M.Phil. A student who is admitted to candidacy will be eligible to receive the M.Phil. upon the recommendation of the program’s faculty and the approval of the Graduate School.

M.A. (en route to the Ph.D.) A student who completes the fourteen required courses with a High Pass average and the first-year paper will be eligible for the M.A. degree upon the recommendation of the program’s faculty and the approval of the Graduate School.

Program materials are available upon request to the Director of Graduate Studies, Management, Yale University, PO Box 208200, New Haven CT 06520-8200. For information on the M.B.A. degree, please contact the admissions office at the School of Management.

Courses

MGMT 701a, Seminar in Accounting Research II Rick Antle, Shyam Sunder

Study of analytical modeling techniques in accounting research that covers topics such as performance measurement for incentives, the consequences of asymmetric information in economic relationships and the role of accounting therein, and information sharing within and across firms.

MGMT 704b, Seminar in Accounting Research IV Jacob Thomas

Study of empirical accounting research that covers topics such as relation between accounting information and stock prices, analyst forecasts, taxes, and incentives to manage accounting information.

MGMT 740a/ECON 670a, Financial Economics I Zhiwu Chen

MGMT 741b/ECON 671b, Financial Economics II Jonathan Ingersoll

Continuation of MGMT 740a/ECON 670a.

MGMT 742a, Corporate Finance and Market Microstructure Matthew Spiegel

The course covers recent journal articles in the area of corporate finance, market microstructure, and asset pricing. Topics from corporate finance include optimal debt levels, bankruptcy, security design, initial public offerings, and mergers and acquisitions. The half of the course on market microstructure and asset pricing covers inventory models, trading with asymmetric information in the presence of strategic and competitive traders, the social welfare impact of informed trading, bid-ask spreads, and issues relating to delegated portfolio management.

MGMT 746b/ECON 674b, Financial Crises Gary Gorton, Andrew Metric

MGMT 751b, Seminar in Marketing II Dina Mayzlin

Current issues in marketing related to product planning, pricing, advertising, promotion, sales force management, channels of distribution, and marketing strategy are addressed through the study of state-of-the-art papers.

MGMT 752a and b, Marketing Workshop Jiwoong Shin

A series of presentations of their latest research by top marketing scholars from the United States and abroad.

MGMT 753a/PSYC 553a Behavioral Decision Making I Nathan Novemsky, Ravi Dhar, Joseph Simmons

The seminar examines research on the psychology of decision making, focusing on choice. Although the normative issue of how choice should be made is relevant, the descriptive issue of how choices are made is the main focus of the course. Topics of discussion include choice framing and mental accounting, prospect theory and loss aversion, context effects, task effects, goal-directed choice, preference reversals, intertemporal choice, and behavioral economics, among others. The goal of the seminar is threefold: to foster a critical appreciation of existing research in behavioral decision theory as applied to consumer choice, to develop the students’ skills in identifying and testing interesting research ideas, and to explore research opportunities for adding to that knowledge. Students generally enroll from a variety of disciplines including cognitive and social psychology, behavioral economics, finance, marketing, political science, medicine, and public health.

MGMT 758b, Foundations of Behavioral Economics Shane Frederick

The course explores foundational topics in behavioral economics and discusses the dominant prescriptive models (which propose what decision makers should do) and descriptive models (which aim to describe what decision makers actually do). The course incorporates perspectives from economics, psychology, philosophy, decision theory, and finance, and engages long-standing debates about rational choice.

MGMT 780a and b, Ph.D. Student Research Workshop Subrata Sen

MGMT 781a and b, Accounting/Finance Workshop Hongjun Yan

MGMT 782-01a and b, Accounting Doctoral Student Pre-Workshop Seminar Subrata Sen

MGMT 782-02a and b, Financial Economics Doctoral Student Pre-Workshop Seminar Subrata Sen

MGMT 782-03a and b, Marketing Doctoral Student Pre-Workshop Seminar Subrata Sen

MGMT 791a or b, Independent Reading and Research

By arrangement with individual faculty.

MGMT 792a or b, Predissertation Research

By arrangement with individual faculty.

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Mathematics

10 Hillhouse Avenue, 203.432.4172

www.math.yale.edu

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

Chair

Yair Minsky

Director of Graduate Studies

Alexander Goncharov

Professors Donald Brown (Economics), Andrew Casson, Ronald Coifman, Michael Frame (Adjunct), Igor Frenkel, Howard Garland, Alexander Goncharov, Roger Howe, Peter Jones, Ravindran Kannan (Computer Science), Mikhail Kapranov, Alexander Lubotzky (Adjunct), Gregory Margulis, Yair Minsky, Vincent Moncrief (Physics), David Pollard (Statistics), Vladimir Rokhlin (Computer Science), Gregg Zuckerman

Assistant Professors Amanda Folsom, Alex Kontorovich, Sam Payne

Gibbs Assistant Professors Yael Algom Kfir, Ian Biringer, Nicoleta Corina Calinescu, Swarnendu Datta, Yen Quang Do, Asaf Hadari, Marketa Havlickova, Anna Lachowska, Garving Kevin Luli, Zhenqi Wang, Zhiren Wang

Fields of Study

Fields include real analysis, complex analysis, functional analysis, classical and modern harmonic analysis; linear and nonlinear partial differential equations; dynamical systems and ergodic theory; geometric analysis; kleinian groups, low dimensional topology and geometry; differential geometry; finite and infinite groups; geometric group theory; finite and infinite dimensional Lie algebras, Lie groups, and discrete subgroups; representation theory; automorphic forms, L-functions; algebraic number theory and algebraic geometry; mathematical physics, relativity; numerical analysis; combinatorics and discrete mathematics.

Special Requirements for the Ph.D. Degree

All students are required to: (1) complete eight term courses at the graduate level, at least two with Honors grades; (2) demonstrate a reading knowledge of two of the following languages: French, German, or Russian; (3) pass qualifying examinations on their general mathematical knowledge; (4) submit a dissertation prospectus; (5) participate in the instruction of undergraduates; (6) be in residence for at least three years; and (7) complete a dissertation that clearly advances understanding of the subject it considers. The normal time for completion of the Ph.D. program is four years. Requirement (1) normally includes basic courses in algebra, analysis, and topology; these should be taken during the first year. The first language examination must be completed by the beginning of the third year of study, the second no later than the end of that year. A sequence of three qualifying examinations (algebra and number theory, real and complex analysis, topology) is offered each term, at intervals of about one month. All qualifying examinations must be taken by the end of the third term. The thesis is expected to be independent work, done under the guidance of an adviser. This adviser should be contacted not long after the student passes the qualifying examinations. A student is admitted to candidacy after completing requirements (1)–(6) and obtaining an adviser.

In addition to all other requirements, students must successfully complete MATH 991a, Ethical Conduct of Research, prior to the end of their first year of study. This requirement must be met prior to registering for a second year of study.

Honors Requirement

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

Master’s Degrees

M.Phil. In addition to the Graduate School’s Degree Requirements (see under Policies and Regulations), a student must undertake a reading program of at least two terms’ duration in a specific significant area of mathematics under the supervision of a faculty adviser and demonstrate a command of the material studied during the reading period at a level sufficient for teaching and research.

M.S. A student must complete six term courses with at least one Honors grade, pass one language examination, perform adequately on the general qualifying examination, and be in residence at least one year.

Note that the M.Phil. and M.S. degrees are conferred only en route to the Ph.D.; there is no separate master’s program in Mathematics.

Program materials are available upon request to the Director of Graduate Studies, Mathematics Department, Yale University, PO Box 208283, New Haven CT 06520-8283.

Courses

MATH 500au, Modern Algebra I Mikhail Kapranov

MW 2:30–3:45

MATH 501bu, Modern Algebra II Gregg Zuckerman

TTH 2:30–3:45

MATH 515bu, Intermediate Complex Analysis Yen Quang Do

MW 2:30–3:45

MATH 520au, Measure Theory and Integration Gregory Margulis

TTH 1–2:15

MATH 525bu, Introduction to Functional Analysis Garving Kevin Luli

MWF 11:35–12:25

MATH 544a, Introduction to Algebraic Topology I Ian Biringer

TTH 2:30–3:45

MATH 545b, Introduction to Algebraic Topology II Staff

MATH 573au, Algebraic Number Theory Alexander Goncharov

TTh 2:30–3:45

MATH 825b, Computational Algebraic Geometry Tobias Dyckerhoff

TTh 1–2:15

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

HTBA

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Mechanical Engineering & Materials Science

Dunham Laboratory, 203.432.4250

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

Chair

Mitchell Smooke

Director of Graduate Studies

Udo Schwarz (udo.schwarz@yale.edu)

Associate Professors Eric Dufresne, Corey O’Hern, Ainissa Ramirez, Jan Schroers

Assistant Professors Aaron Dollar, John Morrell, Nicholas Ouellette, Hong Tang

Lecturers Beth Anne Bennett, Kailasnath Purushothaman

Fields of Study

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

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Medieval Studies

53 Wall Street, Rm. 310, 203.432.0672

www.yale.edu/medieval

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

Chair and Director of Graduate Studies

Robert Nelson (robert.nelson@yale.edu)

Executive Committee R. Howard Bloch, Jessica Brantley, Roberta Frank, Paul Freedman, Dimitri Gutas, Ivan Marcus, Giuseppe Mazzotta, María Rosa Menocal, Alastair Minnis, Robert Nelson, Denys Turner, Anders Winroth

Faculty associated with the program R. Howard Bloch, Gerhard Böwering, Jessica Brantley, Walter Cahn (Emeritus), Ian Cornelius, Stephen Davis, Roberta Frank, Paul Freedman, Creighton Gilbert (Emeritus), Harvey Goldblatt, Frank Griffel, Beatrice Gruendler, Dimitri Gutas, Valerie Hansen, Jacqueline Jung, Traugott Lawler (Emeritus), Bentley Layton, David Lummus, Ivan Marcus, John Matthews, Giuseppe Mazzotta, María Rosa Menocal, Mary Miller, Alastair Minnis, Robert Nelson, Lee Patterson (Emeritus), Kevin Poole, Fred Robinson (Emeritus), Denys Turner, Anders Winroth, Mimi Yiengpruksawan

Lecturers Adel Allouche, Marcia Colish, Walter Goffart, Susanne Roberts, Barbara Shailor, William Whobrey

Fields of Study

Fields in this interdisciplinary program include history, history of art, history of music, religious studies, languages and literatures, linguistics, and philosophy.

Special Admissions Requirements

The General Test of the GRE is required. A writing sample of ten to twenty pages should be included with the application.

Special Requirements for the Ph.D. Degree

Languages required are Latin, French, and German. Latin may be replaced with Arabic or Hebrew when appropriate. Proficiency in Latin, Arabic, and Hebrew is tested with an examination administered and evaluated by the department during the first term. Proficiency in French and German is demonstrated by passing the departmental examinations and should be achieved by the third term. Students will design their programs in close contact with the director of graduate studies (DGS). During the first two years students take fourteen term courses, and must receive an Honors grade in at least four term courses the first year. Students take an oral examination, usually in the fifth term, on a set of three topics worked out in consultation with the DGS. Then, having nurtured a topic of particular interest, the student submits a dissertation prospectus that must be approved by the end of the third year. Upon completion of all predissertation requirements, including the prospectus, students are admitted to candidacy for the Ph.D. degree. What remains, then, is the writing, submission, and approval of the dissertation during the final two years.

Students in Medieval Studies participate in the Teaching Fellows Program in the third and fourth years.

Master’s Degrees

M.Phil. See Degree Requirements under Policies and Regulations. In addition, the program offers an M.Phil. in Medieval Studies for students enrolled in the Ph.D. programs of relevant humanities departments. Requirements for this degree are (1) six courses in the medieval area from departments other than that in which the student is enrolled (two of these will normally be the Medieval Studies interdisciplinary seminar and either a course in research methodology [HIST 540 or NELC 850] or in Latin or Arabic Paleography); (2) proficiency in Latin, Arabic, or Hebrew as tested by an examination administered and evaluated by the department; and (3) an oral examination. These requirements are in addition to those in force in the student’s home department. The M.Phil. in Medieval Studies thus requires a year of study in addition to the five years required by the student’s home department. Fellowships that provide support for this extra year are available from the Graduate School; application forms may be obtained from the program in 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 satisfactory completion of the first year. Minimum requirements include a High Pass average in courses and passing the Latin examination.

Terminal Master’s Degree Program For the terminal master’s degree, students must take at least seven term courses with a general average of High Pass and with at least one term course of Honors. Two languages are required: Latin and either French or German. No thesis is required.

Courses

MDVL 550a or b, Directed Reading

By arrangement with faculty.

MDVL 552b/CLSS 601b, Introduction to Latin Paleography Barbara Shailor

MDVL 559a/CPLT 577a/SPAN 519a, Framed Narratives of Medieval Europe María Rosa Menocal

A study of the vernacular storytelling traditions central to the cultural transformation of medieval Europe that begins in the twelfth century. The framed tale collections include intertwined texts, and stories many times retold, in a half dozen different linguistic and cultural traditions, beginning with the Disciplina Clericalis and the Kalila wa Dimna and their many versions, and culminating in the fourteenth-century masterpieces considered foundational to the national language traditions: the Decameron, the Conde Lucanor, and the Canterbury Tales. Topics of special interest include: translation, variations, and originality; the transition from oral storytelling to written texts; and the flourishing of the tradition in postmedieval literature, often with a distinct self-consciousness of the “medievalness” of the form. TH 1:30–3:20

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Microbiology

Boyer Center for Molecular Medicine 336E, 203.737.2404

http://medicine.yale.edu/micropath

M.Phil., Ph.D.

Director of Graduate Studies

Craig Roy

Student Services Officer

Karen Kavanaugh

Professors Serap Aksoy (Epidemiology & Public Health), Susan Baserga (Therapeutic Radiology), Michael Cappello (Pediatrics), Yung-chi Cheng (Pharmacology), Daniel DiMaio (Genetics), Erol Fikrig (Internal Medicine), Durland Fish (Epidemiology & Public Health), Jorge Galán (Microbial Pathogenesis), Nigel Grindley (Molecular Biophysics & Biochemistry), Eduardo Groisman (Microbial Pathogenesis), Jo Handelsman (Molecular, Cellular & Developmental Biology), Christine Jacobs-Wagner (Molecular, Cellular & Developmental Biology), K. Brooks Low (Therapeutic Radiology), Diane McMahon-Pratt (Epidemiology & Public Health), I. George Miller (Pediatrics), Nancy Moran (Ecology & Evolutionary Biology), Howard Ochman (Ecology & Evolutionary Biology), John Rose (Pathology), Craig Roy (Microbial Pathogenesis), Nancy Ruddle (Epidemiology & Public Health), Clifford Slayman (Cellular & Molecular Physiology), Dieter Söll (Molecular Biophysics & Biochemistry), William Summers (Therapeutic Radiology), Joann Sweasy (Therapeutic Radiology), Peter Tattersall (Laboratory Medicine), Elisabetta Ullu (Internal Medicine), Sandra Wolin (Cell Biology; Molecular Biophysics & Biochemistry)

Associate Professors Hervé Agaisse (Microbial Pathogenesis), Choukri Ben Mamoun (Internal Medicine), Akiko Iwasaki (Epidemiology & Public Health), Susan Kaech (Immunobiology), Barbara Kazmierczak (Internal Medicine), John MacMicking (Microbial Pathogenesis), Robert Means (Pathology), Yorgo Modis (Molecular Biophysics & Biochemistry), Walther Mothes (Microbial Pathogenesis), Melinda Pettigrew (Epidemiology & Public Health), Michael Robek (Pathology), Richard Sutton (Internal Medicine), Christian Tschudi (Epidemiology & Public Health; Internal Medicine), Paul Turner (Ecology & Evolutionary Biology)

Assistant Professors Andrew Goodman (Microbial Pathogenesis), Priti Kumar (Internal Medicine), Brett Lindenbach (Microbial Pathogenesis), Jeffrey Townsend (Ecology & Evolutionary Biology)

Fields of Study

The Graduate Program in Microbiology is a multidepartmental, interdisciplinary Ph.D. program in training and research in the study of microorganisms and their effects on their hosts. The faculty of the program share the view that understanding the biology of microorganisms requires a multidisciplinary approach; therefore, the Microbiology graduate program emphasizes the need for strong multidisciplinary training. The program is designed to provide individualized education in modern microbiology and to prepare students for independent careers in research and teaching. Students can specialize in various areas, including bacteriology, virology, microbe-host interactions, microbial pathogenesis, cell biology and immunobiology of microbial infections, microbial genetics and physiology, parasitology, and microbial ecology and evolution.

Special Admissions Requirements

To enter the Ph.D. program, students apply to the Microbiology track within the interdepartmental graduate program in the Biological and Biomedical Sciences. An undergraduate major in biology, biophysics, biochemistry, microbiology, or molecular biology is recommended; the GRE General Test or MCAT is required.

Special Requirements for the Ph.D. Degree

Course work generally occupies the first two years of study. Each student, together with a faculty committee, outlines a course of study tailored to the individual’s background and career goals. A program of course work may include general microbiology, virology, parasitology, and/or microbial genetics, as well as complementary courses in such areas as epidemiology, cell biology, immunology, biochemistry, genetics, ecology, vector biology, and statistics. The program also sponsors journal clubs and seminars in microbiology and related areas. All students participate in three laboratory rotations (MBIO 670a and b), with different faculty members, in their area of interest. Laboratory rotations ensure that students quickly become familiar with the variety of research opportunities available in the program. An individualized qualifying exam on topics selected by each student, in consultation with the faculty, is given before the end of the second year. Students then undertake an original research project under the direct supervision of a faculty member. In the third year, students organize their thesis committee and prepare a dissertation prospectus, which is submitted to the Graduate School after approval by their committee. The student is then admitted to candidacy. Upon completion of the student’s research project, the Ph.D. requirements conclude with the writing of a dissertation and its oral defense.

An important aspect of graduate training in microbiology 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 expected to participate in two terms (or the equivalent) of teaching. Students are not permitted to teach during their first year.

In addition to all other requirements, students must successfully complete MB&B 676b, Responsible 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 Degree

M.Phil. See Degree Requirements under Policies and Regulations. Although the program does not formally offer a master’s degree, students who have been admitted to candidacy qualify for an M.Phil.

Program materials are available upon request from Karen Kavanaugh in the Microbiology Graduate Program, Section of Microbial Pathogenesis, BCMM 336E, Yale University, New Haven CT 06536.

Courses

[MBIO 547b/EMD 547b, Vaccines: Concepts in Biology]

MBIO 670a,b, Laboratory Rotation Craig Roy

Rotation in three laboratories. Required for all first-year graduate students.

MBIO 680a/EMD 680a, Molecular and Cellular Processes of Parasitic Eukaryotes Diane McMahon-Pratt, Christian Tschudi

An introductory topic-based course in modern parasitology. For each topic there is an introductory lecture followed by a journal club-like discussion session of relevant papers selected from the literature. The course provides an introduction to basic biological concepts of parasitic eukaryotes causing diseases in humans. Topics include strategies used by parasitic eukaryotes to establish infections in the host and approaches to disease control, through either chemotherapy, vaccines, or genomics. In addition, emphasis is placed on evaluating the quality and limitation of scientific publications and developing skills in scientific communication. Prerequisite: permission of the instructor.

MBIO 685b, Molecular Mechanisms of Microbial Pathogenesis Hervé Agaisse, Jorge Galán, Barbara Kazmierczak, Priti Kumar, Brett Lindenbach, John MacMicking, Walther Mothes, Craig Roy

This interdisciplinary course focuses on current topics related to host-pathogen interactions. Each week a lecture is given on the topic, followed by student presentations of seminal papers in the field. All participants are required to present a paper. TTh 10–11:30

MBIO 686a, Bacterial Determinants of Pathogenesis Hervé Agaisse

The course provides an introduction to basic principles in bacterial pathogenesis. Topics focus on the bacterial determinants mediating infection and pathogenesis, as well as strategies to prevent and treat diseases. Each week a lecture is given on the topic, followed by student presentations of seminal papers in the field. All participants are required to present a paper. TTH 10–11:30

[MBIO 700a, Seminal Papers on the Foundations of Modern Microbiology Offered every other year]

MBIO 701a,b, Research in Progress Craig Roy

All students, beginning in their third year, are required to present their research once a year at the Graduate Student Research in Progress. These presentations are intended to give each student practice in presenting his or her own work before a sympathetic but critical audience and to familiarize the faculty with the research. M 2

MBIO 702a,b, Microbiology Seminar Series Craig Roy

All students are required to attend all Microbiology seminars scheduled throughout the academic year. Microbiologists from around the world are invited to describe their research. TH 4

MBIO 703a, Evasion of Host Defenses by Viruses, Bacteria, and Eukaryotic Parasites Peter Tattersall

A required course for Microbiology first- and second-year students; not for credit. The course is offered every other year, alternating with MBIO 700a, so that it can be taken once during each student’s tenure in the program. Students present and discuss papers on the strategies employed by microbial organisms to evade either cell-intrinsic defenses, such as the induction of programmed cell death, or response operating at the level of the organism, such as adaptive immunity. W 5–6:30

[MBIO 734a/MB&B 734a/GENE 734a, Molecular Biology of Animal Viruses Offered every other year]

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Molecular Biophysics and Biochemistry

301 Josiah Willard Gibbs Laboratories, 203.432.5662

www.mbb.yale.edu

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

Chair

Patrick Sung

Director of Graduate Studies

Mark Solomon (301 JWG, 203.432.5662, nessie.stewart@yale.edu)

Professors Susan Baserga, Ronald Breaker (Molecular, Cellular & Developmental Biology), Gary Brudvig (Chemistry), Donald Crothers (Emeritus, Chemistry), Daniel DiMaio (Genetics; Therapeutic Radiology), Donald Engelman, Alan Garen, Mark Gerstein, Nigel Grindley, Mark Hochstrasser, Anthony Koleske, William Konigsberg, Peter Lengyel (Emeritus), J. Patrick Loria (Chemistry), I. George Miller (Pediatric Infectious Diseases; Epidemiology & Public Health), Peter Moore (Emeritus, Chemistry), Thomas Pollard (Molecular, Cellular & Developmental Biology), Lynne Regan, David Schatz (Immunobiology), Robert Shulman (Emeritus), Dieter Söll, Mark Solomon, Joan Steitz, Thomas Steitz, Scott Strobel, William Summers (Therapeutic Radiology), Patrick Sung, Kenneth Williams (Adjunct; Research), Sandra Wolin (Cell Biology)

Associate Professors Thomas Biederer, Enrique De La Cruz, Michael Koelle, Andrew Miranker, Yorgo Modis, Elizabeth Rhoades, Yong Xiong

Assistant Professors Christian Schlieker, Charles Sindelar, Hongwei Wang

Fields of Study

The principal objective of members of the department is to understand living systems at the molecular level. Laboratories in MB&B focus on a diverse collection of problems in biology. Some specialize in the study of DNA dynamics, including replication, recombination, transposition, and/or functional genomics. Others focus on transcriptional regulation, from individual transcription factors to the control of lymphocyte activation, the interferon response, and organismal development. Other groups study RNA catalysis, RNA-protein interactions, and ribonucleoproteins including spliceosomes and the ribosome. Additionally there are those that emphasize protein folding and design, transmembrane signaling, and control of the cell cycle. Structural and computational biology is a strong component of many of these research efforts.

Special Admissions Requirements

Courses in introductory biology, general chemistry, organic chemistry, physical chemistry, mathematics through differential equations, and one year of physics with calculus are required for admission. Biochemistry is strongly recommended. Applicants must take the GRE General Test, which is preferred, or the MCAT.

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

Special Requirements for the Ph.D. Degree

All first-year students (except M.D./Ph.D.) perform three laboratory rotations (MB&B 650, Lab Rotation for First-Year Students). All students are required to take, for credit, seven one-term science courses. To obtain the desired breadth and depth of education, students are required to take the core graduate courses offered by the department in biochemistry, molecular genetics, and structural biology (MB&B 720a, 721b, 730a, 743b). Students entering in the fall of 2011 should take at least two approved module courses in place of MB&B 721b. Additional courses, chosen from within MB&B or from related graduate programs, should form a coherent background for the general area in which the student expects to do dissertation research. All students also attend MB&B 676b, Responsible Conduct of Research. Students with an extensive background in biochemistry or biophysics are permitted to substitute advanced courses for the introductory courses. There is no foreign language requirement. The student’s research committee (see below) makes the final decision concerning the number and selection of courses required of each student. All students are required to assist in teaching two terms as a TF-2 during their graduate careers, usually during the second and third years. The student selects a research adviser by the end of the second term of residence. At that time two additional faculty members are chosen to form a research committee, with the total committee including at least two members of MB&B. Students are required to meet with this committee in the spring of years two and three, and in both the fall and spring of subsequent years. The qualifying examination, usually taken in the fall of the second year, is an oral defense of two short written research proposals, one in the same area as the student’s thesis research and one in a different area; the three-member oral examination committee usually includes at least one of the two members of the research committee excluding the thesis adviser. Requirements for admission to candidacy, which usually takes place after four terms of residence, include (1) completion of course requirements; (2) completion of the qualifying examination; (3) certification of the student’s research abilities by vote of the faculty upon recommendation from the student’s research committee; and (4) submission of a brief prospectus of the proposed thesis research. Completion of the teaching requirement is not required for admission to candidacy. Once final drafts of the thesis chapters have been approved by the research committee, the student presents a dissertation seminar to the entire department, and only afterward may the thesis be submitted. Students must have written at least one first-author paper that is submitted, in press, or published by the time of the thesis seminar.

Honors Requirement

Students must meet the Graduate School’s Honors requirement by the end of the fourth term of full-time study; see Degree Requirements under Policies and Regulations. Students must also maintain an overall High Pass average. Student progress toward these goals is reviewed at the ends of the first and second terms.

M.D./Ph.D. Students

M.D./Ph.D. students must satisfy the requirements listed above for the Ph.D. with the following modifications: Laboratory rotations are not required but are available. Assisting in teaching of one lecture course is required. With approval of the director of graduate studies (DGS), some courses taken toward the M.D. degree can be counted toward the seven courses required for the Ph.D. provided that the course carries a graduate course number, and that the student has registered for it as a graduate course. M.D./Ph.D. students should still take MB&B 720a, 721b, 730a, and 743b. Students entering in the fall of 2011 should take at least two approved module courses in place of MB&B 721b.

Master’s Degree

M.Phil. See Degree Requirements under Policies and Regulations. Awarded only to students admitted to candidacy who are continuing for the Ph.D. Students need not have completed their teaching requirement to receive the M.Phil. Students are not admitted for this degree.

M.S. May be awarded to a student in the Ph.D. program who is in good standing upon completion of at least two terms of graduate study and who will not continue in the Ph.D. program. A student must receive grades of Pass or higher in at least five courses approved by the DGS as counting toward a graduate degree, exclusive of seminars or research. A student must also meet the Graduate School’s Honors requirement for the Ph.D. program and maintain a High Pass average.

More detailed program materials are available upon request to the Director of Graduate Admissions, Department of Molecular Biophysics and Biochemistry, Yale University, PO Box 208114, New Haven CT 06520-8114.

Courses

MB&B 500au/MCDB 500au, Biochemistry Ronald Breaker, Donald Engelman

An introduction to the biochemistry of animals, plants, and microorganisms, emphasizing the relations of chemical principles and structure to the evolution and regulation of living systems.

MB&B 517b3/ENAS 517b/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 MB&B graduate course requirements. Required for students in IGPPEB. MW 5–7

MB&B 520a1, Boot Camp Biology Lynne Regan, Mark Hochstrasser, Valerie Horsley, Anthony Koleske, Christian Schlieker, and staff

An intensive introduction to biological nomenclature, systems, processes, and techniques for graduate students with previous backgrounds in non-biological fields including physics, engineering, and computer science who wish to perform graduate research in the biological sciences. Counts as 0.5 credit toward MB&B graduate course requirements. Required for students in IGPPEB. HTBA

MB&B 523a/ENAS 541a/PHYS 523a, Biological Physics Eric Dufresne

MB&B 545bu, Methods and Logic in Molecular Biology Anthony Koleske, Nigel Grindley, Mark Hochstrasser, Dieter Söll

An examination of fundamental concepts in molecular biology through analysis of landmark papers. Development of skills in reading the primary scientific literature and in critical thinking. Open only to MB&B students pursuing the B.S./M.S. degree. TH 7–8:50

MB&B 591b/ENAS 991b/MCDB 591b/PHYS 991b, Integrated Workshop Lynne Regan, Eric Dufresne, Thierry Emonet, Paul Forscher, Simon Mochrie

MB&B 600au, Principles of Biochemistry I Thomas Biederer, Michael Koelle

Discussion of the physical, structural, and functional properties of proteins, lipids, and carbohydrates, three major classes of molecules in living organisms. Energy metabolism, hormone signaling, and muscle contraction as examples of complex biological processes whose underlying mechanisms can be understood by identifying and analyzing the molecules responsible for these phenomena. TTH 11:35–12:50

MB&B 601bu, Principles of Biochemistry II Joan Steitz, Christian Schlieker, Patrick Sung

A continuation of MB&B 600a that considers the chemistry and metabolism of nucleic acids, the mechanism and regulation of protein and nucleic acid synthesis, and selected topics in macromolecular biochemistry. TTH 11:35–12:50

MB&B 602a/CBIO 602a/MCDB 602a, Molecular Cell Biology Sandra Wolin, Michael Caplan, Craig Crews, Pietro De Camilli, Megan King, Joseph Madri, Thomas Melia, Mark Mooseker, Thomas Pollard, James Rothman

MB&B 625au/GENE 625a/MCDB 625au, Basic Concepts of Genetic Analysis Tian Xu, Michael Koelle, and staff

MB&B 630b/MCDB 630b, Biochemical and Biophysical Approaches in Molecular and Cellular Biology Anna Pyle, Enrique De La Cruz, Thomas Pollard

This graduate course introduces the theory and application of biochemical and biophysical methods to study the structure and function of biological macromolecules. The course considers the basic physical chemistry required in cellular and molecular biology but does not require a previous course in physical chemistry. One class per week is a lecture introducing a topic. The second class is a discussion of one or two research papers utilizing those methods. Does not count for graduate course credit for MB&B graduate students. TTH 2:30–3:45

MB&B 635au/ENAS 518a, Mathematical Methods in Biophysics Elizabeth Rhoades, Corey O’Hern, Yong Xiong

Applied mathematical methods relevant to analysis and interpretation of biophysical and biochemical data, including statistics and error analysis, differential equations, linear algebra, and Fourier transforms. The class covers both analytical and numerical implementations of these topics. Prerequisites: MATH 120a or b and MB&B 600a or equivalents, or permission of the instructors. MWF 10:30–11:20

MB&B 650, Lab Rotation for First-Year Students Mark Solomon

Required for all first-year MB&B graduate students. Credit for full year only.

MB&B 676b, Responsible Conduct of Research Thomas Biederer and staff

Designed for students who are beginning to do scientific research. The course seeks to describe some of the basic features of life in contemporary research and some of the personal and professional issues that researchers encounter in their work. Approximately six sessions, run in a seminar/discussion format. Required for all first-year MB&B graduate students. F 3

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

MB&B 720au, Macromolecular Structure and Biophysical Analysis Donald Engelman, Andrew Miranker, Thomas Steitz, Yong Xiong

An in-depth analysis of macromolecular structure and its elucidation using modern methods of structural biology and biochemistry. Topics include architectural arrangements of proteins, RNA, and DNA; practical methods in structural analysis; and an introduction to diffraction and NMR. Prerequisites: physical chemistry (may be taken concurrently) and biochemistry. TTH 11:35–12:50

[MB&B 721bu, Macromolecular Interactions and Dynamic Properties]

MB&B 722b3, Optical Spectroscopy of Biomolecules Elizabeth Rhoades

The course covers optical spectroscopy and microscopy ranging from basic UV, visible, and IR approaches, as well as cutting-edge single molecule and high-resolution imaging techniques. Prerequisites: introductory biochemistry, biophysics, and physical chemistry. MW 11:35–12:50

MB&B 723b4, Macromolecular Interactions: Atoms to Networks Lynne Regan

The course examines the nature of the intricate networks of macromolecular interactions that underlie the functioning of every cell and the modern biophysical methods available for their study across multiple length, time, and energy scales. Counts as 0.5 credit toward MB&B graduate course requirements. MW 11:35–12:50

MB&B 730a, Methods and Logic in Molecular Biology Mark Solomon, Enrique De La Cruz, Anthony Koleske, Christian Schlieker

The course examines fundamental concepts in molecular biology through intense critical analysis of the primary literature. The objective is to develop primary literature reading and critical thinking skills. Required of and open only to first-year graduate students in MB&B. TTH 5–8

[MB&B 734a/MBIO 734a/GENE 734a, Molecular Biology of Animal Viruses]

MB&B 743bu/GENE 743b/MCDB 743b, Advanced Eukaryotic Molecular Biology Mark Hochstrasser, Anthony Koleske, Patrick Sung

MB&B 749au/GENE 749a, Medical Impact of Basic Science Joan Steitz, Mark Hochstrasser, I. George Miller, Andrew Miranker, David Schatz, Patrick Sung, and staff

[MB&B 750a2, Biological Membranes]

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

MB&B 753b3, Bioinformatics: Practical Application of 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. This module focuses on the first of these techniques, data mining. Specific topics to be covered include sequence alignment, comparative genomics and phylogenetics, biological databases, microarray normalization, and machine-learning approaches to data integration. Counts as 0.5 credit toward MB&B graduate course requirements. Prerequisites: MB&B 301b and MATH 115a or b, or permission of the instructor. MW 1–2:15

MB&B 754b4, Bioinformatics: Practical Application of Simulation 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. This module focuses on the second of these techniques, simulation. Specific topics to be covered include geometric analysis of protein structure, molecular-dynamics simulation, and biological networks. Counts as 0.5 credit toward MB&B graduate course requirements. Prerequisites: MB&B 301b and MATH 115a or b, or permission of the instructor. MW 1–2:15

MB&B 760b3, Principles of Macromolecular Crystallography Thomas Steitz

Rigorous introduction to the principles of macromolecular crystallography, aimed at students who are planning to carry out structural studies involving X-ray crystallography or who want to obtain in-depth knowledge for critical analysis of published crystal structures. Counts as 0.5 credit toward MB&B graduate course requirements. Prerequisites: physical chemistry and biochemistry. TTH 9–10:15

MB&B 761b4, X-ray Crystallography Workshop Yong Xiong and staff

This laboratory course provides hands-on training in the practical aspects of macromolecular structure determination by X-ray crystallography. Topics include data collection, data reduction, phasing by multi-wavelength anomalous diffraction and molecular replacement, solvent flattening, noncrystallographic symmetry averaging, electron density interpretation, model building, structure refinement, and structure validation. The course includes training in the use of computer programs used to perform these calculations. Counts as 0.5 credit toward MB&B graduate course requirements. Prerequisites: MB&B 760b3 and a working exposure to the Unix operating system. HTBA

MB&B 800a, Advanced Topics in Molecular Medicine Susan Baserga, William Konigsberg, and staff

The seminar, which covers topics in the molecular mechanisms of disease, illustrates timely issues in areas such as protein chemistry and enzymology, intermediary metabolism, nucleic acid biochemistry, gene expression, and virology. M.D. and M.D./Ph.D. students only. Prerequisite: biochemistry (may be taken concurrently). M 11–1

MB&B 900a or 901b, Reading Course in Biophysics Mark Solomon

Directed reading course in biophysics. Term paper required. By arrangement with faculty. Open only to graduate students in MB&B. Please see syllabus for additional requirements.

MB&B 902a or 903b, Reading Course in Molecular Genetics Mark Solomon

Directed reading course in molecular genetics. Term paper required. By arrangement with faculty. Open only to graduate students in MB&B. Please see syllabus for additional requirements.

MB&B 904a or 905b, Reading Course in Biochemistry Mark Solomon

Directed reading course in biochemistry. Term paper required. By arrangement with faculty. Open only to graduate students in MB&B. Please see syllabus for additional requirements.

The following course is for students in the joint B.S./M.S. program with Yale College:

MB&B 570a or MB&B 571b, Intensive Research for B.S./M.S. Candidates Michael Koelle, Mark Solomon

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Molecular, Cellular, and Developmental Biology

Kline Biology Tower, 203.432.3538

www.biology.yale.edu

M.S., Ph.D.

Chair

Ronald Breaker

Director of Graduate Studies

Frank Slack (936 KBT, 203.432.3492, frank.slack@yale.edu)

Professors Sidney Altman, Ronald Breaker, John Carlson, Lynn Cooley (Genetics), Craig Crews, Stephen Dellaporta, Xing-Wang Deng, Paul Forscher, Jo Handelsman, Mark Hochstrasser (Molecular Biophysics & Biochemistry), Vivian Irish, Christine Jacobs-Wagner, Douglas Kankel, Michael Kashgarian (Pathology), Paula Kavathas (Immunobiology), Haig Keshishian, Perry Miller (Anesthesiology), Mark Mooseker, Jon Morrow (Pathology), Timothy Nelson, Thomas Pollard, Anna Pyle, Shirleen Roeder, Joel Rosenbaum, Alanna Schepartz (Chemistry), Frank Slack, Hugh Taylor (Obstetrics/Gynecology), Robert Wyman

Associate Professors Martín García-Castro, Scott Holley, Akiko Iwasaki (Immunobiology), Elke Stein, Weimin Zhong

Assistant Professors Sreeganga Chandra (Neurology/CNNR), Thierry Emonet, Valerie Horsley, Matthew Rodeheffer (Comparative Medicine)

Fields of Study

Research in genetics and molecular biology encompasses studies of catalytic RNAs, cell cycle regulation, chromosome segregation, genetic recombination, mutation, transposons, and oncogenes. Research topics in cellular and developmental biology include structure of the cell cytoskeleton, molecular motors, chemical biology, cell surface receptors, protein transport, hormone action, mammalian transcription factors, microRNAs, and the regulation of cell proliferation and differentiation. Research in neurobiology focuses on sensory signal transduction, animal color vision, growth cone motility, neural differentiation, synaptogenesis, and the formation of topographic maps. A Special Program in Plant Sciences provides research and training in the molecular genetics of flowering, the developmental biology of leaves, the physiology of hormone action, sex determination, and the cellular and molecular biology of photomorphogenesis. Because of the breadth of the department, students are provided with unique opportunities for interdisciplinary studies.

Special Admissions Requirements

Applicants should have obtained training in the structure, development, and physiology of organisms; the structure, biochemistry, and physiology of cells; genetics; elementary calculus; elementary physics; inorganic and organic chemistry; statistics or advanced mathematics. Lack of some prerequisites can be made up in the first year of graduate study. Students having different science training, such as degrees in chemistry, physics, or engineering, are encouraged to apply. In addition to the GRE General test, a Subject Test is recommended, preferably in Biology, or in Biochemistry, Cell and Molecular Biology.

Special Requirements for the Ph.D. Degree

Each student is expected to take at least three courses, in addition to MCDB 900/901, First-Year Introduction to Research. With the help of a faculty committee, each student will plan a specific program that includes appropriate courses, seminars, laboratory rotations, and independent reading fitted to individual needs and career goals. There is no foreign language requirement. Late in the third term of study, the student meets with a faculty committee to decide on a preliminary topic for dissertation work and to define the research areas in which he or she is expected to demonstrate competence. By the end of the second year, each student prepares a dissertation prospectus outlining the research proposed for the Ph.D. The student is admitted to candidacy for the Ph.D. when (1) the prospectus is accepted by a dissertation committee of faculty members, (2) the committee is satisfied that the student has demonstrated competence in the areas necessary to conduct the proposed work, and (3) the other requirements indicated above are fulfilled. The student should complete the requirements for admission to candidacy no later than the end of the second year of study. Following admission to candidacy, each student is required to meet with his/her thesis advisory committee at least once a year. The remaining requirements include completion of the dissertation research, presentation and defense of the dissertation, and submission of acceptable copies of the dissertation to the Graduate School and to the Kline Science Library. All students are required to teach in two one-term courses during their Ph.D. study, but not during the first year of graduate study. Requirements for M.D./Ph.D. students are the same as for Ph.D. students, except that a single term of teaching is required. During their first year of study, students must successfully complete MCDB 901b, First-Year Introduction to Research—Ethics: Scientific Integrity in Biomedical Research, to fulfill the responsible conduct and ethics in research requirement. This requirement must be met prior to registering for a second year of study.

Honors Requirement

Students must meet the Graduate School’s Honors requirement by the end of the fourth term of full-time study (see Course and Honors Requirements under Policies and Regulations).

Master’s Degree

M.S. (en route to the Ph.D.) The minimum requirements for award of the Master of Science degree are (1) two academic years registered and in residence full-time in the graduate program; (2) satisfactory completion of the first two years of study and research leading to the Ph.D.; this requirement may be met either (a) by completing a minimum of five courses with an average grade of High Pass and at least one Honors grade, in addition to satisfactory performance in MCDB 900/901, or (b) by (i) successfully completing at least three courses with an average grade of High Pass and at least one Honors grade, (ii) satisfactory performance in MCDB 900/901, and (iii) passing the prospectus examination; (3) recommendation by the department for award of the degree, subject to final review and approval by the appropriate degree committee. No courses that were taken prior to matriculation in the graduate program, or in Yale College, or in summer programs may be applied toward these requirements.

Prospective applicants are encouraged to visit the BBS Web site (info.med.yale.edu/bbs), MCGD Track.

Courses

MCDB 500au/MB&B 500au, Biochemistry Ronald Breaker, Donald Engelman

An introduction to the biochemistry of animals, plants, and microorganisms, emphasizing the relations of chemical principles and structure to the evolution and regulation of living systems.

MCDB 517b3/ENAS 517b/MB&B 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

MCDB 530au/IBIO 530a, 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

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

[MCDB 551au, Experimental Strategies in Molecular Cell Biology]

[MCDB 555au, Molecular Basis of Development]

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

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

MCDB 570bu, Biotechnology Xing-Wang Deng, Farren Isaacs, Kenneth Nelson, Joseph Wolenski

The principles and applications of cellular, molecular, and chemical techniques that advance biotechnology. Topics include the most recent tools and strategies used by government agencies, industrial labs, and academic research to adapt biological and chemical compounds as medical treatments, as industrial agents, or for the further study of biological systems. MW 11:35–12:50

MCDB 591b/ENAS 991b/MB&B 591b/PHYS 991b, Integrated Workshop Lynne Regan, Eric Dufresne, Thierry Emonet, Paul Forscher, Simon Mochrie

MCDB 602a/CBIO 602a/MB&B 602a, Molecular Cell Biology Sandra Wolin, Michael Caplan, Craig Crews, Pietro De Camilli, Megan King, Joseph Madri, Thomas Melia, Mark Mooseker, Thomas Pollard, James Rothman

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

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 MCDB 602a lecture schedule. Thus, concurrent or previous enrollment in MCDB 602a is required. TH 9–11

MCDB 625au/GENE 625a/MB&B 625au, Basic Concepts of Genetic Analysis Tian Xu, Michael Koelle, and staff

MCDB 630b/MB&B 630b, Biochemical and Biophysical Approaches in Molecular and Cellular Biology Anna Pyle, Enrique De La Cruz, Thomas Pollard

MCDB 660a/F&ES 654a, Structure, Function, and Development of Trees and Other Vascular Plants Graeme Berlyn

Morphogenesis and adaptation of vascular plants considered from seed formation and germination to maturity. Physiological and developmental processes associated with structural changes in response to environment discussed from both a phylogenetic and an adaptive point of view. MW 4–5:20

MCDB 670b, Advanced Seminar in Biochemistry and Genetics Sidney Altman, Ronald Breaker, Frank Slack

New aspects of the molecular biology of RNA, ribonucleoproteins, and prions. Topics include the localization and function of RNA and ribonucleoproteins; the role of RNA in dosage compensation, chromosome silencing, and gene regulation; novel ribozymes and RNA technology; prions. Discussion; involvement and attendance are required. W 1:30–3:30

MCDB 677b/GENE 777b, Mechanisms of Development Valerie Reinke and staff

An advanced course on mechanisms of animal and plant development focusing on the genetic specification of cell organization and identity during embryogenesis and somatic differentiation. The use of evolutionarily conserved signaling pathways to carry out developmental decisions in a range of animals is highlighted. Course work includes student participation in critical analysis of primary literature, and a research proposal term paper. M 9–10:15, F 2:30–3:45

MCDB 720au/NBIO 720a/NSCI 720a, Neurobiology Haig Keshishian, Paul Forscher

Examination of the excitability of the nerve cell membrane as a starting point for the study of molecular, cellular, and intercellular mechanisms underlying the generation and control of behavior. MWF 11:35–12:25

MCDB 721Lau, Laboratory for Neurobiology Haig Keshishian, Robert Wyman

Optional laboratory. Introduction to the neurosciences. Projects include the study of neuronal excitability, sensory transduction, CNS function, synaptic physiology, and neuroanatomy. T or W 1:30–5:30

MCDB 730bu/NSCI 502b, Cell Biology of the Neuron Elke Stein

A comprehensive course on neuronal cell biology. Basic principles of cell biology reviewed in the context of the developing and injured nervous system. Areas to be discussed include membrane trafficking, receptor signaling mechanisms, neurotrophin signaling, neuronal cytoskeleton, axon guidance, and synapse formation and maintenance. Prerequisite: one course in cell biology. TTH 4–5:15

MCDB 735bu/NSCI 504b, Seminar in Brain Development and Plasticity Weimin Zhong, Elke Stein

Weekly seminars and discussion sessions to explore recent advances in our understanding of brain development and plasticity, including neuronal determination, axon guidance, synaptogenesis, and developmental plasticity. MW 2:30–3:45

MCDB 743b/GENE 743b/MB&B 743bu, Advanced Eukaryotic Molecular Biology Mark Hochstrasser, Anthony Koleske, Patrick Sung

MCDB 750b/CB&B 750b, Core Topics in Biomedical Informatics Perry Miller and staff

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

[MCDB 861bu/F&ES 770b, Global Problems of Population Growth]

MCDB 900a/CBIO 900a/GENE 900a, First-Year Introduction to Research and Rotations Frank Slack and faculty

Lab rotations and grant writing for Molecular Cell Biology, Genetics, and Development track students. M 4–5:30

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

Lab rotations and ethics for Molecular Cell Biology, Genetics, and Development track students. TH 4–5:30

MCDB 902a and 903b, Advanced Graduate Seminar Valerie Horsley, Jo Handelsman

The course allows students to hone their presentation skills through yearly presentation of their dissertation work. Two students each give thirty-minute presentations in each class session. Students are required to present every year beginning in their third year in the MCDB program. Each MCDB graduate student is required to attend at least 80 percent of the class sessions. Two faculty members co-direct the course, attend the seminars, and provide feedback to the students.

MCDB 950a and 951b, Second-Year Research

By arrangement with faculty.

The following courses are required for students in the joint B.S./M.S. program with Yale College:

MCDB 585b, Research in MCDB for B.S./M.S. Candidates

A two-credit course taken in the third-to-last term (typically the second term of the junior year). At the start of this course, each student forms a committee composed of his or her adviser and two faculty members that meets to discuss the research project. At the end of this course, students complete a detailed prospectus describing their thesis project and the work completed thus far. The committee evaluates an oral and written presentation of this prospectus; the evaluation determines whether the student may continue in the combined program.

MCDB 595, Intensive Research in MCDB for B.S./M.S. Candidates

A four-credit, yearlong course (two credits each term) that is similar to MCDB 495 and is taken during the senior year. During this course, students give an oral presentation describing their work. At the end of the course, a student is expected to present his or her work to the department in the form of a poster presentation. In addition, the student is expected to give an oral thesis defense, followed by a comprehensive examination of the thesis conducted by the thesis committee. Upon successful completion of this examination, as well as other requirements, the student is awarded the combined B.S./M.S. degree.

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Music

Stoeckel Hall, 203.432.2985

www.yale.edu/yalemus

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

Chair

Daniel Harrison

Director of Graduate Studies

Sarah Weiss (Stoeckel, 203.432.2985, dgs.music@yale.edu)

Professors Kathryn Alexander (Adjunct), Richard Cohn, Michael Friedmann (Adjunct), Daniel Harrison, Paul Hawkshaw (Adjunct), James Hepokoski, Richard Lalli (Adjunct), Robert Mealy (Adjunct), Patrick McCreless, Ellen Rosand, Gary Tomlinson, Michael Veal, Craig Wright

Associate Professors Robert Holzer (Adjunct), Gundula Kreuzer (on leave), Ian Quinn, Markus Rathey (Adjunct), Sarah Weiss

Assistant Professors Brian Kane, Michael Klingbeil (Adjunct), Ève Poudrier (on leave)

Postdoctoral Fellow Emily Green

Fields of Study

Fields include music history, music theory, and ethnomusicology. (Students interested in performance or composition should apply to the Yale School of Music.)

Special Admissions Requirements

Previous training in music theory or music history is required. Samples of the applicant’s previous work such as extended papers, advanced exercises, and analyses must be submitted. The GRE General Test is required by the Graduate School. Applicants whose native language is not English must take the Test of English as a Foreign Language (TOEFL).

Special Requirements for the Ph.D. Degree

Two years of course work, comprising a minimum of fourteen courses. Eleven are graduate seminars within the Department of Music; one is Readings for Qualifying Examination, normally taken during the final term of course work. With DGS approval, the remaining two may be graduate seminars, or non-introductory undergraduate courses, in other departments or schools within the University. A student must receive four Honors grades in departmental seminars in order to proceed to the qualifying examination, administered in August following the second year. Reading proficiency in two languages—for historians and theorists, German and usually either French or Italian; for ethnomusicologists, two languages relevant to their research, one of which must be a European language—is demonstrated by examinations (with dictionary access) offered at the beginning of the fall term and the end of the spring term. Third-year students attend a weekly prospectus/dissertation seminar. Approval of the dissertation prospectus admits a student to candidacy, provided that all other requirements are met. Only students admitted to candidacy can continue into the fourth year of study.

The faculty considers teaching to be essential to the professional preparation of graduate students in Music. Students in Music participate in the Teaching Fellows Program in their third and fourth years.

Combined Ph.D. Program: Music and Renaissance Studies

The Department of Music offers, in conjunction with the Renaissance Studies Program, a combined Ph.D. in Music and Renaissance Studies. For further details, see Renaissance Studies.

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 qualify for the M.A. degree upon the successful completion of eight courses, at least six of which are seminars given in the department, along with the passing of an examination in one foreign language. Of the six departmental seminars, at least two grades must be Honors; the remaining six grades must average High Pass.

Terminal Master’s Degree Program The department offers admission to a small number of students in a terminal M.A. program. Candidates must pass eight term courses achieving an average of High Pass and at least one Honors, complete a special project, and pass an examination in one foreign language.

Courses

MUSI 515bu, Schenkerian Analysis Daniel Harrison

Advanced work in harmony, counterpoint, thoroughbass, structure, and form; Schenkerian analysis of selected compositions from the tonal repertory. F 9:25–11:15

MUSI 521bu, Historical Performance in Theory and Practice Emily Green

Exploration of the interpretive framework of historical performance practice. Case studies consider both keyboard and orchestral repertoires (1750–1950), as well as various twentieth-century improvisatory traditions. Goals include understanding the role of orality in these idioms, the effects of technological developments on musical traditions, and the origins of the impulse for authenticity. In-class performance demonstrations encouraged.

MUSI 525au, Sonata Theory James Hepokoski

Introduction to the concepts, terminology, and hermeneutic methods in Hepokoski and Darcy, Elements of Sonata Theory (2006). Close readings of instrumental sonata form movements—from sonatas, chamber works, symphonies, and concertos—from the decades around 1800. The repertory studied centers around individual works by Mozart with added examples from Haydn and Beethoven. This is a proseminar in practical score analysis. M 1:30–3:20

MUSI 549au, The Oratorio in the Seventeenth and Eighteenth Centuries Markus Rathey

The course traces the history of the oratorio from its beginnings to the time of Johann Sebastian Bach and Georg Friedrich Handel. It explores the social and religious functions of the oratorio over a time span of some 150 years and analyzes the compositional techniques employed by the composers to create musical drama without being able to stage it. TH 9:25–11:15

MUSI 586bu, Corpus Methods in Music Research Ian Quinn

The course covers computer-assisted methods for formulating and investigating empirical research questions at what Meyer called the “interopus” level: i.e., corpora rather than individual works. We also consider the role of empirical research of this type in the field of musicology generally and its relationship to the specific questions of music theory in particular. Students learn to use the music21 software package under development at MIT. A special focus this year is tonal harmony. TH 1:30–3:20

MUSI 711a, Musical and Cultural Hybridity Sarah Weiss

What is musical hybridity? What are the musical implications of cultural interaction, the cultural implications of musical interaction? These questions are addressed while reading hybridity theorists including Appiah, Bhabha, García Canclini, Kraidy, Stross, Vasconcelos, and Young. Cultural areas and musics covered are drawn from around the world. Topics may include: touristic performance cultures; nexus between local popular musics, postcoloniality, and global world beat; and the exploration/incorporation/exclusion of the world by composers. TH 1:30–3:20

MUSI 716b, The Recording Studio in Perspective Michael Veal

An introduction to the historical evolution of the recording studio as a technological site; an examination of the effects of sound recording on the aesthetic evolution of various musical traditions; a comparative examination of the recording studio as it has evolved in different cultural contexts; and a phenomenological approach to the practice of sound recording that seeks to understand how this practice has influenced our perceptions regarding the nature of music itself. W 11:35–1:20

MUSI 721a, Theory and Aesthetics Pre-1600 Craig Wright

A broad survey of music theory beginning with the writers of ancient Greece, continuing with those of the European Middle Ages, and concluding with Glarean and Zarlino at the end of the Italian Renaissance. Canonical texts are assigned from the Norton Source Readings in Music History, for example, and weekly quizzes are given on the designated material. The aim is to provide the student with a solid understanding of how the framework of Western music theory, as well as the symbolic language of musical notation, came to be. W 9:25–11:15

MUSI 722b, Theory and Aesthetics 1600–1800 Robert Holzer

A survey of major writings on music from the seventeenth and eighteenth centuries and the scholarly literature about them. Special emphasis is placed on the relationship between musical thought and practice of the period. T 2:30–4:20

MUSI 814a, Directed Studies in the History of Music

By arrangement with faculty.

MUSI 814b, Directed Studies in the History of Music

By arrangement with faculty.

MUSI 818a, Information, Symbol, and Music Gary Tomlinson

What is at stake in the distinction between musical symbols and musical information? This seminar uses this question to focus on a fresh reading of several classic texts on signification and musical meaning, expression, and form. Readings start with Edmund Gurney’s The Power of Sound (1880) and include writings by C. S. Peirce, Suzanne Langer, Leonard Meyer, and others. T 2:30–4:20

MUSI 825b, The Operas of Vivaldi Ellen Rosand

Vivaldi was celebrated in his own day as much for his operas (some fifty-odd) as his concertos (more than 500). Yet musicological scholarship has only recently begun to do justice to the theatrical works. Editions and recordings have accumulated over the past decade to the point where many of the operas are now readily available for critical scrutiny. The seminar considers several individual works within the context of eighteenth-century opera seria. It investigates issues of borrowing, pasticcio, recycling, and revision that characterize Vivaldi’s operatic output and the implications of such creative expedients for interpretation. W 3:30–5:20

MUSI 855b, Program Music and Structure James Hepokoski

Analytical problems in the relationship of images, extramusical and musical narrative, and generic/structural deformation. Historical and recent understandings of “program music” and extramusical allusion in nineteenth-century orchestral music: opera/concert overture, symphony, symphonic poem; Beethoven, Mendelssohn, Berlioz, Wagner, Strauss, Mahler. M 1:30–3:20

MUSI 904a, The Pedagogy of Music Theory Daniel Harrison

This seminar examines various “systems of presentation” (Schoenberg) for material typical of music-theory courses at the college level. In addition to covering practical pedagogical issues through model classes, it treats metatheory, methodology, and music-theoretical systematics. M 9:25–11:15

MUSI 914a, Directed Studies in the Theory of Music

By arrangement with faculty.

MUSI 914b, Directed Studies in the Theory of Music

By arrangement with faculty.

MUSI 939a, Philosophy of Music Brian Kane

Introduction to the philosophy of music. The focus is on current topics and debates, in both analytic and continental philosophical traditions. Historical readings are included as needed. Topics may include: the work concept, musical ontology, Adorno and new music, intentionality, transcription, musical meaning, expression and emotion, listening, auditory subjectivity. W 3:30–5:20

MUSI 945a, Recent Approaches to Nineteenth-Century Chromaticism Richard Cohn

The course focuses on four books due to be published in 2011, by Suzannah Clark, Steven Rings, Dmitri Tymoczko, and Richard Cohn. Topics include historical approaches to chromaticism; current textbook and musicological approaches to Romantic syntax; conceiving and modeling nonclassical triadic and seventh-chord progressions; and interaction/integration of Romantic and classical chromatic syntaxes, using transformational and geometric models. Music of Schubert, Brahms, Liszt, Chopin, Wagner, perhaps others. T 9:25–11:15

MUSI 950b, The Music of Shostakovich Patrick McCreless

The course aims to develop a rich understanding of Shostakovich’s musical oeuvre, focusing on a number of central works. We try to achieve a balance between critical and analytical approaches, between consideration of the composer’s whole output and detailed consideration of individual pieces, and between a study of the music’s Russian and Soviet context and a study of the music itself. M 9:25–11:15

MUSI 997b, Readings for Qualifying Examination Sarah Weiss

T 9:25–11:15

MUSI 998a, Prospectus Workshop Sarah Weiss

T 2:30–4:20

MUSI 999b, Dissertation Colloquium Sarah Weiss

T 2:30–4:20

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Near Eastern Languages and Civilizations

314 Hall of Graduate Studies, 203.432.2944

www.yale.edu/nelc

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

Chair

John Darnell

Director of Graduate Studies

Eckart Frahm

Professors John Darnell, Benjamin Foster (on leave [Sp]), Eckart Frahm, Beatrice Gruendler, Dimitri Gutas, Bentley Layton (on leave [Sp]), Harvey Weiss

Associate Professor Colleen Manassa (on leave)

Lecturers Adel Allouche, Karen Foster, Marsha Hill, David Klotz, Kathryn Slanski, Kevin Wilkinson

Senior Lector II Ayala Dvoretzky

Senior Lectors Shiri Goren, Fereshteh Kowssar

Lectors Sarab al-Ani, Muhammad Aziz, Aaron Butts, Etem Erol, Shady Nasser, Dina Roginsky

Fields of Study

Fields include Arabic and Islamic studies (also with interdisciplinary minor), Greco-Arabic studies, Assyriology, and Egyptology.

Special Admissions Requirements

Applicants should state their specific field of study and intended specialization. Evidence of a reading knowledge of both French and German is required of all students. Proficiency in one of these languages is normally prerequisite for admission and deficiency in the second language must be rectified before admission to a second year of study. Proficiency will be certified by passing a departmental examination upon registration at Yale. Students admitted with only one of the two required languages or who fail the departmental examination are expected to enroll in an appropriate full-year course given by the French or German department at Yale. Completion of such a course with a grade of A or B will be accepted as fulfilling the proficiency requirement in either language; exceptions, for instance, for native speakers of French or German, may be made by the department upon recommendation of the director of graduate studies (DGS).

Special Requirements for the Ph.D. Degree

Course Work

The department normally requires three full years of course work, four year courses or eight term courses per year being considered a full load. This may be reduced to two years in cases of exceptional background in Near Eastern languages. Normal progress in course work is considered to be consistent achievement of grades of High Pass or better, and at least four term courses or two year courses with Honors per year.

Special Language and Course Requirements

Course work should be planned to meet two departmental general standards: core languages for the primary fields of study, and minimum competence in a secondary field. The core languages in each of the major fields of study are as follows: Arabic and Islamic Studies: Arabic, Persian (Farsi) or Syriac or Greek; Assyriology: Sumerian and Akkadian; Egyptology: Egyptian and at least four terms of Demotic or Coptic. Minimum competence in a secondary field of study is defined as follows: at least two terms of a Near Eastern language to be evaluated either by examination or with a course grade of High Pass or better, or at least two terms of nonlanguage courses outside the area of specialization. A minimum grade of High Pass in these courses will be considered successful fulfillment of this requirement.

In Arabic and Islamic Studies, the minimum competence can be extended to an interdisciplinary course of study in a minor field. Minors may include six to eight term courses in the following departments and programs: Anthropology, Comparative Literature, French, German Studies, Greek and Classics, History, History of Science and Medicine, Italian, Judaic Studies, Linguistics, Medieval Studies, Philosophy, Political Science and Sociology, Religious Studies, Spanish and Portuguese, or others, by permission of the DGS. Students in all programs of the department will be expected to declare their choice of a secondary language or area, or a minor field, by their third term of study.

Training in Teaching

NELC students normally acquire four terms of teaching experience, between their second and fourth years in residence.

Examinations and the Dissertation

The comprehensive examination is normally taken at the end of the third year of study or, where advanced standing has been granted, at the end of the second year, but in no case later than September of the academic year following the last year of the student’s required course work. The scope of the examination will be determined by the DGS in consultation with the student and department member(s) in whose area the student’s studies are concentrated. The examination will consist of written and oral portions and will cover no fewer than five and no more than six areas. In the case of the program in Arabic and Islamic Studies with an interdisciplinary minor, the written portion will consist of two language examinations and one subject in the minor field, and the oral of two subjects in Arabic studies and one in the minor field. The written examinations will be set by the individual faculty members responsible for particular areas of study, but the oral portion will be conducted by the full staff of the department. The dissertation proposal is normally submitted one month following the completion of the qualifying examination. Successful completion of the comprehensive examination and submission of an acceptable prospectus will qualify the student for admission to candidacy for the Ph.D. degree. After completion of the dissertation, the candidate may receive a final examination concerned primarily with the defense of the thesis.

Master’s Degrees

M.Phil. See Degree Requirements under Policies and Regulations. Additionally, students in Near Eastern Languages and Civilizations are eligible to pursue a supplemental M.Phil. degree in Medieval Studies. For further details, see Medieval Studies. In addition to the Graduate School requirements, the dissertation prospectus must have been accepted.

Terminal M.A. Applicants who do not enroll in the Ph.D. program may pursue a Master of Arts degree. Students enrolled in the M.A. program should complete a minimum of twelve term courses with at least two term grades of Honors and an average of High Pass in the remaining courses, and will be required to submit a master’s thesis no later than April 1 of the fourth term of study. No financial aid is available. Students enrolled in the Ph.D. program are also eligible for this degree by meeting the same requirements. Because of the thesis requirement, the Graduate School procedure of automatic petitions for the M.A. degree is not available to students in Near Eastern Languages and Civilizations.

Courses

AKKD 501u, Elementary Akkadian Staff

Introduction to the language of ancient Babylonia, and its cuneiform writing system, with exercises in reading, translation, and composition. TTH 9–10:15

AKKD 502au, Intermediate Akkadian Benjamin Foster

2 HTBA

AKKD 503b, Advanced Akkadian Eckart Frahm

2 HTBA

[AKKD 504b, Second-Millennium Legal and Archival Texts]

[AKKD 505b, Historical and Archival Texts from First-Millennium Assyria]

AKKD 506b, Selected Mesopotamian Texts: Bilingual

Study and interpretation of Sumero-Akkadian royal inscriptions and religious texts. Prerequisite: knowledge of Akkadian and Sumerian. 2 HTBA

[AKKD 545a, Neo-Babylonian Texts: Administrative and Archival Records]

ARBC 501u, Elementary Modern Standard Arabic Sarab al-Ani, Muhammad Aziz, Shady Nasser

Develops a basic knowledge of modern standard Arabic. Emphasis on grammatical analysis, vocabulary acquisition, and the development of reading and writing skills. MTWTHF 9:25–10:15, 1 HTBA (2 sections)

MTWTHF 10:30–11:20, 1 HTBA (3 sections)

MTWTHF 11:35–12:25, 1 HTBA (3 sections)

ARBC 502u, Intermediate Modern Standard Arabic Sarab al-Ani, Muhammad Aziz, Ghassan Husseinali, Shady Nasser

Intensive review of grammar; readings from contemporary Arab authors with emphasis on serial reading of unvoweled Arabic texts, prose composition, and formal conversation. Prerequisite: ARBC 501.

MTWTHF 9:25–10:15 (2 sections)

MTWTHF 10:30–11:20 (2 sections)

MTWTHF 11:35–12:25 (2 sections)

ARBC 503u, Advanced Modern Standard Arabic Sarab al-Ani, Muhammad Aziz

Focus on improving the listening, writing, and speaking skills of students who already have a substantial background in the study of modern standard Arabic. Prerequisite: ARBC 502 or permission of the instructor. MWF 9–10:15, 1 HTBA (2 sections)

ARBC 505au, Arabic Seminar Dimitri Gutas

Study and interpretation of classical Arabic texts for advanced students. Prerequisite: ARBC 503 or ARBC 510, or permission of the instructor. T 3:30–5:20

ARBC 505bu, Arabic Seminar Beatrice Gruendler

Study and interpretation of classical Arabic texts for advanced students. Prerequisite: ARBC 503 or ARBC 510, or permission of the instructor. W 2:30–4:20

[ARBC 507bu, Modern Arabic Seminar]

ARBC 510u, Intermediate Classical Arabic Matteo Di Giovanni

Introduction to classical Arabic, with emphasis on analytical reading skills, grammar, and prose composition. Readings from the Qur’an, Islamic theology, and literature and history of the Middle East, as well as Jewish and Christian religious texts in Arabic. MW 11:35–12:50

ARBC 511u, Advanced Classical Arabic Shady Nasser

An advanced course on Arabic grammar and morphology through a close reading of the grammar manual of Ibn Malik (The Alfiyyah), in addition to advanced training in sentence structure through i‘rab. MW 1–2:15

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

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

EGYP 501u, Introduction to Classical Hieroglyphic Egyptian Niv Allon

An introduction to the language of ancient pharaonic Egypt (Middle Egyptian) and its hieroglyphic writing system, with short historical, literary, and religious texts. Grammatical analysis with exercises in reading, translation, and composition. TTH 9–10:15

EGYP 510u, Biblical Coptic: Elementary Course Kevin Wilkinson

TTH 9–10:15

[EGYP 512au, Egyptian Monastic Literature in Coptic]

[EGYP 513a, Research Seminar on the Monastic Federation of Shenoute]

[EGYP 514bu, Introduction to Gnostic Texts in Coptic]

[EGYP 531au, Intermediate Egyptian I: Texts Relating to Egypt and Nubia]

[EGYP 533au, Intermediate Egyptian I: Literary Texts]

[EGYP 535bu, Intermediate Egyptian II: Late Egyptian Stories]

EGYP 538a, Intermediate Egyptian: Temple Construction Texts David Klotz

Close reading of Egyptian texts commemorating temple constructions, from the Old Kingdom through the Roman Period, comparing material evidence from extant structures (e.g., building materials and techniques, foundation deposits), studying the theological significance and cultic use of various chapels, and surveying the architectural history of major temples, particularly in Thebes. Texts include royal inscriptions; private autobiographies; hieratic records; bandeau texts from Karnak, Edfu, and Dendera; and the various rituals associated with temple construction. HTBA

EGYP 539b, Intermediate Egyptian: Cosmogonic Texts David Klotz

Close reading of Egyptian creation accounts, from the First Intermediate Period through the Roman Period, with an emphasis on the diachronic development of religious concepts, the variety of coexisting local traditions, the Amarna Period, possible influences on Hermetic and Gnostic writings or borrowings from Graeco-Roman and Near Eastern religions. Texts cover a range of formats, including Coffin Texts, magical and ritual papyri, and hieroglyphic temple inscriptions. HTBA

[EGYP 540a, Ancient Egyptian Epistolography]

EGYP 550au, Introduction to Demotic John Darnell

Introduction to the script and grammar of demotic, including readings of the Instruction of Onkhsheshonqy and excerpts from the bilingual decrees. T 2:30–4:20

[EGYP 566a, Late Period Historical Texts: Napatan Historical Inscriptions]

[EGYP 568b, Texts from the Amarna Period]

[EGYP 577au, Egyptian Rock Inscriptions]

EGYP 578b, The Egyptian Netherworld Books John Darnell

Study of the Underworld texts from the royal tombs of the New Kingdom. Readings from the Amduat, the Book of Gates, the Book of Caverns, the Book of the Creation of the Solar Disk, the Book of the Day and the Night, the cryptographic Books of the Solar-Osirian Unity, the Book of the Heavenly Cow, and the Book of Nut. Discussions of the significance of these texts for understanding Egyptian religion, and the possible contributions of these compositions to the Hermetica and Christian Gnosticism. HTBA

[EGYP 590b, Coffin Texts]

[EGYP 591au, Ancient Egyptian Love Poetry]

HEBR 501u, Elementary Modern Hebrew Ayala Dvoretzky, Dina Roginsky

Introduction to the language of contemporary Israel, both spoken and written. Fundamentals of grammar; extensive practice in speaking, reading, and writing under the guidance of a native speaker. No previous knowledge required.

MTWTHF 9:25–10:15

mtwthf 10:30–11:20

HEBR 502au and bu, Intermediate Modern Hebrew Ayala Dvoretzky

Review and continuation of grammatical study leading to a deeper comprehension of style and usage. Focus on selected readings, writing, comprehension, and speaking skills. Prerequisite: HEBR 501 or equivalent. Fall and spring. MW 1–2:15

[HEBR 503au, Advanced Modern Hebrew]

HEBR 503b, Advanced Modern Hebrew: Israeli Society Shiri Goren

An examination of themes in Israeli society. Materials include newspaper articles, online resources, films, and commercials. Advanced grammatical structures are introduced and practiced. Prerequisite: HEBR 502 or permission of the instructor. TTH 2:30–3:45

HEBR 504bu, Introduction to Modern Israeli Literature Ayala Dvoretzky

Reading, discussion, and analysis of short stories, poetry, and magazine articles representative of contemporary Israeli culture, with attention to different styles. Conducted in Hebrew. Prerequisite: HEBR 502 or equivalent. MW 11:35–12:50

HEBR 505a, Contemporary Israeli Society in Film Shiri Goren

Examination of major themes in Israeli society through film, with emphasis on language study. Topics include migration, gender and sexuality, Jewish/Israeli identity, and private and collective memory. Readings in Hebrew and English provide a sociohistorical background and basis for class discussion. Conducted in Hebrew. Prerequisite: HEBR 502 or permission of the instructor. TTH 2:30–3:45

[HEBR 506au, Dynamics of Israeli Culture]

[HEBR 507b, Medieval Commentaries on the Pentateuch]

[HEBR 508a, Reading Medieval Hebrew Texts]

[HEBR 509b, Reading Academic Texts in Modern Hebrew]

HEBR 510bu, Conversational Hebrew: Israeli Media Shiri Goren

An advanced Hebrew course for students interested in practicing and enhancing conversational skills. The course aims to improve the four language skills while stressing listening comprehension and various forms of discussions including practical situations, online interactions, and content analysis. Prerequisite: HEBR 502 or permission of the instructor. TTH 11:35–12:50

[HEBR 514b, Commentaries on the Song of Songs]

[HEBR 515b, Medieval Hebrew Texts]

HEBR 516bu, Israeli Popular Music Dina Roginsky

Changes in the development of popular music in Israel explored as representations of changing Israeli society and culture. The interaction of music and cultural identity; the role of modern popular music in representing, shaping, challenging, and criticizing social conventions; songs of commemoration and heroism; popular representation of the Holocaust; Mizrahi and Arab music; feminism, sexuality, and gender; class and musical consumption; criticism, protest, and globalization. Prerequisite: HEBR 502 or equivalent. TTH 1–2:15

HEBR 517au, Sociological Aspects of Hebrew Dina Roginsky

Sociological aspects of Modern Hebrew as the language is used in Israel for constructing norms, expectations, and daily experiences. Readings and class discussions address changes in Israeli society and culture at large. Prerequisite: HEBR 502 or permission of the instructor. TTH 11:35–12:50

[MESO 531, Beginning Sumerian]

MESO 532a, Intermediate Sumerian Benjamin Foster

W 2:30–4:20

MESO 533b, Advanced Sumerian Staff

HTBA

[MESO 543a, Neo-Assyrian History]

[MESO 544b, Mesopotamian Scholarly Texts]

MESO 559a or b, Directed Readings: Assyriology

[MESO 560a, Historical Horizons in Ancient Mesopotamia]

MESO 572a, Prophecy in Mesopotamia Eckart Frahm

Study and interpretation of Akkadian texts related to prophecy. Prerequisite: knowledge of Akkadian. 2 HTBA

[NELC 501b, Mesopotamian History of the Late Period]

NELC 502bu, World of Homer Karen Foster

MW 2:30–3:45

NELC 503au, Art of Ancient Palaces Karen Foster

MW 2:30–3:45

[NELC 504bu, Art of the Ancient Near East and Aegean]

[NELC 506, History of Assyria]

[NELC 507au/INRL 585a, Modern Arab Thought]

[NELC 508a, Ancient Painting and Mosaics]

[NELC 509bu/ARCG 744bu, The Age of Akhenaton]

NELC 512b, Egyptian Religion through the Ages John Darnell

Diachronic approach to topics in Egyptian religion. Religious architecture, evidence for protodynastic cults, foreigners in Egyptian religious celebrations, music and vocal expression in Egyptian religion, Re and Osiris, the Amarna interlude and the Ramesside solar religion, and the goddess of the eye of the sun. Readings in translation. MW 1–2:15

[NELC 513a, Readings in Egyptian History]

[NELC 514a, Buried Cities: Thera, Pompeii, and Herculaneum]

[NELC 515b, The Bible in Its Ancient Near Eastern Setting]

[NELC 516bu, Mythology of the Ancient Near East]

[NELC 517b, Ancient Polytheisms]

NELC 518au, Assyria: The First Near Eastern Empire (Seminar) Eckart Frahm

Survey of the history and culture of ancient Assyria, with a focus on its imperial phase in the first millennium B.C.E. Topics include Assyria’s aggressive foreign policy, the role of the military, Assyrian royal ideology, religion, literature, art, court life, Assyria’s impact on the Bible, and Assyria’s image in classical sources. F 2:30–4:20

[NELC 519au, Religion and Politics in the Ancient Near East]

NELC 520a, Mesopotamian History of the Third Millennium Benjamin Foster

2 HTBA

[NELC 524bu, Egyptian Literature through the Ages]

NELC 525a, Toward an Art History for Ancient Egypt: Issues, Approaches, and Object Study Marsha Hill

F 1:30–3:20

NELC 534au/HIST 531au/RLST 659au, Seminar: The Making of Monasticism Bentley Layton

[NELC 551bu, East Meets West: Drama and Theater in the Arab World]

[NELC 552au, Gender and Nationalism in Arab Women’s Writing]

[NELC 553bu, Introducing Palestine: Literary Survey]

NELC 554au, Israeli Identity and Culture: 1948 to the Present Shiri Goren

Introduction to contemporary culture and representations of Israeli society. Themes of national and personal identity formation, gender, Zionism and post-Zionism, Israeli-Palestinian relations, Russian immigrants, and Jews of North African origin. Conducted in English. Prerequisite: permission of the instructor. TTH 11:35–12:50

[NELC 555a, Classical Arabic Literature in Translation]

NELC 556a, Classics: The Arabic-Islamic World Beatrice Gruendler

Survey of the literary tradition of the Arabic-Islamic world (West Asia, North Africa, and Muslim Spain). Prose and poetry from the Qur’an to the Arabian Nights; attention to the interdependence of the works and their cultural setting, the agendas authors pursued, and the characters they portrayed. TTH 1–2:15

NELC 557bu, Israeli Narratives (Seminar) Shiri Goren

Close reading of major Israeli novels in translation with attention to how their themes and forms relate to the Israeli condition. Focus on topics and theories of war and peace, migration, nationalism, and gender. Authors include Oz, Yehoshua, Grossmann, Matalon, Castel-Bloom, Shalev, and Kashua. W 2:30–4:20

NELC 563b/CPLT 634b, From Pictograph to Pixel: Changing Ways of Human Communication John Darnell, Michael Fischer, Beatrice Gruendler

An exploration of the five pivotal stages in the development of human communication throughout world history: pictographic and syllabic ways of writing, the consonantal or phonetic alphabet, the invention of paper, movable type, and acoustic/electronic/digital media and the Internet. These technologies are considered for their innovative features, new capabilities, social and ideological implications, and the instrumental roles they play in contemporary periods of change. TTH 1–2:15

[NELC 566b, Prehistory of Nubia]

[NELC 580a, Settlement Archaeology in Egypt]

[NELC 587bu, Environmental History of the Near East]

NELC 588bu/ANTH 773bu/ARCG 773bu, Civilizations and Collapse Harvey Weiss

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

[NELC 590bu, Identity in Modern Turkey]

[NELC 735au, Gnostic Religion and Literature]

[NELC 736b, The Manichaean World Religion]

[NELC 829a, History of the Arabic Language]

NELC 830a/HIST 829a, From Medina to Constantinople: The Middle East from 600 to 1517 Adel Allouche

[NELC 831b, Greco-Arabic Seminar]

NELC 844b, Arabic Textual Criticism and Editorial Technique Dimitri Gutas

Theory and practice of preparing critical editions of classical Arabic texts. Analysis of manuscripts and preparation of stemmatic representation of their relation; establishment of the text; preparation of a critical apparatus. Prerequisites: ARBC 503 and 510, or permission of the instructor. T 3:30–5:20

NELC 845b, Seminar in Arabic Philosophy: Plato’s Laws in Arabic Dimitri Gutas

M 3:30–5:20

[NELC 846b, Seminar in the Philosophy of Avicenna]

NELC 849a or b, Directed Readings: Arabic Dimitri Gutas

NELC 850a, Introduction to Arabic and Islamic Studies Dimitri Gutas

Comprehensive survey of the various subjects treated in Arabic and Islamic studies, with representative readings from each. Detailed investigation into the methods and techniques of scholarship in the field, with emphasis on acquiring familiarity with the bibliographical and other research tools. W 2:30–4:20

PERS 501u, Elementary Persian (Farsi) Fereshteh Kowssar

An introduction to modern Persian, with emphasis on grammar and syntax as well as writing and reading simple prose. Both literary and classical Persian are taught in the second term. MTWTHF 9:25–10:15

PERS 502u, Intermediate Persian (Farsi) Staff

Detailed analysis of Persian usage and syntax through the study of modern and classical texts in prose and poetry. Readings from newspapers, textbooks, historical writings, travelogues, classical and modern literature. MTWTHF 10:30–11:20

[PERS 503b, Persian Seminar: Identity and Change]

PERS 504b, Thematic Survey of Modern Persian Literature Fereshteh Kowssar

MW 11:35–12:50

PERS 589a or b, Directed Readings: Persian Fereshteh Kowssar

[SMTC 501a, Introduction to Comparative Semitics]

[SMTC 502a, Linguistic Topics in Akkadian]

SMTC 520, Introduction to Ugaritic Aaron Butts

A two-term introduction to the Ugaritic language. Prerequisite: knowledge of Hebrew or another Semitic language. TTH 11:35–12:50

[SMTC 521, Elementary Syriac]

SMTC 522, Intermediate Syriac Aaron Butts

Reading and analysis of Syriac texts from various genres and time periods. Prerequisite: SMTC 521 or knowledge of Syriac. TTH 9–10:15

[SMTC 523a, Intermediate Syriac: Prose Texts]

[SMTC 524b, Intermediate Syriac: Poetic Texts]

[SMTC 531a, Aramaic I]

[SMTC 532b, Aramaic II]

SMTC 542b, Introduction to Classical Ethiopic Aaron Butts

An introduction to the Classical Ethiopic language, focusing on acquiring the essentials of grammar and vocabulary. Prerequisite: knowledge of a Semitic language or permission of the instructor. MW 9–10:15

TKSH 501u, Elementary Turkish Etem Erol

Development of a basic knowledge of modern Turkish, with emphasis on grammatical analysis, vocabulary acquisition, and the training of reading and writing skills. MTWTHF 10:30–11:20

TKSH 502u, Intermediate Turkish Etem Erol

Continued study of modern Turkish, with emphasis on advanced syntax, vocabulary acquisition, and the beginnings of free oral and written expression. Prerequisite: TKSH 501 or permission of the instructor. TTHF 11:35–12:50

[TKSH 505au, Structure of Modern Turkish]

TKSH 550au, Advanced Turkish Etem Erol

Emphasis on advanced oral and written expression. Prerequisite: TKSH 502 or permission of the instructor. HTBA

TKSH 551bu, Advanced Turkish Etem Erol

Emphasis on Turkish media and selected literary works. Prerequisite: permission of the instructor. HTBA

TKSH 560a, Beginning Ottoman Turkish Etem Erol

Emphasis on printed texts and review of relevant Arabic and Persian grammar. Prerequisite: knowledge of the Arabic alphabet and four terms of Turkish. HTBA

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Neurobiology

C303 Sterling Hall of Medicine, 203.785.4323

http://medicine.yale.edu/neurobiology

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

Chair

Pasko Rakic

Director of Graduate Studies

Michael Crair (SHM B301, 203.785.5768, michael.crair@yale.edu)

Director of Medical Studies

Michael Schwartz (SHM C327B, 203.785.4324, michael.schwartz@yale.edu)

Professors Amy Arnsten, Hal Blumenfeld, Marvin Chun, Pietro De Camilli, Nihal de Lanerolle, Ronald Duman, Joel Gelernter, Charles Greer, Murat Gunel, Tamas Horvath, Jeffery Kocsis, Anthony Koleske, Robert LaMotte, Csaba Leranth, Paul Lombroso, David McCormick, Godfrey Pearlson, Marina Picciotto, Marc Potenza, Pasko Rakic, Joseph Santos-Sacchi, Gordon Shepherd, Stephen Strittmatter, Flora Vaccarino, Christopher van Dyck, Xiao-Jing Wang, Stephen Waxman

Associate Professors Meenakshi Alreja, Charles Bruce, Michael Crair, Sabrina Diano, Ralph DiLeone, Elizabeth Jonas, Mark Laubach, Daeyeol Lee, Chiang-shan Ray Li, James Mazer, Vincent Pieribone, Michael Schwartz, Nenad Sestan, Mark Yeckel

Assistant Professors Jessica Cardin, Bo Chen, Michael Higley, In-Jun Kim, Ifat Levy, Angeliki Louvi, Justus Verhagen

Fields of Study

Fields include the development, neuronal organization, and function of the mammalian central nervous system. The range of methods includes molecular-genetic and cellular neurobiology, neuroanatomy, biochemistry, neuropharmacology, computational modeling, neurophysiology, neuroimaging and behavior. An integrative, multidisciplinary approach is encouraged.

Special Requirements for the Ph.D. Degree

Course Requirements

Six courses are required, and students must obtain a grade of Honors in two of these courses and maintain an HP average. Required courses are Principles of Neuroscience (NBIO 501a), Neurobiology (NBIO 720a), and Structural and Functional Organization of the Human Nervous System (NBIO 500b). Three more elective graduate-level courses are required. In addition to all other requirements, students must successfully complete NSCI 580b, Bioethics in Neuroscience, prior to the end of their first year of study. This requirement must be met prior to registering for a second year of study.

Laboratory Rotations

Two rotations are required; they are typically completed in the first year. Rotations outside the Neuroscience track will count toward this requirement upon approval of the Neuroscience track directors.

Teaching Requirements

An important aspect of graduate training in Neurobiology 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 at the undergraduate, graduate, and medical school levels. Ph.D. students are required to serve as Teaching Fellows (TF) for two terms. First-year students may not serve as a TF without written permission from the Neuroscience track directors. It is recommended that one term of teaching should be completed by the end of the third year, and both requirements be completed by the end of the fourth year.

Specifically, it is recommended that the first requirement be met by teaching in either Principles of Neuroscience (NBIO 501a), Neurobiology (NBIO 720a), Brain and Thought (CGSC 201a), or Structural and Functional Organization of the Human Nervous System (NBIO 500b). The second course may be chosen from the list of neuroscience-related courses in the Graduate School of Arts and Sciences bulletin, or from the INP Bioethics course. A course not directly related to neuroscience must have the approval of the director of graduate studies (DGS).

Qualifying Exam

Ph.D. students must complete their qualifying exam before the end of their second year as a graduate student. The student must choose four faculty members to read with in consultation with the DGS and the student’s Ph.D. adviser; it is strongly encouraged that these faculty represent interests spanning from molecular to systems/cognitive neuroscience and not include the Ph.D. adviser. The student and faculty should devise a reading list of about fifteen papers on a defined topic. They should meet regularly (at least three or four meetings) to discuss the papers in depth. For the written exam, the student is given two questions from each faculty member. The student has three hours to write an answer to one of the two questions for each faculty member, i.e., a twelve-hour written exam spread over two days. The exam is performed on a laptop observing the honor system and is proctored by the DGS. The student may refer to the papers and his/her notes but not to the Internet. The answers are distributed to the faculty, and several days later an oral exam is held to further evaluate the student’s knowledge. A fifth faculty member (a reader) chosen by the student may also be present at the oral exam, along with the DGS. If the student fails the qualifying exam, he/she may have one more attempt at passage; this must be completed within one term of taking the original exam.

Prospectus

Ph.D. students must complete and submit their dissertation prospectus (also called thesis proposal) by the end of the third year as a graduate student. The guidelines are as follows:

1. The student should discuss with his/her mentor an appropriate topic and research plan for the thesis proposal, as well as discuss likely names of faculty to serve on the thesis committee.
2. The student should write a proposal of approximately ten pages (similar to an NRSA application). This should include (a) the hypothesis to be addressed, (b) a few pages of background and significance, (c) preliminary data to demonstrate feasibility, and (d) a research plan including strategies in case proposed experiments fail. It is highly recommended that the thesis include a core of conservative experiments, i.e., very feasible, well-controlled studies. High-risk/high-payoff studies should only be included as “halo” research; i.e., if these fail, the student should still be able to graduate.
3. The mentor should approve the thesis proposal.
4. The student should distribute the proposal to his/her thesis committee members at least several days before the thesis committee meeting, and optimally discuss the proposal with each member individually prior to the meeting to ensure that there are no major problems. The thesis committee is required to have four members: the mentor and three other faculty, with at least one of those three faculty with a primary appointment outside the Neurobiology department. Faculty outside of Yale can be included if they can attend on a regular basis. Non-Yale faculty are often best included as a fifth member, so that a meeting can officially be held in their absence if needed. One member of the thesis committee (not the mentor) is appointed chair.
5. The student meets with the thesis committee to approve the thesis proposal. It is at this time that the proposal is often modified, for instance by the suggestion of an additional control experiment. Goals should be realistic and in the interest of the student completing his/her degree in a timely manner. The finalized approved protocol is then provided to the Neurobiology business office, where the registrar will complete the paperwork for advancement to candidacy and send it to the Graduate School. As this must be completed before September 1, students should convene the thesis committee meetings prior to August 1.

The student is required to meet with his/her thesis committee on a yearly basis to update progress and problems. A one-page summary of this meeting, written by the mentor and signed by the student, the chair of the thesis committee, and the DGS, should also be given to the business office to reside in the student’s file.

Admission to Candidacy

Ph.D. students are required to have been admitted to candidacy by the end of the third year as a graduate student. Generally, the submission of the thesis prospectus is the final requirement for admission to candidacy, and paperwork for both is submitted to the Graduate School at the same time.

Other Requirements

All graduate students who are admitted to candidacy are required to have an annual thesis committee meeting. All graduate students are required to give a student research presentation annually (a brief INP rotation talk early in the graduate career, followed by a longer Neurobiology Student Research Talk as the student’s research advances). All students are expected to attend rotation/student research talks.

Thesis Defense

There are several parts to the thesis defense: (1) The student gives the thesis document to the thesis committee with sufficient time for them to read this large document. (2) The student defends the thesis in front of the thesis committee. It is expected that small changes will be made before submitting the final document to the Graduate School. If substantial changes are needed, the public defense must be delayed. (3) The student gives the public defense, a one-hour seminar summarizing the research and open to the community. The seminar follows successful defense before the committee. These can be several days apart, but should not be more than a week apart without permission of the DGS.

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

Course Requirements

Five courses are required; students must obtain a grade of Honors in two of these courses, and this must be achieved in the first two years of the combined program. Required courses are Principles of Neuroscience (NBIO 501a) and Structural and Functional Organization of the Human Nervous System (NBIO 500b). Three more elective graduate-level courses are required. The following courses taken during the first two years of medical school will count toward the student’s elective requirements in the Neurobiology program, provided the student has registered to receive a graduate grade in the course: CBIO 502, CBIO 601, GENE 500b, MB&B 800a, Physiology 500. In the case of students accepted into the M.D./Ph.D. program during their first year of medical school, a letter from the faculty member in charge of the first-year course indicating the grade achieved in the course is required, and an official transcript from the School of Medicine must be submitted to the Graduate School.

Laboratory Rotations

Two rotations are required; rotations in another department/program will count toward this requirement upon approval of the Neuroscience track directors.

Teaching Requirements

M.D./Ph.D. students are required to serve as Teaching Fellows (TF) for one term; two terms are preferred. Previous teaching (as TF) in the histology labs or courses in MCDB does count toward this requirement as long as the student has taught while enrolled at Yale as an M.D./Ph.D. student.

Qualifying Exam

M.D./Ph.D. students must complete their qualifying exam before the end of their first year as an affiliated graduate student. Thus, if the student affiliates at the customary 2½-year point (beginning of the spring term of the third year of matriculation at Yale), he/she must complete the examination before registering for the spring term of the fourth year at Yale.

Prospectus

M.D./Ph.D. students must complete and submit their dissertation prospectus (i.e., thesis proposal) by the end of the second year as an affiliated graduate student. Thus, if the student affiliates at the customary 2½-year point, he/she must submit the approved prospectus before registering for the spring term of the fifth year (at the beginning of year three as an affiliated graduate student).

Please note that every dissertation prospectus must be approved by the thesis committee.

Admission to Candidacy

M.D./Ph.D. students are required to have been admitted to candidacy by the end of the second year as an affiliated graduate student. Generally, the submission of the dissertation prospectus is the final requirement for admission to candidacy, and paperwork for both is submitted to the Graduate School at the same time.

Other Requirements

Affiliation requirement A copy of the student’s application to the M.D./Ph.D. program, a copy of the student’s current transcript, and notation of rotations completed must be submitted to the Neurobiology program business office. The DGS must have this information in hand before the official M.D./Ph.D. student affiliation form can be approved. The Neurobiology program business office requests that copies of transcripts for all affiliated M.D./Ph.D. students be forwarded when they are received by the M.D./Ph.D. office.

Timeline

Year one M.D./Ph.D. students complete courses in the School of Medicine and register for selected courses in the Graduate School. Most who identify Neuroscience as their probable Ph.D. field will take the required course, Principles of Neuroscience, in the fall term. This is the recommended timing. M.D./Ph.D. students should take NBIO 500b in the spring for graduate school credit/grade. Other electives as listed above may be taken for graduate school credit to fulfill our requirements, and indeed, it is recommended that this be done. Two laboratory rotations should be completed in the summer. The DGSs of both the Neurobiology program and the INP may be of assistance in identifying appropriate laboratories based on the student’s interests.

Year two Courses in the School of Medicine are typically taken. Part 1 of the Boards is taken.

Year three By January of the third year, a thesis lab should be identified and all paperwork should be completed (affiliation form completed and copy of student’s academic record including application transferred to the Neurobiology business office). Student’s stipend is supplemented by PI/PI’s primary department at time of affiliation.

Year four The Qualifying Examination must be completed within one year of laboratory/program affiliation. Registration for the following term will be denied if this requirement is not fulfilled in a timely manner. Typically this will be fulfilled before the spring term of the fourth year.

Year five The dissertation prospectus must be approved and submitted to the Graduate School by the end of the second year of laboratory/PI affiliation. Typically, this is by the end of the fall term of year five. Registration for the following term will be denied if this requirement is not fulfilled in a timely manner. The Thesis Committee approves the prospectus, and required paperwork is then delivered to the Neurobiology program business office by the student. The Neurobiology program business office will then complete the Admission to Candidacy paperwork and submit it to the Graduate School. The prospectus must be submitted to the Graduate School at least six months before the dissertation is submitted.

Year six Typically an M.D./Ph.D. student will complete and defend his/her dissertation at the end of the fall term or the beginning of the spring term. We require that M.D./Ph.D. students defend their dissertations before returning to fulfill the remaining School of Medicine requirements.

Year seven Student completes all remaining requirements and graduates in May.

While this is considered a guideline for a typical M.D./Ph.D. student, we recognize that not every student will follow this path. Any digression from this timeline must be discussed and approved by the DGS, with appropriate notes to the student’s file and copies to the M.D./Ph.D. office. Continued participation in the Neurobiology program is subject to the satisfactory completion of requirements in a timely fashion. If any question arises about the satisfactory progress of a student, and the qualifying examination committee or the thesis committee cannot agree on an appropriate resolution, then the Neurobiology faculty will meet to determine a course of action.

Master’s Degrees

M.Phil. See Degree Requirements under Policies and Regulations. Awarded only to students who are continuing for the Ph.D. degree. Students are not admitted for this degree.

Terminal 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 two successful laboratory rotations). Students are not admitted for this degree.

Program materials are available upon request to the Director of Graduate Studies, Department of Neurobiology, Yale University, PO Box 208001, New Haven CT 06520-8001.

Courses

NBIO 500b/NSCI 510b, Structural and Functional Organization of the Human Nervous System Michael Schwartz, Pasko Rakic, and staff

An integrative overview of the structure and function of the human brain as it pertains to major neurological and psychiatric disorders. Neuroanatomy, neurophysiology, and clinical correlations are interrelated to provide essential background in the neurosciences. Lectures in neurocytology and neuroanatomy survey neuronal organization in the human brain, with emphasis on long fiber tracts related to clinical neurology. Weekly three-hour laboratory sessions devoted to neuroanatomy in which students dissect the human brain and examine histological sections in close collaboration with faculty members. Lectures in neurophysiology cover various aspects of neural function at the cellular level, with a strong emphasis on the mammalian nervous system. Clinical correlations consist of five sessions given by one or two faculty members representing both basic and clinical sciences. These sessions relate neurological symptoms to cellular processes in various diseases of the brain. Variable class schedule; contact course instructors. This course is offered to graduate and M.D./Ph.D. students only and cannot be audited.

NBIO 501a/NSCI 501a, Principles of Neuroscience Mark Yeckel

General neuroscience seminar: lectures, readings, and discussion of selected topics in neuroscience. Emphasis is on how approaches at the molecular, cellular, physiological, and organismal levels can lead to understanding of neuronal and brain function. WF 3:15–4:45

NBIO 502a, Structure and Function of Neocortex Faculty

The course covers anatomical, biochemical, and physiological organization of selected sensory, motor, and association regions of cortex. Sample topics discussed include development, evolution of multiple representations, columnar organization, and plasticity of neocortex. Hours arranged with individual instructors.

NBIO 507b/NSCI 507b, Cellular and Molecular Mechanisms of Neurological Disease Dhasakumar Navaratnam, Stephen Strittmatter, Stephen Waxman

The course focuses on those diseases (Alzheimer’s, Parkinson’s, ALS, and other neurodegenerative diseases, triplet repeat induced diseases, multiple sclerosis, epilepsy, etc.) in which modern neuroscience has advanced mechanistic explanations for clinical conditions. It highlights recent molecular, electrophysiological, and imaging experiments in parsing disease mechanisms. The application of pathophysiologic understanding to therapeutics is considered. Contact instructor for first class date and time.

NBIO 509b/NSCI 539b, Synaptic Organization of the Nervous System Gordon Shepherd, Anne Williamson, Michael Hines

An integrative introduction to the principles underlying the organization of neural systems. The focus is on the best-understood systems, including spinal cord, olfactory bulb, retina, cerebellum, thalamus, basal ganglia, and cerebral cortex. Students integrate experimental findings from anatomy, electrophysiology, and neuropharmacology with computational models at the cellular and circuit level to understand the neural basis of behavior.

NBIO 510a, Introduction to Methods in Cellular and Molecular Neurobiology Faculty

Firsthand insight into various techniques and approaches used in neuroscience. Light microscopic techniques include various metallic impregnation methods, autoradiography, anterograde and retrograde axonal transport methods, hybridoma and recombined DNA technology, deoxyglucose metabolic method, fluorescent and immunocytochemical methods. Electron microscopy encompasses transmission, electronmicroscopic autoradiography, and immuno-peroxidase methodology. Choice of techniques and hours to be arranged with individual faculty or staff members of the Department of Neurobiology.

NBIO 511, Introduction to Techniques Used in Electrophysiological Analysis at the Cellular Level Faculty

Includes practical training in in vivo and in vitro nervous system preparations, extracellular and intracellular recordings, sensory stimulation, dye injections, and selected neuropharmacological procedures. Choice of techniques and hours to be arranged with individual faculty of the Department of Neurobiology.

NBIO 524a/NSCI 514a, Neurodevelopment and Neuropsychiatric Disorders Flora Vaccarino, Michael Crair

The course discusses basic concepts concerning the development of the central nervous system. We focus on the mechanisms that regulate progenitor cell proliferation, the acquisition of regional and cellular identity, neuronal migration, axon guidance, cell death, and activity-dependent mechanisms of neural circuit formation. Information drawn from these basic developmental mechanisms is used to discuss the newest emerging ideas about the pathogenesis of neuropsychiatric disorders such as autism, Tourette’s syndrome, depression, and other affective disorders.

[NBIO 535b/NSCI 535b, History of Modern Neuroscience]

[NBIO 550b/CB&B 550b/NSCI 550b, Introduction to Neuroinformatics]

[NBIO 570a, Cellular and Network Dynamics of Sensory and Motor Functions]

NBIO 582b/NSCI 582b/PHYS 582b/PSYC 582b, Introduction to Computational Neuroscience Xiao-Jing Wang

The course is designed both for students in neuroscience and for those in other fields (physics, mathematics, and engineering) interested in understanding how the brain works from a systems/computational perspective. The lectures introduce basic concepts and models in the field. Topics covered include neural coding and decoding, biophysics of single neurons, kinetics and dynamics of synaptic transmission, balanced excitation and inhibition, feed-forward and feedback neural networks, central pattern generators, brain rhythms, orientation selectivity in visual cortex, selective attention, working memory, decision making and executive functions, memory and synaptic plasticity, and reinforcement learning and reward-based choice behavior. MATLAB/Python-based homework and projects provide practical training in important computational methods. Open to undergraduates with permission of the instructor and the director of undergraduate studies. W 3–5:30

[NBIO 590a, Sensory Neuroethology: Bats and Owls, Electric Fish, and Beyond]

[NBIO 595a/NSCI 595a, Seminar in Visuomotor Neurophysiology]

NBIO 596a/NSCI 596a, Seminar in Neurophysiology of Decision Making Daeyeol Lee, James Mazer

The course involves the critical reading and discussion of both historical and contemporary papers on the neurobiology of decision making. Although it covers some key papers in behavioral economics, reinforcement learning, and neuroeconomics, the major emphasis is on the studies directed at understanding the mechanisms of decision making using neurobiological methods, including single-neuron recording and functional neuroimaging.

NBIO 602, Topics in Cortical Development and Evolution Pasko Rakic

This advanced tutorial course involves extensive reading, discussion, and pilot experiments on the topic.

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

NBIO 720a/MCDB 720au/NSCI 720a, Neurobiology Haig Keshishian, Paul Forscher

Examination of the excitability of the nerve cell membrane as a starting point for the study of molecular, cellular, and intracellular mechanisms underlying the generation and control of behavior. MWF 11:35–12:25

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Neuroscience

L-200 Sterling Hall of Medicine, 203.785.5932

http://medicine.yale.edu/neuroscience

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

Directors of Graduate Studies

Haig Keshishian (Molecular, Cellular & Developmental Biology) (KBT 640, 203.432.3478, haig.keshishian@yale.edu)
Charles Greer (Neurosurgery; Neurobiology) (FMB 412, 203.785.4034, charles.greer@yale.edu)

Professors George Aghajanian (Psychiatry; Pharmacology), Amy Arnsten (Neurobiology; Psychology), Hal Blumenfeld (Neurology; Neurobiology), John Carlson (Molecular, Cellular & Developmental Biology), Marvin Chun (Psychology), Lawrence Cohen (Cellular & Molecular Physiology), R. Todd Constable (Diagnostic Radiology; Biomedical Engineering; Neurosurgery), Pietro De Camilli (Cell Biology), Nihal de Lanerolle (Neurosurgery; Neurobiology), Ronald Duman (Psychiatry; Pharmacology), Barbara Ehrlich (Pharmacology; Cellular & Molecular Physiology), Paul Forscher (Molecular, Cellular & Developmental Biology), Charles Greer (Neurosurgery; Neurobiology), Tamas Horvath (Comparative Medicine; Neurobiology), James Howe (Pharmacology), Marcia Johnson (Psychology; Psychiatry), Leonard Kaczmarek (Pharmacology; Cellular & Molecular Physiology), Haig Keshishian (Molecular, Cellular & Developmental Biology), Kenneth Kidd (Genetics; Ecology & Evolutionary Biology; Psychiatry), Jeffery Kocsis (Neurology; Neurobiology), Anthony Koleske (Molecular Biophysics & Biochemistry; Neurobiology), Robert LaMotte (Anesthesiology; Neurobiology), Paul Lombroso (Child Study Center; Neurobiology), Laura Manuelidis (Neuropathology), Gregory McCarthy (Psychology), David McCormick (Neurobiology), Mark Mooseker (Molecular, Cellular & Developmental Biology; Cell Biology; Pathology), Angus Nairn (Psychiatry; Pharmacology), Marina Picciotto (Psychiatry; Pharmacology; Neurobiology), Pasko Rakic (Neurobiology), George Richerson (Neurology; Cellular & Molecular Physiology), Robert Roth (Psychiatry; Pharmacology), Gary Rudnick (Pharmacology), W. Mark Saltzman (Chemical Engineering; Biomedical Engineering; Cellular & Molecular Physiology), Joseph Santos-Sacchi (Surgery; Neurobiology), Gordon Shepherd (Neurobiology), Robert Sherwin (Internal Medicine), Fred Sigworth (Cellular & Molecular Physiology; Biomedical Engineering), Stephen Strittmatter (Neurology; Neurobiology), Christopher van Dyck (Psychiatry; Neurobiology), Allan Wagner (Psychology), Xiao-Jing Wang (Neurobiology), Stephen Waxman (Neurology; Pharmacology; Neurobiology), Robert Wyman (Molecular, Cellular & Developmental Biology), Tian Xu (Genetics), Steven Zucker (Computer Science; Electrical Engineering; Biomedical Engineering)

Associate Professors Meenakshi Alreja (Psychiatry; Neurobiology), Thomas Biederer (Molecular Biophysics & Biochemistry), Hilary Blumberg (Psychiatry; Diagnostic Radiology; Child Study Center), Angélique Bordey (Neurosurgery; Cellular & Molecular Physiology), Charles Bruce (Neurobiology), Michael Crair (Neurobiology), Sabrina Diano (Obstetrics, Gynecology & Reproductive Services; Neurobiology), Ralph DiLeone (Psychiatry; Neurobiology), Karyn Frick (Psychology), Michael Koelle (Molecular Biophysics & Biochemistry), Daeyeol Lee (Neurobiology), Chiang-Shan Ray Li (Psychiatry, Neurobiology), James Mazer (Neurobiology), Kevin Pelphrey (Child Study Center), Vincent Pieribone (Cellular & Molecular Physiology, Neurobiology), Maria Mercedes Piñango (Linguistics), Michael Schwartz (Neurobiology), Nenad Sestan (Neurobiology), Dana Small (Psychiatry), Matthew State (Child Study Center; Genetics), Elke Stein (Molecular, Cellular & Developmental Biology; Cell Biology), Jane Taylor (Psychiatry; Psychology), Vinzenz Unger (Molecular Biophysics & Biochemistry), Flora Vaccarino (Child Study Center; Neurobiology), David Wells (Molecular, Cellular & Developmental Biology), Anne Williamson (Neurosurgery), Mark Yeckel (Neurobiology), David Zenisek (Cellular & Molecular Physiology), Weimin Zhong (Molecular, Cellular & Developmental Biology)

Assistant Professors Robert Beech (Psychiatry), Sreeganga Chandra (Neurology; Molecular, Cellular & Developmental Biology), Jeremy Gray (Psychology), Elizabeth Jonas (Internal Medicine; Neurobiology), Sven-Eric Jordt (Pharmacology), Hür Köser (Electrical Engineering), Mark Laubach (Neurobiology), Michael Levene (Biomedical Engineering), Angeliki Louvi (Neurosurgery; Neurobiology), Rory McCrimmon (Internal Medicine), Dhasakumar Navaratnam (Neurology; Neurobiology), Michael Nitabach (Cellular & Molecular Physiology), Christopher Pittenger (Psychiatry), Laurie Santos (Psychology), Samuel Sathyanesan (Psychiatry), Glenn Schafe (Psychology), James Swain (Child Study Center), Susumu Tomita (Cellular & Molecular Physiology), Yufeng Zhou (Cellular & Molecular Physiology)

Research Scientists Joel Black (Neurology), Nicholas Carnevale (Psychology)

Fields of Study

The Interdepartmental Neuroscience Program offers flexible but structured interdisciplinary training for independent research and teaching in neuroscience. The goal of the program is to ensure that degree candidates obtain a solid understanding of cellular and molecular neurobiology, physiology and biophysics, neural development, systems and behavior, and neural computation. In addition to course work, graduate students participate in a regular journal club, organize the Interdepartmental Neuroscience Program Seminar Series, and attend other seminar programs, named lectureships, symposia, and an annual research retreat.

Special Admissions Requirements

Applicants to the Neuroscience Program should have a B.S. or B.A. Most applicants have had course work in neuroscience, psychobiology, physiological psychology, mathematics through calculus, general physics, general biology, general chemistry, organic chemistry, biochemistry, computer science, or engineering. Deficiencies in these areas can be corrected through appropriate course work in the first year of residence. Laboratory research experience is desirable but is not a formal requirement. Scores for the GRE (General Test required; Subject Test recommended) or MCAT, three letters of recommendation, transcripts of undergraduate grades, and a statement of interest must accompany the application.

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

Special Requirements for the Ph.D. Degree

Each entering student is assigned a faculty advisory committee to provide guidance. This committee is responsible for establishing the student’s course of study and for monitoring his or her progress. This committee will be subsequently modified to include faculty with expertise in the student’s emerging area of interest. Although each student’s precise course requirements are set individually to take account of background and educational goals, the course of study is based on a model curriculum beginning with four core courses (Principles of Neuroscience, Neurobiology, Bioethics in Neuroscience, and Structural and Functional Organization of the Human Nervous System) designed to ensure broad competence in modern neuroscience. Students must successfully complete NSCI 580b, Bioethics in Neurosicence, prior to the end of their first year of study. Students are also required to complete at least three additional courses from a broad set of neuroscience-related courses. The Graduate School uses grades of Honors, High Pass, Pass, and Fail and requires two term grades of Honors during the first two years of study. Students are expected to maintain at least a High Pass average. A series of at least two laboratory rotations during the first year of the program also ensures that degree candidates obtain a solid background in systems, cellular, and molecular approaches to neuroscience. Admission to candidacy requires passing a qualifying examination normally given during the second year, and submission of a dissertation prospectus (NIH grant format) before the end of the third year. In accordance with the expectations of the BBS program, Ph.D. students are expected to participate in two terms (or the equivalent) of teaching. Thesis committee meetings are required annually. Also required is the completion and satisfactory defense of the thesis.

Requirements for M.D./Ph.D. students are the same as for Ph.D. students with the following differences: five courses are required (Principles of Neuroscience and Structural and Functional Organization of the Human Nervous System, and three elective graduate-level courses). M.D./Ph.D. students are required to serve for one term as teaching assistants; however, two terms of teaching are preferred.

Master’s Degrees

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

Terminal 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. The minimum requirement for this is a passing grade in at least four courses, including two Honors grades, and two successful laboratory rotations. Students are not admitted for this degree.

Program materials are available upon request to the Director of Graduate Studies, Neuroscience, Yale University, PO Box 208074, New Haven CT 06520-8074.

Courses

NSCI 501a/NBIO 501a, Principles of Neuroscience Mark Yeckel

NSCI 502b/MCDB 730bu, Cell Biology of the Neuron Elke Stein

NSCI 504b/MCDB 735bu, Seminar in Brain Development and Plasticity Weimin Zhong, Elke Stein

NSCI 507b/NBIO 507b, Cellular and Molecular Mechanisms of Neurological Disease Dhasakumar Navaratnam, Stephen Strittmatter, Stephen Waxman

NSCI 510b/NBIO 500b, Structural and Functional Organization of the Human Nervous System Michael Schwartz, Pasko Rakic, and staff

NSCI 514a/NBIO 524a, Neurodevelopment and Neuropsychiatric Disorders Flora Vaccarino, Michael Crair

NSCI 519a/b, Tutorial

By arrangement with faculty and approval of DGS.

NSCI 521a/PHAR 521a, Neuroimaging in Neuropsychiatry I: Imaging Methods Julie Staley, Kelly Cosgrove

Neuroimaging methodologies including Positron Emission Tomography (PET), Single Photon Emission Computed Tomography (SPECT), Magnetic Resonance Imaging (MRI), functional Magnetic Resonance Imaging (fMRI), Magnetic Resonance Spectroscopy (MRS), and gene array imaging (GAI) are rapidly evolving tools used to study the living human brain. Neuroimaging has unprecedented implications for routine clinical diagnosis, for assessment of drug efficacy, for determination of psychotropic drug occupancy, and for the study of pathophysiological mechanisms underlying neurologic and psychiatric disorders. The course is designed to provide an overview of the theory and current state of development of the different neuroimaging modalities. A second course, offered in the spring, focuses on applications. W 9–10:30

NSCI 521b/PHAR 521b, Neuroimaging in Neuropsychiatry II: Clinical Applications Hilary Blumberg, Kelly Cosgrove, Julie Staley

Neuroimaging methodologies including Positron Emission Tomography (PET), Single Photon Emission Computed Tomography (SPECT), structural Magnetic Resonance Imaging (sMRI), functional Magnetic Resonance Imaging (fMRI), Diffusion Tensor Imaging (DTI), and Magnetic Resonance Spectroscopy (MRS) are rapidly evolving tools used to study the living human brain. Neuroimaging has unprecedented implications for assessment of drug efficacy, for determination of psychotropic drug occupancy, and for the study of pathophysiological mechanisms underlying neuropsychiatric disorders. The course is designed to provide an overview of the application of state-of-the-art neuroimaging methods to research in neuropsychiatric disorders. It is recommended for PGY I-VI, Child Psychiatry Fellows, Interdepartmental Neuroscience students, and trainees in pharmacology, neurology, neurosurgery, psychiatry, psychology, and radiology.

[NSCI 535b/NBIO 535b, History of Modern Neuroscience]

NSCI 539b/NBIO 509b, Synaptic Organization of the Nervous System Gordon Shepherd, Anne Williamson, Michael Hines

[NSCI 550b/CB&B 550b/NBIO 550b, Introduction to Neuroinformatics]

NSCI 580b, Bioethics in Neuroscience Charles Greer

This course is an introduction to ethics and ethical decision making in the neurosciences. Format for the course is an informal discussion. Each week we are joined by members of the Yale faculty and community who can share their experiences and expertise as it relates to the topic of the week. This course is mandatory for first-year graduate students in the Interdepartmental Neuroscience Program (INP). Grading is Satisfactory/Unsatisfactory and is based on attendance/participation, weekly reaction papers, and a final term paper. Th 4–5:30

NSCI 582b/NBIO 582b/PHYS 582b/PSYC 582b, Introduction to Computational Neuroscience Xiao-Jing Wang

[NSCI 595a/NBIO 595a, Seminar in Visuomotor Neurophysiology]

NSCI 596a/NBIO 596a, Seminar in Neurophysiology of Decision Making Daeyeol Lee, James Mazer

NSCI 612b/ENAS 812b, Molecular Transport and Intervention in the Brain Mark Saltzman, Richard Carson

NSCI 648b/PSYC 648bu, Cellular Analysis of Learning and Memory: Vertebrate Model Systems Glenn Schafe

We focus on the brain circuitries and cellular/molecular mechanisms involved in learning and memory, with particular emphasis on vertebrate model systems. Review of work on habituation, sensitization, Pavlovian and instrumental conditioning, and declarative memory formation. TH 1:30–3:20

NSCI 720a/MCDB 720au/NBIO 720a, Neurobiology Haig Keshishian, Paul Forscher

The following course is also of particular value to students in Neuroscience:

MCDB 721Lau, Laboratory for Neurobiology Haig Keshishian, Robert Wyman

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Nursing

100 Church Street South, 203.785.2393

http://nursing.yale.edu/Academics/PhD

M.Phil., Ph.D.

Dean

Margaret Grey

Director of Graduate Studies

Nancy Reynolds (203.737.2313, nancy.reynolds@yale.edu)

Professors Jane Dixon, Marjorie Funk, Margaret Grey, Holly Kennedy, M. Tish Knobf, Ruth McCorkle, Nancy Redeker, Nancy Reynolds, Lawrence Scahill, Ann Williams

Associate Professors Sally Cohen, Barbara Guthrie, Lois Sadler, Allison Shorten, Sandra Talley, Robin Whittemore

Assistant Professors Angelina Chambers, Wei-Ti Chen, Joanne Iennaco, Sheila Molony, Margaret Moss, Linda Pellico, Jacquelyn Taylor, Julie Womack

Fields of Study

Fields include chronic illness (diabetes, cardiovascular disease, cancer, HIV/AIDS); self- and family management; maternal and child health; policy and politics of health care; health equity and care of vulnerable populations; acute and critical care; children with mental health disorders; end-of-life and palliative care; genetic and environmental influences on health; gerontology and long-term care; and school- and community-based interventions.

Special Admissions Requirements

Applicants should have a master’s degree in nursing, or the equivalent, including previous course work in statistics and graduate-level course work in research methods. The Graduate Record Examination (GRE) General Test is required. The Test of English as a Foreign Language (TOEFL) is required of all applicants for whom English is a second language. Samples of written work (e.g., published article, thesis, literature review) and a curriculum vitae are required. Qualified applicants will be invited for an interview with a member of the doctoral faculty.

Special Requirements for the Ph.D. Degree

Course Work

Completion of twelve core courses and six cognates in the student’s area of specialization (including one advanced analysis course) is required.

The grading system includes Honors, High Pass, Pass, and Fail. Students must maintain a High Pass average and achieve a grade of Honors in at least two core courses to remain in good standing. High Pass is required in all core courses in the first year for a student to be eligible to take the Preliminary Examination. After the first year, no more than one grade of Pass in a core course will be permitted. A grade of Pass or better is required for all cognates, including the required advanced analysis course.

In addition to all other requirements, students must successfully complete NURS 929b, Ethical Conduct of Clinical 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.

Graduate Research Assistant and Teaching Fellow Experience

During the first two years of the program, students are Graduate Research Assistants with faculty mentors and participate in the mentor’s ongoing research.

Two terms of a Teaching Fellowship Program are required. Teaching Fellows assist with the teaching of larger master’s-level courses, typically during their third year of doctoral study.

Examinations

Successful completion of three examinations is required.

1. The Preliminary Examination is taken in June after the first year of course work has been completed. A grade of High Pass or better in each core course is required. The Preliminary Examination is intended to allow the student to demonstrate mastery of doctoral course work. This written examination is taken over two consecutive days. Passing the Preliminary Examination is a prerequisite for continuing in the second year of doctoral study.
2. The Qualifying Examination typically takes place during the third year of study, and preferably by the end of the fifth term, when required course work is completed. The student prepares a comprehensive dissertation proposal containing a statement of the problem to be studied, conceptual framework, critical review of relevant literature, design, methods, and plan for analysis. The oral Qualifying Examination typically lasts 1 to 1.5 hours. The student gives a 15-minute formal presentation of the proposed study and answers questions regarding the research and related topics. Successful completion of the Qualifying Examination is required for candidacy for the doctoral degree.
3. The Final Oral Examination is based on the dissertation. The dissertation is intended to demonstrate that the student is competent in the chosen area of study and has conducted independent research. The Final Oral Examination typically lasts 1.5 to 2 hours. The student gives a 15- to 20-minute formal presentation of the dissertation and answers questions. Successful completion of the Final Oral Examination is required before the Ph.D. can be awarded.

Master’s Degrees

M.Phil. (en route to the Ph.D.) This degree will be granted to Ph.D. students who successfully complete two years of course work, but do not progress to the dissertation stage. To be awarded the M.Phil. degree, students need to complete all core courses, six cognates (may include independent study with faculty), and two years of Graduate Research Assistant experience, and must pass the Preliminary Examination. This degree is normally granted only to students who are withdrawing from the Ph.D. program.

Terminal Master’s Degree For information on the terminal master’s degree offered by the Yale School of Nursing (Master of Science in Nursing), visit the School’s Web site, http://nursing.yale.edu, or contact Frank A. Grosso, Assistant Dean for Student Affairs and Registrar, Yale School of Nursing, at frank.grosso@yale.edu.

Courses

NURS 901a, Quantitative Methods for Nursing Research Jane Dixon

This advanced course in quantitative research methods provides an opportunity to evaluate various research designs used to investigate problems of importance to nursing and health. Emphasis is placed on the interrelationships of the clinical problem, study aims, and study design—with the goal of understanding methods decisions that are made by researchers, and how these decisions influence study validity. Required for all Ph.D. students in nursing. Open to master’s students with permission of the instructor. Three hours per week.

NURS 903a, Measurement of Health Variables Jane Dixon

The course focuses on theory of measurement and on reliability and validity of research instruments—with emphasis on interaction of conceptual, methodological, and pragmatic considerations. An integration of seminar and lecture modalities is employed. This course is required for all second-year Ph.D. students in nursing and is also open to advanced graduate students in other schools of the University. Three hours per week.

NURS 904a/b, Doctoral Independent Study Faculty

This elective is initiated by the student and negotiated with faculty. The purpose is to allow in-depth pursuit of individual areas of interest and/or practice. A written proposal must be submitted and signed by the student, the faculty member(s), and the program chairperson.

[NURS 905b, Creating Method: Issues in Nursing Research]

NURS 907, Dissertation Seminar Nancy Redeker

The course provides the student with advanced study and direction in research leading to development of the dissertation proposal and completion of the dissertation. Students are guided in the application of fundamentals of scientific writing and criticism. Required for all Ph.D. students in nursing. 2.5 hours every other week for academic year.

NURS 909a, Philosophical Foundations of Inquiry Barbara Guthrie

The purpose of this course is to provide doctoral students with an overview and critical analysis of historical and contemporary views of knowledge development and of science, with particular emphasis on the ways these views influence approaches to nursing inquiry. Emphasis is on a critical examination of the underlying epistemological and ontological assumptions and their respective implications for diverse approaches to knowledge generation within the discipline. Required for all Ph.D. students in nursing. Three hours per week.

NURS 911, Doctoral Research Practicum Nancy Reynolds

The overall purpose of this seminar is to guide the student in acquiring an understanding of the role and responsibilities of the nurse researcher. Topics include scientific writing, peer review, components and development of a research plan, program of research and research career, funding and grantsmanship, presentation, publication, ethical considerations, collaboration, and interdisciplinary research. Required of all students for the first two years of doctoral study to coincide with their Graduate Research Assistant experience. One hour every other week.

NURS 913b, Theoretical Basis of Nursing Science Robin Whittemore

The course examines the nature of scientific knowledge and the development of the conceptual and theoretical underpinnings of nursing science. The contribution to nursing science of various approaches to knowledge synthesis and theory development is emphasized. Specific approaches to concept/theory development and analysis are examined. Students are expected to complete a formal analysis of a concept or theory of interest to them. Required for all Ph.D. students in nursing. Three hours per week.

NURS 917, Advanced Statistics for Nursing Research Kristopher Fennie, Marjorie Funk

This yearlong course starts with a review of basic descriptive and inferential statistics and advances to multivariate analyses most commonly used in nursing studies. The emphasis is on attaining a conceptual understanding of these statistical techniques, selecting appropriate techniques for a given clinical research problem, conducting computer-assisted data analyses, and correctly expressing the results of such analyses. The laboratory part of the course covers fundamentals of data management and statistical analysis, and proceeds to the conduct of advanced analyses. The course emphasizes using programming language in SAS; however, the menu-driven user interfaces in SAS, SPSS, n-Query, MS Excel, and MS Access also are briefly covered. This course is required for all Ph.D. students in nursing and may be elected by M.S.N. students with permission of the instructors. Three hours per week for academic year.

NURS 921b, Seminar on Research in Care of Patients with Diabetes Robin Whittemore

This seminar focuses on the current state of the science in research on care of patients with diabetes mellitus and builds on knowledge gained in clinical courses in diabetes management. Specific attention is paid to issues related to interventions with high-risk cultural and ethnic groups. Research from nursing, medicine, and the social sciences is discussed by leaders in the field. Prerequisites: NURS 769a and 901a, or the equivalent. Two hours per week. Offered every other year.

[NURS 923a, Current Issues in Cardiovascular Nursing Research]

NURS 925b, Qualitative Research in Nursing Holly Kennedy

The course introduces the student to major approaches to qualitative research. Selected topics related to the design, conduct, and reporting of qualitative research are addressed. Emphasis is placed on the appropriate use of qualitative methods and differences across qualitative approaches. The course includes firsthand experience with data collection and analysis. Required for all Ph.D. students in nursing. Three hours per week.

[NURS 927b, Seminar on Research in Care of People with Cancer or at Risk for Cancer and Their Families]

NURS 929b, Ethical Conduct of Clinical Research Lois Sadler

The course introduces major concepts in the ethical conduct of clinical research from the perspective of the advanced practice nurse and the nurse-researcher. National and international ethical codes for research and regulatory requirements are reviewed. Emphasis is placed on the protection of vulnerable populations and community-based research, including international research. Required for all Ph.D. students in nursing. Open to others with permission of the instructor. One hour per week.

NURS 941a, Health Policy, Leadership, and Systems Margaret Moss

The course addresses salient issues in health policy and the challenges to linking research and clinical care with public and private policy agendas. The course covers the following topics: health care delivery systems; policy and political factors that affect access to care and its financing, delivery, and quality; challenges to evidence-based policy and the dissemination of research findings to policy and community-based leaders. It also includes theories of leadership and policy change relevant to students’ research topics. Critical thinking, problem-solving skills, and research-based analysis are integrated throughout the course. A major written assignment suitable for submission to a peer-reviewed journal (or that can be easily modified for same) is a course requirement. Prerequisite: students must pass a test based on the online Yale University School of Nursing Health Policy Module. Required for all Ph.D. students in nursing. Three hours per week.

NURS 943a, Self- and Family Management of Vulnerable Populations Nancy Reynolds

The course examines major conceptualizations of health and illness, vulnerability, and self- and family management in the context of health disparities, and the research supporting these conceptualizations. Emphasis is placed on the link among illness self-management, vulnerability, and related concepts such as self-efficacy and coping and the contributions of risk and protective factors to self-management. These links and associations with self-management are considered from an individual, family, and health system perspective, and sociocultural influences on self-management are explored. Required for all Ph.D. students in nursing. Three hours per week.

NURS 943b, Methods of Intervention Development and Testing Margaret Grey

The seminar focuses on the research methods necessary for the understanding, development, and testing of interventions in the management of health and illness by self- and family management. Content includes the use of qualitative, family, and survey approaches to understand the factors associated with management of health and illness and the application of these approaches to both the individual and the family as a unit of study. Prerequisite: NURS 943a. Required for all Ph.D. students in nursing. Open to others by consent of the instructor. Three hours per week.

[NURS 961b, Contemporary Issues in Health Policy and Politics]

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Pharmacology

B-316 Sterling Hall of Medicine, 203.785.7469

http://medicine.yale.edu/pharm

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

Chair

Joseph Schlessinger

Director of Graduate Studies

Elias Lolis (SHM B345, 203.785.6721, elias.lolis@yale.edu)

Director of Medical Studies

James Howe (SHM B251, 203.737.2398, james. howe@yale.edu)

Professors Karen Anderson, Yung-chi Cheng, Jack Cooper (Emeritus), Priscilla Dannies, Barbara Ehrlich, Jonathan Ellman, James Howe, Leonard Kaczmarek, Elias Lolis, William Prusoff (Emeritus), Gary Rudnick, Alan Sartorelli, Joseph Schlessinger, William Sessa, Dianging (Dan) Wu

Associate Professors Anton Bennett, David Calderwood, Ya Ha, Sven-Eric Jordt, Irit Lax, Benjamin Turk

Assistant Professor Titus Boggon

Fields of Study

Major emphases in the department are in the areas of molecular pharmacology, mechanisms of drug action, signal transduction, structural biology, neuropharmacology, and chemotherapy.

Special Admissions Requirements

A bachelor’s degree in biology, chemistry, or another science is required. Undergraduate courses should include biology, organic chemistry, physics, and calculus. GRE scores are required; a GRE Subject Test, preferably in Biology or Chemistry, is recommended.

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

Special Requirements for the Ph.D. Degree

Because the field of pharmacology encompasses many disciplines, the department’s flexible program of study toward the Ph.D. degree permits students to concentrate in areas of their particular interest. Students must take the core graduate pharmacology course (PHAR 504a), Physiological Systems (PHAR 550a), and the two terms of the graduate seminar course (PHAR 502a/b). The other courses will be selected based on each student’s interest and must include at least two other courses offered by the Pharmacology department (among PHAR 528a, PHAR 529b, and PHAR 560). The Graduate School requires a grade of Honors for a minimum of two courses. (Honors for seminar courses cannot be used toward this requirement). In addition, students are required to do three research rotations and to pass the qualifying examination.

A thesis prospectus must be submitted and accepted by the end of the third year. Admission to candidacy is usually achieved by the end of the third year. A doctoral dissertation based upon original research, with an oral presentation given to the pharmacology faculty and a thesis committee in defense of the dissertation, is required for the degree. The norm for completion of the Ph.D. program is about six years.

An important aspect of graduate training in pharmacology is the acquisition of teaching skills through the 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.

Prior to registering for a second year of study, students must successfully complete MB&B 676b, Responsible Conduct of Research.

Master’s Degrees

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

M.S. (en route to the Ph.D.) Students are eligible for the M.S. degree upon successful completion of the first three terms of the Ph.D. program. This includes one year of lab rotations and course requirements.

Program materials are available upon request to the Director of Graduate Studies, Department of Pharmacology, Yale University, PO Box 208066, New Haven CT 06520-8066.

Courses

PHAR 502b, Seminar in Pharmacology and Molecular Medicine

PHAR 504a, Principles of Pharmacology Elias Lolis

Lectures covering antibiotics, immunotherapy, and chemotherapy. MW 10:45–12:15

PHAR 506a and b, Methods in Pharmacological Research (Rotations) Elias Lolis

Students work in laboratories of faculty of their choice. The period spent in each laboratory is one term.

PHAR 521a/NSCI 521a, Neuroimaging in Neuropsychiatry I: Imaging Methods Julie Staley, Kelly Cosgrove

PHAR 521b/NSCI 521b, Neuroimaging in Neuropsychiatry II: Clinical Applications Hilary Blumberg, Kelly Cosgrove, Julie Staley

PHAR 528a, Principles of Signal Transduction Anton Bennett

The regulation of intracellular signaling is of fundamental importance to the understanding of cell function and regulation. This course introduces the broad principles of intracellular signal transduction. More detailed lectures on specific intracellular signaling pathways are given in which students learn both the basic and most recent and cutting-edge concepts of intracellular signaling. Topics include regulation of signaling by protein phosphorylation, small G proteins, G-protein-coupled receptors, hormones, phospholipids, adhesion, and gasses. TH 10:30–12

PHAR 529b, Structural Pharmacology Ya Ha, Titus Boggon

The goal of the course is to show students how concepts of structural biology are applied to areas of great importance in pharmacology such as protein kinases, proteases, cell surface receptors, integrins and other membrane-bound enzymes, and transporters and channels, and how these concepts facilitate drug development. TTH 2–3:30

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

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

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Philosophy

Connecticut Hall, 203.432.1665

www.yale.edu/philos

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

Chair

Tamar Gendler

Acting Chair [F]

Shelly Kagan

Director of Graduate Studies

Sun-Joo Shin (205 C, 203.432.1674, sun-joo.shin@yale.edu)

Professors George Bealer, Seyla Benhabib, Jules Coleman, Stephen Darwall, Michael Della Rocca, Keith DeRose, Paul Franks, Tamar Gendler, John Hare, Karsten Harries, Verity Harte, Laurence Horn, Shelly Kagan, Thomas Pogge, Scott Shapiro, Sun-Joo Shin, Steven Smith, Zoltán Szabó, Kenneth Winkler

Associate Professors Joshua Knobe, Matthew Smith

Assistant Professors Jonathan Gilmore, Barbara Sattler, Bruno Whittle

Senior Research Scholar Susanne Bobzien

Lecturers Facundo Alonso, Scott Edgar, Sonny Elizondo, Eric Mandelbaum, Raul Saucedo, Tamina Stephenson

Fields of Study

Fields include most of the major areas of philosophy. Please see the Philosophy Web site (www.yale.edu/philos) for the departmental statement.

Special Requirements for the Ph.D. Degree

In the first two years all students must complete a total of twelve term courses. Graduate courses are grouped: (1) metaphysics, theory of knowledge, philosophy of science; (2) ethics, aesthetics, philosophy of religion, political philosophy, and theory of value; (3) history of philosophy. No more than six and no fewer than two courses may be taken in each group. A course in logic must also be taken, although on the basis of previous work a student may petition to have this requirement waived. Two qualifying papers must be submitted, one in history, the other in another distribution area; normally the first of these papers will be submitted by mid-September, the second by December, of a student’s third year. It is expected that these papers will be more substantial and professional than an ordinary term paper. Students must demonstrate competence in at least one of the following languages: French, German, Greek, or Latin, normally by the end of the second year. Students in Philosophy will teach in the third and fourth years. They must have teaching experience in at least two distribution areas. Approval of the dissertation prospectus is expected before the end of the sixth term. 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. The norm for completion of the Ph.D. degree is five to six years.

Master’s Degrees

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

M.A. (en route to the Ph.D.) An M.A. degree is awarded to students after completion of six term courses with an average grade of High Pass.

Please see the Philosophy Web site for information on the program (www.yale.edu/philos).

Classics and Philosophy Joint Ph.D. Program

The Classics and Philosophy Program is a joint program, offered by the Departments of Classics and Philosophy at Yale, 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 or through the Philosophy department for the Philosophy track.

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. Details of the Classics track of the program are available online at www.yale.edu/classics/research_philosophy_program.html.

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. Details of the Philosophy track of the program are available online at www.yale.edu/philos/grad_classics.html.

The joint program is overseen by an interdepartmental committee currently consisting of Professors Susanne Bobzien, Verity Harte, and Barbara Sattler, together with the director of graduate studies for Classics and the director of graduate studies for Philosophy.

Courses

PHIL 567au, Mathematical Logic I Sun-Joo Shin

An introduction to the metatheory of first-order logic, up to and including the completeness theorem for the first-order calculus. An introduction to the basic concepts of set theory is included. MW 1:30–2:20

PHIL 570bu, Epistemology Keith DeRose

Introduction to current topics in the theory of knowledge. The analysis of knowledge, justified belief, rationality, certainty, and evidence. TTH 11:35–12:50

PHIL 600au/GREK 727au, Aristotle’s Metaphysics XII John Hare, Verity Harte

PHIL 601bu/CLSS 888b, Ancient Philosophy of Science Barbara Sattler

PHIL 602bu/CLSS 850b, Plato’s Philebus Verity Harte

PHIL 604au, The Philosophy of Spinoza Michael Della Rocca

An in-depth study of Spinoza’s major work, the Ethics, with some attention to his earlier writings where helpful. Focus on Spinoza’s views in metaphysics and the philosophy of mind. W 1:30–3:20

PHIL 605au, Hume Kenneth Winkler

A study of Hume’s epistemology and metaphysics and his science of human nature. Topics include our knowledge of space and time; inductive reasoning; the nature and representation of causation; the origin and justification of belief in an external world; personal identity; the normative bearing of naturalized epistemology; the explanation and justification of religious belief; and the attractions and limits of skepticism. Readings in Book I of A Treatise of Human Nature, An Enquiry concerning Human Understanding, and Dialogues concerning Natural Religion. W 7–8:50

PHIL 625bu, Frege’s Philosophy of Logic and Language Susanne Bobzien

Reading and evaluation of selected articles by Gottlob Frege, “On Sense and Reference,” “Function and Concept,” “Thought,” and “Negation.” Focus on Frege’s contributions and relevance to modern philosophy of language and philosophical logic (as opposed to his contributions to the philosophy of mathematics). F 1:30–3:20

PHIL 627bu, Computability and Logic Sun-Joo Shin

A technical exposition of Gödel’s first and second incompleteness theorems and of some of their main consequences in proof theory and model theory, such as Lob’s theorem, Tarski’s undefinability of truth, provability logic, and nonstandard models of arithmetic. W 3:30–5:20

PHIL 628bu, Philosophy of Philosophy George Bealer

The purpose is to examine philosophy’s central aims, its methods, and their epistemological basis. Topics include the theoretical/practical distinction; philosophy as dialectical enquiry; the role of intuitions in philosophy; philosophy’s relation to science; the possibility of progress in philosophy. W 3:30–5:20

PHIL 629bu, Monism Michael Della Rocca

The resilience of monism—the thesis that there is only one thing—despite its apparent refutation by the observed multiplicity of things. Focus on the viability of various forms of monism. Attention to topics such as relations, dependence, existence, and modality, as well as to relevant topics in philosophy of language. W 1:30–3:20

PHIL 630bu, Mind Perception Joshua Knobe

Some things have minds, others do not. A long tradition of work within both psychology and philosophy has asked how people make this distinction. Just in the past few years, however, researchers have been taking this work in surprising new directions. Topics include how people attribute minds to machines and robots, to group agents like corporations, to God, and to people from other genders or racial groups. T 7–8:50

PHIL 631au, Cognitive Architecture: Belief and Modularity Eric Mandelbaum

An investigation of cognitive architecture is an attempt to create a model of the mind in the broadest sense. In this seminar we examine multiple possible models of the mind using modular models as the basic starting point. The goal of the course is to peruse workable models of central cognition, in particular focusing on the roles that belief acquisition and belief storage have on constraining models of central cognition. M 7–8:50

PHIL 632au, Convention Zoltán Szabó

An exploration of the nature of convention, with special emphasis on linguistic convention. Topics include objectivity, normativity, coordination, rule-following, and relativism. T 7–8:50

PHIL 633bu, Post-Kantian Themes in Analytic Philosophy Paul Franks

An examination of themes in analytic philosophy that are connected to Kantian and post-Kantian traditions, with a view to assessing the viability of contemporary analytic versions of Kantian, Fichtean, and Hegelian positions in metaphysics and epistemology. Readings include Brandom, Carnap, Davidson, Fichte, Frege, Hegel, Kant, McDowell, and Quine. M 1:30–3:20

PHIL 634bu, Propositional Attitudes Bruno Whittle

The course looks at approaches to modeling propositional attitudes, and at a range of challenges these approaches face. Topics include Fregean and Russellian propositions, possible worlds models of attitudes, de se attitudes, semantic relationism, and the context sensitivity of attitude ascriptions. T 3:30–5:20

PHIL 650bu, Animal Ethics Shelly Kagan

The course explores the moral status of nonhuman animals and the nature of our moral obligations toward them. Most of the course is concerned with theoretical issues (what do the major approaches to ethics imply about the status of animals?), but some attention is paid at the end to practical questions (such as vegetarianism, or the use of animals in research). TH 1:30–3:20

PHIL 652au, Recognition Stephen Darwall, Matthew Smith

At the headwaters of modern moral philosophy emerges a concern with the relationship that two equal moral beings bear toward one another. This was typified initially by questions about property rights: What is the normative structure of the relation between a rights holder and someone against whom he can make a claim? In time, these issues of law and politics gave rise to questions concerning the basic moral relationship, finding expression in a rich literature culminating in Kant and post-Kantian German idealists such as Fichte and Hegel, for whom “recognition” was a fundamental notion. This course explores the emergence and development of theories of recognition, including in recent moral and political philosophy. W 3:30–5:20

PHIL 653bu, Metaethics Matthew Smith

A study of moral theorizing and moral discourse. The linguistic role of words like “good,” “bad,” “right,” and “wrong”; whether propositions that use these terms can be true or false. What ethical claims mean, if anything, and what kinds of reasoning or evidence might justify such claims. TH 1:30–3:20

PHIL 654bu, Kant’s Ethical Theory Sonny Elizondo

An assessment of Kant’s ethical theory. Special attention to Kant’s conception of the aims and methods of moral philosophy and how this conception bears on his substantive ethical views. M 7–7:50

PHIL 655bu, Normative Ethics Shelly Kagan

A systematic examination of normative ethics, the part of moral philosophy that attempts to articulate and defend the basic principles of morality. The bulk of the course surveys and explores some of the main normative factors relevant in determining the moral status of a given act or policy (features that help make a given act right or wrong). Brief consideration of some of the main views about the foundations of normative ethics (the ultimate basis or ground for the various moral principles). T 1:30–3:20

PHIL 656au, Freedom of Expression Jonathan Gilmore

The history and theory of freedom of expression examined from the standpoints of philosophy, law, art history, and literary criticism. Topics include censorship of art and literature, self-expression and self-realization, First Amendment interpretation, autonomy, paternalism, and rights. TH 1:30–3:20

PHIL 657bu, Aesthetics and the Philosophy of Art Jonathan Gilmore

The nature and significance of works of art. Topics include aesthetic judgment, art and morality, depiction and cognition, fictions and emotions, imagination, originality and forgery, intention and interpretation, artistic style, and freedom of expression. M 3:30–5:20

PHIL 658bu, Art Criticism: History, Theory, Practice Jonathan Gilmore

The nature of art criticism. Readings are drawn from historical and contemporary sources. Students are asked to compose their own critical responses to works of art and art exhibitions in New Haven and New York. TH 1:30–3:20

PHIL 659au, Philosophy and Literature Jonathan Gilmore

The course addresses some of the major philosophical questions about knowledge, the self, happiness, and how one should live, as they emerge in certain canonical literary works of imaginative art. M 1:30–3:20

PHIL 700b, Agency and the Law Facundo Alonso

In this course we reflect on central questions in the philosophy of action and on their connection to important issues in the law. Some of these questions include: What is it for one to be an agent? What is it to act intentionally? What is intention? What is it to act for a reason? What is it for one to be an autonomous agent? What is it for us to act together? Connection to issues in criminal law, contract law, and jurisprudence.

PHIL 701a/CPLT 714a/PLSC 606a, From Weber to Derrida Seyla Benhabib

Topics discussed include modernity and rationalization; science and the problem of values; the concept of public sphere; decisionism and the friend/foe distinction; Heidegger’s ontology and politics; Derrida on cosmopolitanism; and Habermas and Derida on terror and philosophy. This course can only be taken in conjunction with the lecture course European Political Thought from Weber to Derrida (PLSC 604a), since it is not an independent seminar but the graduate seminar attached to the lecture course. W 5–6:50

PHIL 702b, Responsibility Jules Coleman

PHIL 703b, Epistemology Keith DeRose

A broad introduction to the theory of knowledge, covering many of the most important basic topics in epistemology. Designed to serve as a first graduate course in the area, preparing students both to take more focused seminars on particular topics in epistemology and to teach their own basic undergraduate courses. T 3:30–5:20

PHIL 704a, Topics in Epistemology Keith DeRose

A study of one to three prominent issues in current epistemology. Topics may include skepticism, internalist vs. externalist accounts of knowledge and of justification, the structure of knowledge and justification (foundationalism vs. coherentism), the nature of immediate justification, contextualism in epistemology, the epistemology of disagreement, knowledge-based analyses of other important philosophical concepts, and the “relevant alternatives” account of knowledge. T 1:30–3:20

PHIL 705a, Descent of the Logos Karsten Harries

At the very center of Heidegger’s thinking is a concern with logos and that means also with logic. But what logos and “logic” meant to him changed. Readings in Being and Time, “Phenomenology and Theology,” “The Origin of the Work of Art,” “Poetically Man Dwells,” “Hölderlin and the Essence of Poetry,” “Building Dwelling Thinking.” T 1:30–3:20

PHIL 706b/CPLT 713b, Time and Value Karsten Harries

The seminar begins with a consideration of Plato’s Symposium as the paradigmatic statement of what we can call an ethics of satisfaction. Other versions are examined. All are shown to be inseparable from a view of time that gives priority to the present. This view is criticized and contrasted with another that gives primacy to the future. Its consequences for value theory is examined. Readings in Plato, Augustine, Kant, Nietzsche, Heidegger, Sartre, Eliade, and Marcuse. T 1:30–3:20

PHIL 707b/HPA 599b/INRL 524b/LAW 21595/PLSC 594b, Global Health Ethics, Politics, and Economics Thomas Pogge, Jennifer Ruger

PHIL 708a, First-Year Seminar Georg Bealer, Bruno Whittle

Required for and limited to first-year students in the Philosophy Ph.D. program. Topic varies from year to year. Preparation for graduate work. Reading, writing, and presentation skills. T 5–6:50

PHIL 709a, Work in Progress Sun-Joo Shin

In consultation with the instructor, each student presents a significant work in progress, for instance, a revised version of an advanced seminar paper or a dissertation chapter. Upon completion of the writing, the student presents the work in a mock colloquium format, including a formal question-and-answer period. M 3:30–5:20

PHIL 710a, Topics in Semantics: Pragmatic Models Tamina Stephenson

The seminar explores formal pragmatic models of conversation, including the representation of common ground, speech acts, speaker commitments, and information structure. T 3:30–5:20

PHIL 750a or b, Tutorial

By arrangement with faculty.

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Physics

35 Sloane Physics Laboratory, 203.432.3607

www.yale.edu/physics

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

Chair

C. Megan Urry

Director of Graduate Studies

Paul Tipton (JWG 520, 203.432.3375, graduatephysics@yale.edu)

Professors Robert Adair (Emeritus), Charles Ahn (Applied Physics), Yoram Alhassid, Thomas Appelquist, Charles Bailyn (Astronomy), O. Keith Baker, Charles Baltay, Sean Barrett, Cornelius Beausang (Adjunct), Hui Cao (Applied Physics), Richard Casten, Richard Chang (Emeritus), Paolo Coppi (Astronomy), David DeMille, Michel Devoret (Applied Physics), Frank Firk (Emeritus), Paul Fleury (Applied Physics), Moshe Gai (Adjunct), Steven Girvin, Leonid Glazman, Martin Gutzwiller (Adjunct), John Harris, Victor Henrich (Applied Physics), Arvid Herzenberg (Emeritus), Jay Hirshfield (Adjunct), Francesco Iachello, Dmitri Kharzeev (Adjunct), Henry Kraybill (Emeritus), Steve Lamoreaux, William Lichten (Emeritus), Samuel MacDowell (Emeritus), William Marciano (Adjunct), Simon Mochrie, Vincent Moncrief, Priyamvada Natarajan (Astronomy), Peter Parker, Daniel Prober (Applied Physics), Nicholas Read, Vladimir Rokhlin (Computer Science; Mathematics), Jack Sandweiss, Robert Schoelkopf (Applied Physics), Ramamurti Shankar, Charles Sommerfield (Emeritus), A. Douglas Stone (Applied Physics), Paul Tipton, John Tully (Chemistry), Thomas Ullrich (Adjunct), C. Megan Urry, Pieter van Dokkum (Astronomy), Xiao-Jing Wang (Neurobiology; Psychology), John Wettlaufer (Geology & Geophysics), Robert Wheeler (Emeritus), Werner Wolf (Emeritus), Michael Zeller (Emeritus)

Associate Professors Jerzy Blawzdziewicz (Mechanical Engineering), Helen Caines, Richard Easther, Bonnie Fleming, Walter Goldberger, Jack Harris, Sohrab Ismaill-Beigi (Applied Physics), Karyn LeHur, Daniel McKinsey, Corey O’Hern (Mechanical Engineering), Witold Skiba, Volker Werner

Assistant Professors Sarah Demers, Eric Dufresne (Mechanical Engineering), Thierry Emonet (Molecular, Cellular & Developmental Biology), Tobias Golling, Daisuke Nagai, Jill North (Philosophy), Nikhil Padmanabhan, A. Elizabeth Rhoades (Molecular Biophysics & Biochemistry)

Fields of Study

Fields include atomic physics and quantum optics; nuclear physics; particle physics; astrophysics and cosmology; condensed matter; biological physics; quantum information physics; applied physics; and other areas in collaboration with the School of Engineering & Applied Science, and the departments of Applied Physics; Mathematics; Chemistry; Molecular Biophysics and Biochemistry; Molecular, Cellular, and Developmental Biology; Geology and Geophysics; and Astronomy.

Special Admissions Requirements

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

Special Requirements for the Ph.D. Degree

To complete the course requirements students are expected to take a set of nine term courses. A set of five core courses (Advanced Classical Mechanics, Electromagnetic Theory, Quantum Mechanics I and II, and Statistical Mechanics) serves to complete the student’s undergraduate training in classical and quantum physics. A set of four advanced courses, including a required course in quantum field theory, provides an introduction to modern physics and research. Certain equivalent course work and successful completion of a pass-out examination may reduce the course requirement or allow substitution of elective courses for individual students. In addition, all students are required to be proficient and familiar with mathematical methods of physics (such as that necessary to master the material covered in the five core courses) and to be proficient and familiar with advanced laboratory techniques. These requirements can be met either by taking a course offered by the department or by carrying out an approved Special Investigation with individual faculty. In addition to all other requirements, students must successfully complete PHYS 590b, Responsible Conduct in Research for Physical Scientists, prior to the end of their first year of study. This requirement must be met prior to registering for a second year of study.

Students who have completed their course requirements with satisfactory grades (a grade of Honors in PHYS 990, Special Investigations, may be counted toward the Graduate School requirement of two grades of Honors), pass the qualifying examination, and submit an acceptable thesis prospectus are recommended for admission to candidacy. The qualifying examination, normally taken at the beginning of the third term (and no later than the beginning of the fifth term), is a six-hour written examination covering the five core courses and mathematical methods as described above. Students normally submit the dissertation prospectus before the end of the third year of study.

There is no foreign language requirement. Teaching experience is regarded as an integral part of the graduate training program. During their study students are expected to serve as teaching fellows, usually in the first two years. Formal association with a dissertation adviser normally begins in the fourth term after the qualifying examination has been passed and required course work has been completed. An adviser from a department other than Physics can be chosen in consultation with the director of graduate studies (DGS), provided the dissertation topic is deemed suitable for a physics Ph.D.

Master’s Degrees

M.Phil. Students who have successfully advanced to candidacy qualify for the M.Phil. degree.

M.S. (en route to the Ph.D.) Students who complete the first-year graduate courses with a satisfactory record (including two Honors or four High Passes) qualify for the M.S. degree.

Program materials are available upon request to the Director of Graduate Studies, Department of Physics, Yale University, PO Box 208120, New Haven CT 06520-8120; e-mail, graduatephysics@yale.edu; Web site, www.yale.edu/physics.

Courses

PHYS 500a, Advanced Classical Mechanics Yoram Alhassid

Newtonian dynamics, Lagrangian dynamics, and Hamiltonian dynamics. Rigid bodies and Euler equations. Oscillations and eigenvalue equations. Classical chaos. Introduction to dynamics of continuous systems. TTH 11:35–12:50

PHYS 502b, Electromagnetic Theory I Vincent Moncrief

Classical electromagnetic theory including boundary-value problems and applications of Maxwell equations. Macroscopic description of electric and magnetic materials. Wave propagation. MW 11:35–12:50

PHYS 504Lb, Modern Physics Measurements Steve Lamoreaux and staff

A laboratory course with experiments and data analysis in soft and hard condensed matter, nuclear and elementary particle physics. MW 1:30–4:20

PHYS 506au, Mathematical Methods of Physics Nicholas Read

Survey of mathematical techniques useful in physics. Includes vector and tensor analysis, group theory, complex analysis (residue calculus, method of steepest descent), differential equations and Green’s functions, and selected advanced topics. MW 9–10:15

PHYS 508a, Quantum Mechanics I Francesco Iachello

The principles of quantum mechanics with application to simple systems. Canonical formalism, solutions of Schrödinger’s equation, angular momentum, and spin. MW 11:35–12:50

PHYS 512b, Statistical Physics I Nicholas Read

Review of thermodynamics, the fundamental principles of classical and quantum statistical mechanics, canonical and grand canonical ensembles, identical particles, Bose and Fermi statistics, phase transitions and critical phenomena, enormalization group, irreversible processes, fluctuations. MW 9–10:15

PHYS 517b3/ENAS 517b/MB&B 517b3/MCDB 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

PHYS 522a, Introduction to Atomic Physics David DeMille

The course is intended to develop basic theoretical tools needed to understand current research trends in the field of atomic physics. Emphasis is given to laser-spectroscopic methods including laser cooling and trapping. Experimental techniques discussed when appropriate.

PHYS 523a/ENAS 541a/MB&B 523a, Biological Physics Eric Dufresne

PHYS 524a, Introduction to Nuclear Physics Volker Werner

Introduction to a wide variety of topics in nuclear structure, nuclear reactions, and the emerging new area in nuclear physics of exotic and weakly bound nuclei far from the valley of stability. A number of related nuclear models as well as experimental methods are discussed. The course also covers topics in nuclear astrophysics and in the use of relativistic heavy ion collisions to study quark-gluon interactions in high density. The aim is to give a broad perspective on the subject and to develop the key ideas in simple ways, with more weight on physics ideas than on mathematical formalism. The course assumes no prior knowledge of nuclear physics and only elementary quantum mechanics. It is accessible to advanced undergraduates. TTH 9–10:15

[PHYS 526b, Introduction to Elementary Particle Physics]

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

PHYS 538a, Introduction to Relativistic Astrophysics and General Relativity Walter Goldberger

Basic concepts of differential geometry (manifolds, metrics, connections, geodesics, curvature); Einstein’s equations and their application to such areas as cosmology, gravitational waves, black holes. MW 9–10:15

PHYS 548au and 549bu/APHY 548au and 549bu/ENAS 850au and 851bu, Solid State Physics I and II Paul Fleury, A. Douglas Stone

[PHYS 561bu, General Relativity, Astrophysics, and Cosmology]

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

PHYS 582b/NBIO 582b/NSCI 582b/PSYC 582b, Introduction to Computational Neuroscience Xiao-Jing Wang

PHYS 590b, Responsible Conduct in Research for Physical Scientists Staff

Required seminar for all first-year students.

PHYS 600a/ASTR 600au, Cosmology Priyamvada Natarajan

A comprehensive introduction to cosmology at the graduate level. The standard paradigm for the formation, growth, and evolution of structure in the universe is covered in detail. Topics include the inflationary origin of density fluctuations; the thermodynamics of the early Universe; assembly of structure at late times and current status of observations. The basics of general relativity required to understand essential topics in cosmology are covered. Advanced undergraduates may register for the course with permission of the instructor. TTH 4–5:15

PHYS 608b, Quantum Mechanics II Thomas Appelquist

Approximation methods, scattering theory, and the role of symmetries. Relativistic wave equations. Second quantized treatment of identical particles. Elementary introduction to quantized fields. TTH 9–10:15

PHYS 609a, Relativistic Field Theory I Thomas Appelquist

The fundamental principles of quantum field theory. Interacting theories and the Feynman graph expansion. Quantum electrodynamics including lowest order processes, one-loop corrections, and the elements of renormalization theory. TTH 11:35–12:50

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

PHYS 628a, Statistical Physics II Leonid Glazman

An advanced course in statistical mechanics. Topics to be covered may include mean field theory of and fluctuations at continuous phase transitions; critical phenomena, scaling, and introduction to the renormalization group ideas; topological phase transitions; dynamic correlation functions and linear response theory; quantum phase transitions; superfluid and superconducting transitions; some cooperative phenomena in low-dimensional systems. TTH 2:30–3:45

PHYS 630b, Relativistic Field Theory II Walter Goldberger

An introduction to non-Abelian gauge field theories, spontaneous symmetry breakdown, and unified theories of weak and electromagnetic interactions. Renormalization group methods, quantum chromodynamics, and nonperturbative approaches to quantum field theory. MW 11:35–12:50

PHYS 633b/APHY 633b, Introduction to Superconductivity Daniel Prober

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

Special Topics Courses

[PHYS 662b, Special Topics in Particle Physics: Beyond the Standard Model]

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

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

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

[PHYS 679a/APHY 679a, Non-linear Optics and Lasers]

PHYS 990a and b, Special Investigations Faculty

Directed research by arrangement with individual faculty members and approved by the DGS.

PHYS 991b/ENAS 991b/MB&B 591b, Integrated Workshop Lynne Regan, Eric Dufresne, Thierry Emonet, Paul Forscher, Simon Mochrie

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Political Science

Rosenkranz Hall, 203.432.5241

www.yale.edu/polisci

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

Chair

Susan Stokes

Director of Graduate Studies

Gregory Huber

Professors Bruce Ackerman, Akhil Amar (Law), Seyla Benhabib, Paul Bracken (Management), David Cameron, Bryan Garsten, Alan Gerber, Donald Green, Jacob Hacker, Gregory Huber, Stathis Kalyvas, David Mayhew, Barry Nalebuff (Management), Douglas Rae, John Roemer, Susan Rose-Ackerman, Frances Rosenbluth, Nicholas Sambanis, Kenneth Scheve, James Scott, Ian Shapiro, Stephen Skowronek, Steven Smith, Susan Stokes, Alec Stone Sweet, Peter Swenson, Ivan Szelenyi (Sociology), John Wargo (Forestry & Environmental Studies), Steven Wilkinson, Elisabeth Wood

Associate Professors Thad Dunning, Justin Fox, Ellen Lust, Karuna Mantena, Andrew March

Assistant Professors Christopher Blattman, John Bullock, Daniel Butler, Seok-ju Cho, Alexandre Debs, Samuel DeCanio, Ana De La O Torres, Eitan Hersh, Susan Hyde, Sigrun Kahl, Hélène Landemore, Adria Lawrence, Jason Lyall, Nikolay Marinov, Nuno Monteiro, Paulina Ochoa Espejo, Ato Kwamena Onoma, Eleanor Powell, Jun Saito, Thania Sanchez, Vivek Sharma, Tariq Thachil, Jessica Weiss

Fields of Study

Fields include political theory, international relations, comparative politics, American politics, political economy, quantitative empirical methods, qualitative and archival methods, and formal theory.

Special Admissions Requirement

The department requires that scores from the GRE General Test accompany an application.

Special Requirements for the Ph.D. Degree

Students are required to pass sixteen term courses before the end of their fifth term in the program and to receive a grade of Honors in at least two Political Science courses. The department regularly offers about sixty term courses for graduate students each year. (Yale has two terms each academic year.) Courses are conducted as seminars and typically have small enrollments. Four of the courses required for the degree may be in departments other than Political Science (two of these can be advanced language courses with the approval of the director of graduate studies [DGS]). Students are normally expected to complete eight courses in the first year, including the required Introduction to the Study of Politics given in the fall term each year, which is graded on a Satisfactory/Unsatisfactory basis.

As part of the second year of courses, all students are required to take the two-term course in Research and Writing, which is devoted to the preparation of a manuscript based on original research on a topic of the student’s choice. The Research and Writing sequence will count as two of the sixteen credits needed to advance to candidacy. Conducted as a seminar, the course includes all second-year students and is directed by two members of the faculty.

Each student must demonstrate elementary reading competence in one foreign language. Such competence is usually demonstrated by taking, or having completed, two years of undergraduate course work or by examination. Alternatively, the language requirement can be satisfied by successfully completing two terms of formal theory or two terms of statistical methods at the graduate level (beyond the introductory course in statistical methods offered in the department).

Courses are offered in five substantive fields—political theory, international relations, comparative politics, American politics, and political economy—and three methods fields: quantitative empirical methods, qualitative and archival methods, and formal theory. Courses taken must include one each in at least three of the department’s substantive fields. Each student must demonstrate competence in three fields (two of which must be substantive fields) before the start of the fifth term. Competence can be demonstrated either by passing the comprehensive examination in the field or by course work, provided that each student takes at least two comprehensive exams. The fields of formal theory and quantitative empirical methods offer certification only through examination. For fields to be certified by course work, students are required to satisfactorily complete three courses in the field, where courses in the field are determined by the faculty and the DGS, including one in which a research paper is written and presented. The paper must be submitted to review by the instructor of the course for which the paper was written. The department offers exams twice a year, in late August and in early January. Students are expected to pass their comprehensive examinations by August of their second year. Each examination is based on a reading list compiled by the faculty within the field and updated each year. Each list offers an introduction and framework for study in the field and preparation for the examination. A committee of faculty within the field grades the exams as Distinguished, Satisfactory, or Unsatisfactory.

In order to be admitted to candidacy for the Ph.D. degree, the student must have a prospectus approved by a dissertation director and two other members of the faculty. This must occur by no later than May 1 of the student’s third year of study.

Students are admitted to candidacy by the end of the third year, but only after completion of all requirements, including the Introduction to the Study of Politics course, Research and Writing, the necessary field distributions and certifications, and approval of the dissertation prospectus.

Those who successfully complete the Ph.D. in Political Science will often join the faculties of colleges and universities. For that reason, learning what is involved in teaching and gaining teaching experience are also essential and central components of graduate education. The department normally expects students to devote themselves exclusively to course work and comprehensive examinations in their first two years in the Ph.D. program. Students in Political Science typically teach in their third and fourth years.

During each year in residence, graduate students are expected to participate actively and regularly in one or more of the many research workshops run by the department. Students beyond their fourth term are required to enroll in at least one of the workshops for credit, and all workshops are graded on a Satisfactory/Unsatisfactory basis. All students are expected to present a research paper of their own at one of these workshops before the end of their fourth year. Workshop participation does not count toward the requirement of sixteen term courses.

The Graduate School offers a combined degree in Political Science and African American Studies. For details, see the entry under African American Studies in this publication. Students may also pursue a joint degree with the Law School.

Master’s Degrees

M.Phil. The academic requirements for the M.Phil. degree are the same as for the Ph.D. degree except for the completion of the dissertation.

M.A. (en route to the Ph.D.) The M.A. degree is awarded upon completion of a full year of course work in the program (i.e., at least eight term courses) with an average of High Pass or better. The courses must include one each in at least three of the department’s substantive fields. A graduate-level course in statistical analysis is also required for the M.A. degree. Language requirements are the same as for the Ph.D. degree.

Program materials are available upon request to the Director of Graduate Studies, Department of Political Science, Yale University, PO Box 208301, New Haven CT 06520-8301.

Courses

Empirical Analysis and Research Methodology

PLSC 500a, Statistics Daniel Butler

The goal of the course is to introduce basic statistical theory and techniques for Political Science graduate students. The first part of the course covers probability theory, and the second part is devoted to estimation and inference, including an introduction to the classic multiple linear regression framework. Although emphasis is on the development of the relevant theory and statistical concepts, a series of applications and examples is considered on a variety of political science problems, such as turnout, crime, elections, party systems. WF 9–10:15

PLSC 503b, Quantitative Methods Ana De La O Torres

The course provides an extensive treatment of the linear regression model. It covers a wide array of regression techniques, including those that address problems of measurement error, reciprocal causation, and nonlinearities. Time series and pooled time-series-cross-sectional models are also covered. The aim is to make students intelligent consumers of published quantitative research and to prepare them to conduct original research in political science. The course assumes that students have command of the material covered in PLSC 500a, including basic knowledge of probability and linear regression. Matrix algebra and calculus are helpful but not essential. MW 9–10:15

PLSC 504a, Advanced Quantitative Methods Donald Green

The course covers a wide range of topics in quantitative methodology. The recurrent theme is the challenge of drawing secure causal inferences from data. Topics covered include matching estimators, differences-in-differences estimators, instrumental variable methods, and regression discontinuity analysis. We also introduce maximum likelihood estimation and an array of linear and nonlinear regression applications such as dichotomous and polychotomous response models, models for censored and truncated data, sample selection models, duration models, and models for count data. The broader aim of the course is to provide students with the statistical background necessary to read and conduct quantitative research. The course assumes students have command of the material covered in PLSC 500a and PLSC 503b, including basic probability theory, matrix algebra, and the linear regression model.

PLSC 505a/SOCY 508a, Qualitative Field Research Elisabeth Wood

In this seminar we discuss and practice qualitative field research methods. The course covers the basic techniques for collecting, interpreting, and analyzing ethnographic data, with an emphasis on the core ethnographic techniques of participant observation and in-depth interviewing. All participants carry out a local research project. Permission of the instructor required for undergraduates. T 3:30–5:20

PLSC 508b, Causal Inference and Research Design Thad Dunning

This new class exposes advanced graduate students to cutting-edge empirical projects that use strong identification strategies and/or fieldwork to study topics in comparative politics, political economy, international relations, American politics, and other fields. The class features six or seven presentations by visiting speakers (mainly faculty at other universities), who present their research projects. Students engage presenters not just on the data and findings but also on the nuts and bolts of actually doing the work, e.g., the research design process, question selection, identification strategies, measurement decisions, and the role of various qualitative methods. Outside speakers are encouraged to share data in advance so that students can replicate results. When visiting speakers are not present (roughly every other week), lectures and discussions focus on selected methodological topics. Special emphasis is placed on the merger of quantitative and qualitative methods and the use of research design to facilitate causal inference. Prerequisite: students should normally have completed PLSC 500a, 503b, and 504a before taking this course, though exceptions are allowed in consultation with the instructor. TH 3:30–5:20

PLSC 510a, Introduction to the Study of Politics Ana De La O Torres

The course introduces students to some of the major controversies in political science. We focus on the five substantive themes that make up the Yale Initiative: Order, Conflict, and Violence; Representation and Popular Rule; Crafting and Operating Institutions; Identities, Affiliations, and Allegiances; and Distributive Politics. We divide our time between discussing readings on these subjects and conversations with different members of the faculty who specialize in them. There is also some attention to methodological controversies within the discipline. Requirements: an annotated bibliography of one of the substantive themes and a take-home final exam. M 9:25–11:15

PLSC 512bu, Experimental Methods in Political Science Alan Gerber

An introduction to experimental methods as they can be used to study politics. Exploration of strengths and weaknesses of experimental and nonexperimental studies. Applications include the effects of television advertising, formation of political attitudes, and causes of voter turnout. Students participate in the design and implementation of an experiment. Knowledge of introductory statistics helpful but not required. M 3:30–5:20

PLSC 517a, Fundamentals of Modeling John Roemer

The course is an introduction to techniques of microeconomic modeling, as applied to problems in political economy and political science. The level is that of a sophisticated course in intermediate microeconomics. Topics include preferences, utility functions, Pareto efficiency, competitive economic equilibrium, the first theorem of welfare economics, Hotelling-Downs political equilibrium, Nash equilibrium, Wittman-Nash political equilibrium, Nash bargaining, Arrow’s theorem and social welfare functions, and distributive justice. Prerequisites: differential calculus and/or the Political Science Math Camp. Microeconomics at the intermediate level is helpful but not mandatory. W 1:30–3:20

PLSC 518b, Fundamentals of Modeling II Seok-ju Cho

Building upon Fundamentals of Modeling I, the course offers a rigorous introduction to noncooperative game theory. The goal of the course is to help students understand the key concepts and ideas in game theory and to provide students with a road map for applying game theoretic tools to their own research. Topics include strategic form games, extensive form games, and Bayesian games, among others. Students are assumed to have mathematical knowledge at the level of the Political Science Math Camp and to have taken Fundamentals of Modeling I or its equivalent. TH 9:25–11:15

PLSC 522a/SOCY 503au, Historical Approaches to the Study of Politics Sigrun Kahl

Provides an overview of the how-to, and the payoff, of a historical approach to the study of politics. Covers a wide range of topics, from the classics of political science and sociology up to recent comparative historical work. M 3:30–5:20

PLSC 540, Research and Writing Andrew March, Kenneth Scheve

This is a required course for all second-year students. It meets for the first six weeks of the fall term and the first six weeks of the spring term. The fall meetings are devoted to discussion of research design as well as individual student projects. The spring meetings are devoted to discussion of drafts of student papers. The work of the spring-term seminar includes criticism of the organization, arguments, data evaluation, and writing in each student’s paper by the instructors and the other students. Using this criticism, and under the supervision of the instructors, each student conducts additional research, if necessary, rewrites the paper as required, and prepares a final paper representing the best work of which the student is capable. Students must submit a one-page outline of the proposed project for the first fall-term meeting and a complete draft of the paper at the first meeting in the spring. M 9:25–11:15

Political Theory

PLSC 572au, Non-Domination as a Political Ideal Ian Shapiro

An exploration of the ideal of non-domination as it operates in political theory and argument. Authors discussed include Aristotle, Machiavelli, Nietzsche, Weber, Gaventa, Foucault, Adorno, Habermas, Sen, Walzer, Young, Skinner, Pettit, and the instructor. M 3:30–5:20

PLSC 587au, The People Paulina Ochoa Espejo

In a democracy, the people rule, but who constitutes “the people” and what does it mean for them “to rule”? In fact, what is “A People”? This course examines the concept of the people in the history of political philosophy and in contemporary theories of liberalism, democracy, and popular sovereignty. Specifically, we consider the problem of how to constitute the demos in a liberal democratic state, and how this problem relates to debates on the legitimacy of rule, nationalism, cosmopolitanism, immigration, and populism. M 3:30–5:20

PLSC 604au, European Political Thought from Weber to Derrida Seyla Benhabib

A survey of major themes in twentieth-century continental political thought. Topics include reason and rationalization in modernity; legality, legitimacy, and sovereignty; decline of the public sphere; origins of totalitarianism; and communicative ethics and the inclusion of the “other” in the new Europe. Readings from Max Weber, the Frankfurt school, and Walter Benjamin. TTH 2:30–3:20

PLSC 606a/CPLT 714a/PHIL 701a, From Weber to Derrida Seyla Benhabib

PLSC 632b/LAW 21676, Persuasion and Politics Bryan Garsten, Paul Kahn, Eugene Garver

A study of select philosophical writings from the history of political thought on the topic of persuasive speech and how it fits into different sorts of political systems, touching on questions about the nature of practical judgment, the roots and character of liberal theory, and the relations between religious, political, and philosophical modes of thinking and argument. Texts to include works by Aristotle, Spinoza, and Hobbes as well as recent books grappling with these issues. Seeking an interdisciplinary approach, the instructors include professors of law, political science, and philosophy. Requirements: class participation, occasional short responses to the readings, and a final paper. Follows Law School academic calendar. T 4:10–6

PLSC 639a, Advanced Topics in Ancient Political Philosophy Bryan Garsten, Steven Smith

A graduate-level discussion of select texts in the history of Western political philosophy from Thucydides through the Renaissance. We discuss major existing debates about the interpretation and relevance of each author that we study, and consider their later appropriation as well as analyzing their arguments in depth. The course runs concurrently with the lecture course Modern Political Philosophy, and students are encouraged to attend the lectures. The authors covered in both courses are the same.

PLSC 640b, Advanced Topics in Modern Political Philosophy Bryan Garsten, Steven Smith

A graduate-level discussion of select texts in the history of Western political philosophy from Machiavelli through the twentieth century. We discuss major existing debates about the interpretation and relevance of each author that we study, and consider their later appropriation as well as analyzing their arguments in depth. The course runs concurrently with the lecture course Ancient Political Philosophy, and students are encouraged to attend the lectures. The authors covered in both courses are the same.

International Relations

PLSC 594b/HPA 599b/INRL 524b/LAW 21595/PHIL 707b, Global Health Ethics, Politics, and Economics Thomas Pogge, Jennifer Ruger

PLSC 651bu, The Balance of Power: Theory and Practice Nuno Monteiro

The seminar explores the role of the balance of power in the theory and practice of international relations. We cover the development of different theoretical views on the balance of power as well as the history of the international balance of power since the turn of the twentieth century. The emphasis is analytic rather than historical; we therefore focus on what the balance of power can highlight on recent, post-Cold War events and trends. By the end of the course, students should be conversant with the theoretical aspects of balance-of-power scholarship and also have a broad picture of the historical development of the rise and fall of great powers in the last hundred years. MW 4:30–5:20

PLSC 655au, Nationalism and Identity Keith Darden

Exploration of the formation of national identity and the expression of nationalist sentiments through ethnic parties, autonomy movements, resistance to occupation, and warfare. Particular focus on Europe and post-Soviet Eurasia.

PLSC 658au, International Institutions Nikolay Marinov

The role of international institutions in structuring cooperation between nations. Emphasis is both theoretical—on the theory of cooperation—and empirical, with examples drawn from the post-WWII world order. M 1:30–3:20

PLSC 660au, Religion and War Vivek Sharma

This seminar is intended for graduate students and a select few undergraduates interested in exploring problems of religion and war in a broad comparative historical framework with perspectives from history, political science, and sociology.

PLSC 662au/INRL 592a/MGT 586a, Strategy, Technology, and War Paul Bracken

PLSC 667bu, The Causes of War Keith Darden

Examination of classical and contemporary theories of the causes of war. Consideration of historical cases that spawned such theories, including the Peloponnesian War, the Thirty Years’ War, and World Wars I and II.

PLSC 668au, International Dimensions of Democratization Nikolay Marinov

The current wave of democratizations around the world leads us to investigate the role played by international factors such as socialization, coercion, emulation. The main question of interest is how much democratic processes can be affected from the outside. M 3:30–5:20

PLSC 674bu, Military Power Nuno Monteiro

The seminar explores the foundations, applications, evolution, and limits of military power. We read the main foundational text on the topic—Clausewitz’s On War—and pair it with contemporary readings that complement it on the several aspects referred above. By the end of the course, students should have a general grasp of the main questions pertaining to the use of military power and its relation to international and domestic politics. T 3:30–5:20

PLSC 679b, International Relations Field Seminar Nicholas Sambanis

The course examines theories of international relations and evaluates empirical evidence in favor of or against those theories. The course surveys the main theoretical traditions in international relations and considers how empirical methods can be used to identify causation in the international relations field. Students acquire broad familiarity with the diverse literature in this field, learn to identify opportunities for new research, and apply rigorous methodology to evaluate theoretical claims. The course is designed for students who plan to pursue doctoral-level research in international relations and want to pass the Ph.D. qualifying exam in the field. T 1:30–3:20

PLSC 683bu, Europe, the United States, and the Iraq Crisis Jolyon Howorth

Examination of the contrasting relations between the main European powers and the United States in their approaches to Iraq, in order to understand the divisions that attended the 2003 War and subsequent transfer of sovereignty. Topics include the Iran-Iraq War (1980–88), the first Persian Gulf crisis (1990–91), the sanctions regime (1991–2002), and the problems of peacekeeping and nation-building. M 1:30–3:20

PLSC 715b/HIST 985b/MGT 984b, Studies in Grand Strategies, Part I John Gaddis, Paul Kennedy, Charles Hill

PLSC 716a/HIST 985a/MGT 984a, Studies in Grand Strategies, Part II John Gaddis, Paul Kennedy, Charles Hill

Part II of the two-term linked seminar offered during the calendar year 2010. Research seminar. M 3:30–5:20

Comparative Politics

PLSC 714b/LAW 21042, Corruption, Economic Development, and Democracy Susan Rose-Ackerman

A seminar on the link between political and bureaucratic institutions, on the one hand, and economic development, on the other. A particular focus is the impact of corruption on development and the establishment of democratic government. Enrollment limited to fifteen. T 2:10–4

PLSC 727au/F&ES 853a/INRL 680au/MGT 697a, Capitalism: Success, Crisis, and Reform Douglas Rae

Examination of capitalism as it functions in practice, with extensive use of business cases. The role of capitalism in generating wealth and innovation unprecedented in history. Negative consequences of capitalist development such as radical inequality, disruption of the natural environment, and intermittent social crises. MW 1:30–2:20, 1 HTBA

PLSC 734a,b/SOCY 560a,b, Comparative Research Workshop Sadia Saeed

This workshop is a weekly interdisciplinary seminar dedicated to group discussion of work-in-progress by distinguished visiting scholars, Yale graduate students, and in-house faculty from various social science disciplines. Papers are distributed a week ahead of time and also posted at the Web site of the Center for Comparative Research (www.yale.edu/ccr). Students who take the course for a letter grade are expected to present a paper-in-progress the term that they are enrolled for credit. HTBA

PLSC 736bu, Formal Models of Comparative Politics Thad Dunning

We discuss recent formal models of the determinants of democracy and autocracy, as well as the causes and consequences of electoral rules. The focus throughout is on the substantive insights provided by analytic models of these political phenomena, yet we spend substantial time discussing technical aspects of the models. One goal is to become better consumers and critics as well as producers of formal work and to learn modeling techniques through the study of leading applications. A previous course in game theory (such as Fundamentals of Modeling I or II) and some math background at the level of undergraduate calculus is recommended. W 9:25–11:15

PLSC 741au, Armed Groups and Violence Patterns Elisabeth Wood

Characteristics of armed organizations such as state militaries, police forces, insurgent groups, secessionist movements, and terrorist organizations. The patterns of political violence used by these groups. Readings from political science, history, anthropology, and sociology. W 3:30–5:20

PLSC 756au, The European Union David Cameron

An examination of the origins, development, institutions, contemporary policy-making processes, and challenges facing the European Union. Topics include theories of European integration, the creation of a single internal market, the creation of an Economic and Monetary Union, the several enlargements, the contemporary role of the Union in economic policy, justice and home affairs, and foreign and defense policy, efforts to address the so-called democratic deficit in the Union, and the recent negotiation of a constitutional treaty. T 3:30–5:20

PLSC 758au, Political Parties in the Developing World Tariq Thachil

Political parties are routinely described as ineffective, unresponsive, and corrupt. Yet they are vital players in both democratic and nondemocratic regimes across the globe. Parties are essential for several basic political functions, ranging from representing societal interests, providing political alternatives, mobilizing voting publics, and even maintaining social control. It is thus essential for any serious student of democracy to understand how political parties emerge and function. This course seeks to introduce students to the big questions surrounding parties and party systems, with an emphasis on the non-Western world. It examines how different kinds of parties form, the various ways in which they seek to forge linkages with ordinary citizens, and the effect of their competition on democratic institutions. The readings examine a variety of parties, from those that led independence movements, to those that represent particular ethnic groups or religious ideology. Examples are drawn from countries in Latin America, Asia, the Middle East, and sub-Saharan Africa. T 3:30–5:20

PLSC 760au, India and Pakistan: Democracy, Conflict, and Development Steven Wilkinson

Introduction to important ideas and events that shaped the development of South Asia in the nineteenth and twentieth centuries. Focus on the role of key thinkers in grappling with problems and issues that continue to be important today. Topics include coping with ethnic and religious difference, caste, social inequality, the role of government in economy and society, and ways to improve institutions. T 1:30–3:20

PLSC 764b, Civil Wars Stathis Kalyvas

This is a seminar about cutting-edge research on civil wars, violent ethnic conflict, and the dynamics of violence. We read recent and forthcoming work as well as older pieces, and discuss various approaches and methods. Although the readings include some historical material and a few case studies, the emphasis is analytical and theoretical. This seminar also aims to address questions of research design in comparative politics, with a particular emphasis on conceptually ambiguous phenomena and data-poor environments.

PLSC 773au, Identities Ato Kwamena Onoma

The seminar explores the following questions: How are identities formed? How do they evolve over time? How are they deployed in political economic life? Why are some identities more salient than others? T 1:30–3:20

PLSC 777au, Comparative Politics I: Research Design Thad Dunning

This course, the first in the yearlong introduction to the study of comparative politics for Ph.D. students in political science, examines the purpose and methodology of comparative inquiry. Designed to introduce students to the study of comparative politics and to assist students in developing research topics and strategies, the course explores key themes—the origins of political regimes, the building of nations and states, ethnicity and nationalism, collective action, the politics of welfare states, and the logic of institutional change—through the critical reading and discussion of classic and contemporary works. T 9:25–11:15

PLSC 778b, Comparative Politics II Susan Stokes

The second part of a two-part sequence designed to introduce graduate students to the fundamentals of comparative politics, including the major debates, topics, and methods.

PLSC 779a/ANTH 541a/F&ES 836a/HIST 965a, Agrarian Societies: Culture, Society, History, and Development James Scott, Michael McGovern, Kalyanakrishnan Sivaramakrishnan

Political Economy

PLSC 713bu, Political Economy of Taxation Kenneth Scheve

The course examines the politics and economics of taxation in historical and comparative perspective. Why do some countries tax more than others? What determines the capacity of states to tax? What accounts for variation across time and across countries in the types of taxes used to fund the state? What are consequences of tax policy for economic growth and inequality? How do these consequences affect the politics of taxation? What normative theories inform ideas about the fairness of tax regimes? How do these ideas influence the politics of taxation and policy outcomes? The course approaches these questions by examining alternative theoretical approaches and evaluates these theories using historical and contemporary evidence. T 3:30–5:20

PLSC 725a/ECON 790a, Political Economy Marco Battaglini, Mikhail Golosov

Political competition in democracies is party competition. We develop, from the formal viewpoint, theories of party competition in democracies. We develop a theory in which parties (1) compete over several issues, not just one issue as in A. Downes; (2) are uncertain about how citizens respond to platforms; and (3) represent interest groups in the population. Applications, particularly to the theory of income distribution and tax. HTBA

American Politics

PLSC 800a, Introduction to American Politics David Mayhew

An introduction to the analysis of U.S. politics. Approaches given consideration include institutional design and innovation, social capital and civil society, the state, attitudes, ideology, econometrics of elections, rational actors, formal theories of institutions, and transatlantic comparisons. Assigned authors include R. Putnam, T. Skocpol, J. Gerring, J. Zaller, D.R. Kiewiet, L. Bartels, D. Mayhew, K. Poole & H. Rosenthal, G. Cox & M. McCubbins, K. Krehbiel, E. Schickler, and A. Alesina. Students are expected to read and discuss each week’s assignment and, for each of five weeks, to write a three- to five-page analytic paper that deals with a subject addressed or suggested by the reading. T 1:30–3:20

PLSC 801au, Political Preferences and American Political Behavior John Bullock

Introduction to research methods and topics in American politics. Focus on ideas about choice that are useful for the study of politics. Topics include utility theory, heuristics and biases, proximity vs. directional voting, Bayesian updating, retrospective voting, priming and framing, the role of emotion, and the consequences of political ignorance. M 1:30–3:20

PLSC 802b, Collective Action and Choice Alan Gerber

A graduate-level course, open to undergraduates, about the basic issues of collective action and choice (preference aggregation), with a particular focus on issues of American politics. Topics include externalities and public goods provision, social choice theory, models of electoral competition (including “median voter” models, and extensions to those models that incorporate strategic challenger entry, campaign spending, heterogeneity in voter attentiveness, valence dimensions, and primaries, etc.), the effects of different institutional settings (e.g., competitive versus retention elections) on choices, the incumbency advantage, lobbying, and decision-making in small groups (e.g., issues of deliberation). Course work includes reading and writing assignments. The course meets for the first six weeks of the spring term at the time assigned to PLSC 802b and PLSC 803b. M 1:30–3:20

PLSC 803b, American Political Institutions Daniel Butler

A graduate-level course, open to undergraduates, designed to introduce students to research on American political institutions. We examine different explanations for and models of the sources of institutions, discuss their internal organization and governance, and consider the effects of institutions on outcomes of interest. Particular topics include alternatives to institutions, agenda-setting models, influences on bureaucratic decisions, the size of government and state building, congressional organization, the presidency, policy feedback and path dependence, and interest groups. Course work includes reading and writing assignments. While this course builds on material covered in 801a and 802b, it is a stand-alone course without any prior requirements. The course meets for the second six weeks of the spring term at the time assigned to PLSC 802b and PLSC 803b. W 1:30–3:20

PLSC 804b, Empirical Research Strategies in the Study of American Political Behavior and Institutions Donald Green

The aim of the course is to expose students to the challenge of drawing secure causal inferences about political behavior and institutions. We give a close, critical reading to journal articles in various literatures, among them prejudice, political participation, and agenda setting. Students write a research paper in which they identify and estimate an interesting causal relationship.

PLSC 827bu, Politics, Law, and Economics of Affirmative Action Ian Shapiro, Michael Graetz

An exploration of the politics, law, and economics of affirmative action, principally in the United States. M 1:30–3:20

PLSC 828bu, American Political Development Stephen Skowronek

An examination of patterns of political change and institutional development in the United States. The course considers patterns of reform, the political construction of interests and movements, problems of political culture, party-building, and state-building. W 3:30–5:20

PLSC 840b/LAW 21576, The Crisis of Twenty-First-Century Constitutionalism Bruce Ackerman

PLSC 842b/LAW 21046, The Constitution: Philosophy, History, and Law Bruce Ackerman

An inquiry into the foundations of the American Constitution, at its founding and at critical moments in its historical transformation—most notably in response to the Civil War, the Great Depression, and the Civil Rights Movement. Philosophically speaking, do we still live under the Constitution founded by the Federalists, or are we inhabitants of the Second or Third or Nth Republic? Institutionally, in what ways are the patterns of modern American government similar to, and different from, those in post-Revolutionary (1787–1860) and post-Civil War (1868–1932) America? Legally, what is or was the role of constitutional law in the organization of each of these historical regimes? Through asking and answering these questions, the course tries to gain a critical perspective on the effort by the present Supreme Court to create a new constitutional regime for the twenty-first century. HTBA

PLSC 853au, U.S. National Elections David Mayhew, Eitan Hersh

A research seminar centering on presidential and congressional elections. Topics include electoral realignments, current presidential alignments, the electoral college, voter turnout, aggregate House election patterns, House incumbency advantage, challenger quality, career decisions, election laws, House and Senate constituencies, campaign finance, Senate elections, and divided party control. Assigned authors include R. Erikson, E. Tufte, G. Jacobson, A. Abramowitz, M. Fiorina, R. Wolfinger, E. Ladd, G. King, J. Snyder, and B. Grofman. Students are expected to read weekly assignments and write a twenty- to thirty-page research paper. W 1:30–3:20

Research Workshops

PLSC 919, American Politics Workshop John Bullock

The course meets throughout the year in conjunction with the ISPS American Politics Workshop. It serves as a forum for graduate students in American politics to discuss current research in the field as presented by outside speakers and current graduate students. Can be taken as Satisfactory/Unsatisfactory only. W 12–1:30

PLSC 920, Comparative Politics Workshop Stathis Kalyvas

A forum for the presentation of ongoing research by Yale graduate students, Yale faculty, and invited external speakers in a rigorous and critical environment. The workshop’s methodological and substantive range is broad, covering the entire range of comparative politics. There are no formal presentations. Papers are read in advance by participants; a graduate student critically discusses the week’s paper, the presenter responds, and discussion ensues. The workshop faculty director is Stathis Kalyvas (stathis.kalyvas@yale.edu). Detailed information can be found at www.yale.edu/cpworkshop. Can be taken as Satisfactory/Unsatisfactory only. T 12–1:30

PLSC 921, Political Theory Workshop Andrew March

The Political Theory Workshop is an interdisciplinary forum that focuses on theoretical and philosophical approaches to the study of politics. The workshop seeks to engage with (and expose students to) a broad range of current scholarship in political theory and political philosophy, including work in the history of political thought; theoretical investigations of contemporary political phenomena; philosophical analyses of key political concepts; conceptual issues in ethics, law, and public policy; and contributions to normative political theory. The workshop features ongoing research by Yale faculty members, visiting scholars, invited guests, and advanced graduate students. Papers are distributed and read in advance, and discussions are opened by a graduate student commentator. The workshop faculty director is Andrew March (andrew.march@yale.edu). Detailed information can be found at www.yale.edu/isps/seminars/politheo/index.html. Can be taken as Satisfactory/Unsatisfactory only. W 4:15–5:45

PLSC 922, Order, Conflict, and Violence (OCV) Seminar Series Stathis Kalyvas

The OCV seminar series focuses on processes related to the emergence and breakdown of order. The key assumption is that understanding and studying these processes requires better theoretical and empirical foundations and calls for challenging existing disciplinary and methodological divides. The seminar series is, therefore, dedicated to the presentation of cutting-edge work from all social science disciplines and includes the presentation of ongoing research by Yale graduate students. The faculty director is Stathis Kalyvas (stathis.kalyvas@yale.edu) and the coordinator for 2011–2012 is Anne Nguyen. Detailed information can be found at www.yale.edu/macmillan/ocvprogram. Can be taken as Satisfactory/Unsatisfactory only. W 6–8

PLSC 924, Leitner Political Economy Seminar Series Kenneth Scheve, Thad Dunning

The Leitner Political Economy Seminar Series engages research on the interaction between economics and politics as well as research that employs the methods of political economists to study a wide range of social phenomena. The workshop serves as a forum for graduate students and faculty to present their own work and to discuss current research in the field as presented by outside speakers, faculty, and students. The faculty directors are Thad Dunning and Kenneth Scheve. Detailed information can be found at www.yale.edu/leitner/seminars.html. Can be taken as Satisfactory/Unsatisfactory only. M 12–1:30

PLSC 926, International Relations Workshop Nicholas Sambanis

The International Relations Workshop engages work in the fields of international security, international political economy, and international institutions. The forum attracts outside speakers, Yale faculty, and graduate students. It provides a venue to develop ideas, polish work-in-progress, or showcase completed projects. Typically, the speaker would prepare a 35- to 40-minute presentation, followed by a question-and-answer session. The workshop faculty director is Nicholas Sambanis. More information can be found at www.yale.edu/polisci/conferences/ir.html. Can be taken as Satisfactory/Unsatisfactory only. W 12–1:30

PLSC 990, Directed Reading

By arrangement with individual faculty.

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Psychology

Kirtland Hall, 203.432.4500

www.yale.edu/psychology

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

Chair

Susan Nolen-Hoeksema (203.432.0699, susan.nolen-hoeksema@yale.edu)

Director of Graduate Studies

To be announced

Professors Woo-kyoung Ahn, Stephen Anderson (Linguistics), Amy Arnsten (Neurobiology), John Bargh, Sidney Blatt (Psychiatry), Paul Bloom, Thomas Brown, Kelly Brownell, Marvin Chun, Margaret Clark, Ravi Dhar (School of Management), John Dovidio, Carol Fowler (Haskins Laboratories), Robert Frank (Linguistics), Donald Green (Political Science; ISPS), Marcia Johnson, Alan Kazdin, Frank Keil, Marianne LaFrance (Women’s, Gender & Sexuality Studies), Lawrence Marks (Epidemiology & Public Health), Gregory McCarthy, Susan Nolen-Hoeksema, Donald Quinlan (Psychiatry), Peter Salovey, Brian Scholl, Fred Volkmar (Child Study Center), Victor Vroom (School of Management), Allan Wagner, Karen Wynn

Associate Professors Walter Gilliam (Child Study Center), Jeremy Gray, Elena Grigorenko (Child Study Center), Jeannette Ickovics (Epidemiology & Public Health), Joan Kaufman (Psychiatry), Robert Kerns (Veterans Administration Medical Center), Ami Klin (Child Study Center), Linda Mayes (Child Study Center), Nathan Novemsky (School of Management), Maria Piñango (Linguistics), Laurie Santos, Glenn Schafe, Mary Schwab-Stone (Child Study Center), Jane Taylor (Psychiatry)

Assistant Professors June Gruber, Julia Kim-Cohen, Jaime Napier, Kristina Olson

Lecturers Nancy Close, Nelson Donegan, Carla Horwitz, David Klemanski, Kristi Lockhart, Michael Pantalon, Benjamin Toll

Fields of Study

Fields include behavioral neuroscience; clinical psychology; cognitive psychology; developmental psychology; social/personality psychology.

Special Admissions Requirement

The department requires that scores from the GRE General Test accompany an application.

Special Requirements for the Ph.D. Degree

In order to allow each student to be trained in accordance with his or her own interests and career goals, the general requirements of the department are kept to a minimum. The formal requirements are: (1) Course work selected to meet the individual’s objectives with a minimum of three basic-level courses and one course in data analysis. Two of the three required basic-level courses must be in two different areas of psychology outside the student’s main area of concentration. The basic-level course requirement must be completed by the end of the second year. Students must attain an Honors grade in at least two term courses by the end of the second year of study. (2) Nine units of teaching are required in years two through four. (3) Completion of a First-Year Research Paper due by May 1 of the second term. (4) Completion of a predissertation research project, to be initiated not later than the second term and completed not later than May 1 of the second year. Certification of this research project as well as performance in course work and other evidence of scholarly work at a level commensurate with doctoral study, as judged by the faculty, are necessary for continuation beyond the second year. (5) Submission of a dissertation prospectus, and a theme essay that demonstrates the candidate’s comprehensive knowledge and understanding of the area of concentration. Certification of the theme essay completes the qualifying examination. (6) Approval of the dissertation by an advisory committee and the passing of an oral examination on the dissertation and its general scientific implications. The theme essay and the dissertation prospectus are completed during the third year. Students are then formally admitted to Ph.D. candidacy. There are no language requirements.

The faculty considers teaching to be an essential element of the professional preparation of graduate students in Psychology. For this reason participation in the Teaching Fellow Program is a degree requirement for all doctoral students. They are expected to serve as teaching fellows for a total of nine teaching fellow units over the course of the second through fourth years in the program. Opportunities for teaching are matched as closely as possible with students’ academic interests.

Combined Ph.D. Program

A combined Ph.D. degree with African American Studies is available. Students must apply to the African American Studies department with Psychology as the secondary department. Consult departments for details.

Master’s Degrees

M.Phil. The academic requirements for the M.Phil. degree are the same as for the Ph.D. degree except for the submission of a prospectus, a dissertation area review, and the completion and defense of a dissertation, which define the Ph.D.

M.S. (en route to the Ph.D.) The M.S. degree is awarded upon satisfactory completion of the second year of the program leading to the Ph.D. degree and also of the departmental predissertation research requirement.

Program materials are available online at www.yale.edu/psychology.

Courses

[PSYC 501b, Social Cognitive Development]

[PSYC 504au, Neurobiology of Emotion]

[PSYC 505a, Stereotyping and Prejudice]

[PSYC 506b/LING 540bu, Computational Models in Cognitive Science]

[PSYC 509a, Social Cognition]

[PSYC 510bu, Thinking]

[PSYC 511b, Cognitive Development]

[PSYC 514au, Topics in Infant Studies]

PSYC 518a, Multivariate Statistics John Dovidio

Introduction to the analysis of quantitative data from experiments—primarily the analysis of variance and contrast analyses. Some coverage of correlation and regression. Required of first-year students except with instructor’s permission. MWTH 1:30–2:20

[PSYC 521bu, Multivariate Statistics with Observable Variables]

[PSYC 522au, Mapping the Human Brain]

PSYC 523a, Cognitive Neuroscience Jeremy Gray

MW 1–2:15

PSYC 526au, Research Methods in Human Neuroscience Gregory McCarthy

This laboratory course provides students with experience in the major methods used in human neuroscience research. The focus is on functional magnetic resonance imaging, electroencephalography, and evoked potentials. Psychophysiological techniques such as the measurement of skin conductance are also covered, but in less detail. Students acquire a firm understanding of each technique, and design experiments, acquire data, and perform analyses. The course makes extensive use of MATLAB. F 12–4

PSYC 531au, Psychopharmacology Thomas Brown

The purpose of this course is to provide an overview of pharmacological principles and the properties of psychoactive drugs. Background is furnished on neuroanatomy and neurophysiology. Topics include therapies for neurological and psychiatric disorders as well as drugs of abuse. Special attention is paid to the molecular, cellular, and physiological mechanisms of drug effects. TTH 2:30–3:45

[PSYC 534a, Research Methods in Clinical Psychology]

[PSYC 539b, Advanced Psychopathology]

[PSYC 541a, Research Methods in Psychology]

PSYC 543a, Motivation John Bargh

Classic and contemporary approaches to human motivation are reviewed and discussed in seminar format. Emphasis is on modern cognitive and neuroscience approaches to motivational dynamics, as well as the relations and interplay between motivation and other basic mental systems such as affect, emotion, and social perception. W 2:30–3:45

PSYC 544b, Computational Neuroscience Xiao-Jing Wang

HTBA

PSYC 553a/MGMT 753a, Behavioral Decision Making I Nathan Novemsky, Ravi Dhar, Joseph Simmons

The seminar examines research on the psychology of decision making, focusing on judgment. Although the normative issue of how decisions should be made is relevant, the descriptive issue of how decisions are made is the main focus of the course. Topics of discussion include judgment heuristics and biases, confidence and calibration, issues of well-being including predictions and experiences, regret and counterfactuals. The goal of the seminar is threefold: to foster a critical appreciation of existing knowledge in behavioral decision theory, to develop the students’ skills in identifying and testing interesting research ideas, and to explore research opportunities for adding to that knowledge. Students generally enroll from a variety of disciplines including cognitive and social psychology, behavioral economics, finance, marketing, political science, medicine, and public health.

PSYC 556bu, Developmental Psychopathology Julia Kim-Cohen

The course provides an overview of the theoretical and empirical literature in the field of developmental psychopathology. Psychopathology is studied as a series of models of atypical development that can elucidate underlying mechanisms of stability and change. Although emphasis is placed on the causes and correlates of child and adolescent psychopathology, continuities and discontinuities in psychopathology across the lifespan are also covered. Readings include epidemiological, experimental, neurobiological, psychosocial, and ecological perspectives. Theoretical, methodological, and clinical implications of empirical findings are discussed. T 2:30–4:20

PSYC 557a, Social and Emotional Relationships Margaret Clark

The course focuses on determinants of initial attraction and interpersonal processes that serve to promote and detract from high-quality relationships, together with individual differences and how they relate to those processes. Initial sessions focus on ways of conceptualizing attraction and relationships. The remaining sessions (constituting the bulk of the course) are organized around the theories that have organized the empirical research in this field including evolutionary approaches, interdependence theory, attachment theory, and self-evaluation maintenance theory. Grades are based on participation in the seminar and on three written assignments linked to the material covered in each third of the class. Each assignment can take the form either of answering a set of distributed questions that require knowledge of the material covered but also require going beyond that material to explore some implications of the work, or proposing a specific study relating to the material covered but also going beyond that material in some way. T 9:25–11:15

[PSYC 575bu, Brain and Behavior]

PSYC 582b/NBIO 582b/NSCI 582b/PHYS 582b, Introduction to Computational Neuroscience Xiao-Jing Wang

[PSYC 607bu, Cognitive Science of Causality]

PSYC 608bu, Cognitive Science of Ignorance Frank Keil

Examination of how adults and children make sense of the artificial and natural world with incomplete knowledge and understanding. Topics include: awareness of one’s knowledge limits, mistakes in understanding, gullibility and cynicism, deference, the division of cognitive labor, knowledge management, and science literacy. M 1:30–3:20

[PSYC 610au, The Modern Unconscious]

[PSYC 611bu, What We Eat and Why]

[PSYC 613au, Mind, Brain, and Society]

[PSYC 615a, Psychology, Psychotherapy, History, Systems, and Practice]

[PSYC 618au, The Social Brain]

[PSYC 619au, Food Policy and Science]

[PSYC 621bu, Cognitive Science of Pleasure]

[PSYC 623bu, Cognitive Science of Good and Evil]

[PSYC 624bu, The Psychology of Legitimacy]

[PSYC 625bu, Social Perception]

PSYC 627a, Topics in Infant Studies Karen Wynn

The course investigates selected advanced topics in infant cognitive, social, and/or emotional development. The topic varies from year to year. Some examples are: infants’ concept of object, concept of number, early social cognition, and early emotional development. TH 2:30–4:20

[PSYC 632bu, Food and the Brain]

PSYC 648b/NSCI 648b, Cellular Analysis of Learning and Memory: Vertebrate Model Systems Glenn Schafe

[PSYC 650au/LING 660au, Topics in Syntax: The Mental Lexicon]

[PSYC 654bu, Sensory Information Processing]

PSYC 657a/CDE 505a, Social and Behavioral Foundations of Health Jeannette Ickovics

The course provides students with an introduction to social and behavioral science issues that influence patterns of health and health care delivery. The focus is on the integration of biomedical, social, psychological, and behavioral factors that must be taken into consideration when public health initiatives are developed and implemented. The course emphasizes the integration of research from the social and behavioral sciences with epidemiology and biomedical sciences. T 1–2:50

PSYC 664a/CDE 531a, Health and Aging Becca Levy

Since 1900 the number of individuals aged sixty-five and older has tripled and life expectancy has increased by about thirty years. The course examines some of the health issues related to this growing segment of the population. Class discussions address such questions as: How does the aging process differ between cultures? What kinds of interventions can best reduce morbidity in old age? How can health policy adapt to the aging populations? The course integrates psychosocial and biomedical approaches.

PSYC 670b, Personality and Individual Differences Michael Pantalon

We focus on the second level of study described in this well-known quote: “Every person is in certain respects (a) like all other people, (b) like some other people, (c) like no other person” (H. A. Murray and C. Kluckhohn, 1953). Particular emphasis is placed on personality, or a person’s dynamic and unique set of characteristics that influence what he/she does, thinks, and feels. We seek to distinguish an individual differences approach to psychology from the more common study of group effects (e.g., randomized controlled trials of the effectiveness of psychotherapy) by emphasizing dimensions shared by all individuals but upon which individuals differ. TH 9:25–11:15

PSYC 684a, Introduction to Psychotherapy: Technique Faculty

Introduction to basic clinical skills and clinical issues. Topics for discussion include developing a therapeutic relationship, barriers to effective communication, strategies for managing resistance, and developing a professional identity. Class format includes informal discussion, assigned readings, and student case presentations. Prerequisite: permission of the instructor. Enrollment limited to fifteen. HTBA

PSYC 684b, Introduction to Psychotherapy: Technique Faculty

The focus of the seminar is on formulating and conceptualizing psychological problems from a cognitive-behavioral perspective. Special consideration is paid to individual and cultural diversity in conceptualizing cases and planning treatment. Also discussed are ways in which cognitive-behavioral perspectives can be integrated with other theoretical orientations (e.g., interpersonal theory, experiential therapy). HTBA

PSYC 689a, Psychopathology and Diagnostic Assessment David Klemanski

Didactic practicum for first-year clinical students. Main emphasis is initial assessment. Treatment planning and evaluation of progress also covered. Students first observe and then perform initial interviews. Applicable ethics and local laws reviewed. HTBA

PSYC 690b, Ethics and Clinical Practice: Legislation and Diversity Issues David Klemanski

Introduction to ethical and legal guidelines for clinical practice. In addition, supervision on diagnostic interview using the Structured Clinical Interview for DSM-IV is provided. HTBA

PSYC 702, Current Work in Cognition Marcia Johnson

A weekly seminar in which students, staff, and guests report on their research in cognition and information processing. T 11:35–12:50

PSYC 704, Current Work in Behavioral Neuroscience Thomas Brown

An informal student/faculty seminar in which each participant chooses, lays groundwork for, and presents some current work in behavioral neuroscience. Currently emphasizes the psychobiology of learning, but involves a variety of research approaches, designs, and methods. F 12–1:15

PSYC 708, Current Work in Developmental Psychology Faculty

A luncheon meeting of the faculty and graduate students in developmental psychology for reports of current research and discussion on topics of general interest. W 11:35–12:50

PSYC 710, Current Work in Social Psychology and Personality Faculty

Faculty and students in personality/social psychology meet during lunchtime to hear about and discuss the work of a local or visiting speaker. M 11:35–12:50

PSYC 711, Current Work in Child Development and Social Policy Walter Gilliam, Edward Zigler, Sandra Bishop-Josef

A series of lectures by guest speakers from academia, various levels of government, community organizations, service agencies, the business world, and the media. Speakers discuss their work and its social policy implications. Topics may include early childhood education, child care, intervention programs for children and families, education reform, mental health, child and family policies, research at the intersection of psychology and social policy, and media presentation of child and family issues, among others. F 10:35–12:25

PSYC 720, Current Work in Clinical Psychology Kelly Brownell

Basic and applied current research in clinical and community psychology is presented by faculty, visiting scientists, and graduate students, and examined in terms of theory, methodology, and ethical and professional implications. TH 11:35–12:50

PSYC 721, Research Topics in Infant Cognition Karen Wynn

Investigation of various topics in infant cognition: early mechanisms for representing and reasoning about number; infants’ ability to represent time; early object knowledge; foundations of intentional understanding. Prerequisite: permission of the instructor. HTBA

PSYC 722, Research Topics in Food, Nutrition, and Obesity Kelly Brownell

In-depth discussion and analysis of current research topics on bulimia, anorexia nervosa, and obesity. Topics include, but are not limited to, physiology, cultural influences, treatment studies, body image, binge eating, and epidemiology. HTBA

PSYC 723, Research Topics in Child and Adolescent Therapy Alan Kazdin

The course focuses on the development and execution of research related to child and adolescent treatment, and the factors with which clinical dysfunction and therapeutic change are associated.

PSYC 725, Research Topics in Human Neuroscience Gregory McCarthy

Discussion of current and advanced topics in the analysis and interpretation of human neuroimaging and neurophysiology. HTBA

PSYC 726, Research Topics in Mood Regulation and Mental Health Susan Nolen-Hoeksema

We discuss a range of topics related to mood regulation and psychological disorders, including models of depression, anxiety, and related disorders. We also discuss how gender impacts vulnerability to emotional problems, and how gender-related factors may serve to protect against certain types of psychopathology. HTBA

PSYC 729, Research Topics in Language and Cognition Paul Bloom

Seminar focusing on ongoing research projects in language, cognition, and development. Prerequisite: permission of the instructor. HTBA

PSYC 731, Research Topics in Cognition and Development Frank Keil

A weekly seminar discussing research topics concerning cognition and development. Primary focus on high-level cognition, including such issues as the nature of intuitive or folk theories, conceptual change, relations between word meaning and conceptual structure, understandings of divisions of cognitive labor, and reasoning about causal patterns. HTBA

PSYC 732, Research Topics in Visual Cognitive Neuroscience Marvin Chun

Examines current research in visual cognitive neuroscience, including discussion of proposed and ongoing research projects. Topics include visual attention, perception, memory, and contextual learning. HTBA

PSYC 735, Research Topics in Thinking and Reasoning Woo-kyoung Ahn

In this lab students explore how people learn and represent concepts. Weekly discussions include proposed and ongoing research projects. Some topics include computational models of concept acquisition, levels of concepts, natural kinds and artifacts, and applications of some of the issues. HTBA

PSYC 736, Research Topics in Stereotyping and Prejudice John Dovidio

Explores the nature of prejudice in its traditional and contemporary forms. Although the emphasis is on the causes and consequences of racial bias in the United States, the dynamics of intergroup relations are considered more broadly as well. Emphasis is on developing critical thinking, reading, and research skills to test ideas relevant to understanding and combating stereotyping, prejudice, and discrimination. HTBA

PSYC 739, Research Topics in Autism and Related Disorders Fred Volkmar, Ami Klin

Focus on research approaches in the study of autism and related conditions including both psychological and neurobiological processes. The seminar emphasizes the importance of understanding mechanisms in the developmental psychopathology of autism and related conditions. F 9–10

PSYC 741, Research Topics in Emotion and Relationships Margaret Clark

Members of this laboratory read, discuss, and critique current theoretical and empirical articles on relationships and on emotion (especially those relevant to the functions emotions serve within relationships). In addition, ongoing research on these topics is discussed along with designs for future research. HTBA

PSYC 747, Research Topics in Affective Neuroscience Glenn Schafe

This laboratory course studies the neurobiological substrates of emotion, with particular emphasis on Pavlovian fear conditioning. We cover the current literature in fear conditioning, ranging from studies that emphasize the behavior/systems level of analysis to those that emphasize the cellular and/or molecular. HTBA

PSYC 748, Research Topics in Emotion and Cognitive Control Jeremy Gray

The course covers (1) research in emotion and cognitive control and (2) science communication skills. For research, the emphasis is on the design, conduct, and analysis of behavioral and fMRI studies, emphasizing individual differences. Once a month, we have a session on science communication skills, with topics chosen by students to meet their interests and needs (spoken research presentations, persuasive communication, graph design, Web design, and so on). Students may enroll in the course and attend only the science communication skills component. HTBA

PSYC 749, Research Topics in Memory Marcia Johnson

Examines current research on cognition and memory, including discussion of proposed and ongoing research projects. Topics include issues in design, analysis, and interpretation of empirical studies exploring human memory.

PSYC 750/C&MP 750, Research Topics in the Neurobiology of Learning and Memory Thomas Brown

PSYC 766, Research Topics in Perception and Cognition Brian Scholl

Seminar-style discussion of recent research in perception and cognition, covering both recent studies from the literature and the ongoing research in the Yale Perception and Cognition Laboratory. HTBA

PSYC 767, Research Topics in Emotion, Health, and Social Behavior Peter Salovey

A forum for graduate students conducting research in the Health, Emotion, and Behavior Laboratory. HTBA

PSYC 771, Research Topics in Nonconscious Processes John Bargh

The lab group focuses on nonconscious influences of motivation, attitudes, social power, and social representations (e.g., stereotypes) as they impact on interpersonal behavior, as well as the development and maintenance of close relationships. HTBA

PSYC 775, Research Topics in Animal Cognition Laurie Santos

Investigation of various topics in animal cognition, including what nonhuman primates know about tools and foods; how nonhuman primates represent objects and number; whether nonhuman primates possess a theory of mind. Prerequisite: permission of the instructor. HTBA

PSYC 777, Research Topics in Gender and Psychology Marianne LaFrance

The “Gender Lab” meets weekly to consider research being done in the department that bears on some gender-related issue. HTBA

PSYC 801, Clinical Internship (Child) Faculty

Advanced training in clinical psychology with children. Adapted to meet individual needs with location at a suitable APA-approved internship setting.

PSYC 802, Clinical Internship (Adult) Faculty

Advanced training in clinical psychology with adults. Adapted to meet individual needs with location at a suitable APA-approved internship setting.

PSYC 806, Practicum in Childhood Intervention Faculty

Advanced supervised work in settings where child and family policies are developed and/or implemented. Adapted to meet individual needs with location at suitable sites.

PSYC 808, Practicum in Child Psychology Faculty

The Yale Child Study Center offers a yearlong practicum, which includes assessment of children, psychotherapy, team meetings, supervision, and didactic experiences.

PSYC 809, Practicum in Assessment of School-Aged Children Faculty

Students gain practical experience in testing with children.

PSYC 810, Practicum in Developmental Assessment Linda Mayes

Practicum in early childhood screening and assessment of infants and toddlers at high risk for social adaptive and emotional developmental problems.

PSYC 811, Anxiety Disorders Practicum Faculty

Discussion of current topics in psychopathology and treatment of anxiety disorders. Group supervision of therapy cases involving OCD, panic, social phobia.

PSYC 812, Conduct Problem Practicum Alan Kazdin

Provides training in the diagnosis, assessment, and treatment of aggressive and antisocial children and their families. Prerequisite: permission of the instructor.

PSYC 813, Eating and Weight Disorders Practicum Kelly Brownell, Marlene Schwartz

Practical work for graduate students in clinical psychology on therapeutic interventions for eating and weight disorders. Assessment, diagnosis, and treatment are covered.

PSYC 815, Mood Disorders Practicum David Klemanski

Supervised practicum in the assessment and treatment of mood disorders, with an emphasis on cognitive-behavioral perspectives. HTBA

PSYC 816b, Practicum in Developmental Disabilities and Developmental Assessment Fred Volkmar, Ami Klin

An introduction to approaches in developmental assessment in infants and young children (under age five years) with a range of developmental difficulties. Students observe and/or participate in developmental assessments. Students are exposed to a range of assessment instruments including developmental tests, speech-communication assessments, and psychiatric diagnostic instruments appropriate to this age group. Prerequisite: permission of the instructor. HTBA

PSYC 817, Other Clinical Practica Faculty

For credit under this course number, clinical students register for practicum experiences other than those listed elsewhere in clinical psychology, so that transcripts reflect accurately the various practicum experiences completed.

PSYC 883, Practicum in Clinical Assessment Donald Quinlan

Supervised psychological assessment using measures of intellectual functioning, projective testing, and neuropsychological testing with patients.

PSYC 923, Individual Study: Theme Essay

By arrangement with faculty.

PSYC 925, Individual Tutorial

By arrangement with faculty and approval of director of graduate studies.

PSYC 930, Predissertation Research

By arrangement with faculty.

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Religious Studies

451 College Street, 203.432.0828

www.yale.edu/religiousstudies

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

Chair

Christine Hayes

Director of Graduate Studies

Dale Martin

Professors Harold Attridge (Divinity), Gerhard Böwering, Robert Brody (Visiting), Jon Butler, Adela Collins (Divinity), John J. Collins (Divinity), John Darnell (Near Eastern Languages & Civilizations), Stephen Davis, Carlos Eire, Steven Fraade, Bruce Gordon (Divinity), Philip Gorski (Sociology), Phyllis Granoff, Frank Griffel, John Hare (Divinity), Christine Hayes, Jennifer Herdt (Divinity), Paula Hyman, Bentley Layton, Ivan Marcus, Dale Martin, Harry Stout, Emilie Townes (Divinity), Denys Turner, Miroslav Volf (Divinity), Robert Wilson

Associate Professors Shannon Craigo-Snell, Hindy Najman, Carolyn Sharp (Divinity)

Assistant Professors Zareena Grewal (American Studies), Willis Jenkins (Divinity), Kathryn Lofton, Andrew Quintman, Eliyahu Stern, Tisa Wenger (Divinity)

Senior Lecturers Koichi Shinohara, David H. Smith (Political Science)

Lecturers Hugh Flick, Jr., John Grim (Visiting), Jonathan Kaplan, Margaret Olin, George Syrimis, Mary Evelyn Tucker (Visiting), Blake Wentworth (South Asian Studies)

Fields of Study

Students must enroll in one of the following fields of study: American Religious History, Asian Religions, Hebrew Bible/Old Testament, History of Ancient Christianity, Islamic Studies, Judaic Studies, New Testament, Religious Ethics, Theology, and Philosophy of Religion.

Special Admissions Requirement

The department requires the scores of the GRE General Test and previous study in areas relevant to the chosen field of study, including ancient languages where applicable.

Special Requirements for the Ph.D. Degree

Twelve term courses must be completed, in which the Graduate School Honors requirement must be met. Proficiency in two modern scholarly languages, normally French and German, must be shown, one before the end of the first year, the other before the beginning of the third; this may be done by passing an examination administered by the department, by accreditation from a Yale Summer School course designed for this purpose, or by a grade of A or B in one of Yale’s intermediate language courses. Mastery of the languages needed in one’s chosen field (e.g., Chinese, Hebrew, Greek, Japanese) is also required in certain fields of study. A set of four qualifying examinations is designed for each student, following guidelines and criteria set by each field of study; these are normally completed in the third year. The dissertation prospectus must be approved by a colloquium, and the completed dissertation by a committee of readers and the departmental faculty. Upon completion of all predissertation requirements, including the prospectus, students are admitted to candidacy for the Ph.D. This is expected before the seventh term in American Religious History, Philosophy of Religion, Religious Ethics, and Theology; before the eighth term in other fields. Students begin writing their dissertation in the fourth year and normally will have finished by the end of the sixth. There is no oral examination on the dissertation.

In the Department of Religious Studies, the faculty considers learning to teach to be an important and integral component of the professional training of its graduate students. Students are therefore required to teach as teaching fellows for at least two years during their graduate programs. Such teaching normally takes place during their third and fourth years, unless other arrangements are approved by the director of graduate studies.

A combined Ph.D. degree is available with African American Studies. Consult department for details.

Master’s Degrees

M.Phil. and M.A. (both en route to the Ph.D.) See Degree Requirements under Policies and Regulations. Additionally, students in Religious Studies are eligible to pursue a supplemental M.Phil. degree in Medieval Studies. For further details, see Medieval Studies.

Prospective students must apply in one of the ten fields of study, and when requesting information they should specify their particular field of interest. Program materials are available upon request to the Registrar, Department of Religious Studies, Yale University, PO Box 208287, New Haven CT 06520-8287.

Courses

RLST 514b/CLSS 806b/HIST 511b, Hellenistic Civilization and the Jews J.G. Manning, John J. Collins

RLST 584a/EALL 560a, Introduction to the Chinese Buddhist Canon Koichi Shinohara

RLST 585b, Material Culture in Asian Religions Koichi Shinohara

This seminar is designed as a forum in which students can begin developing substantial research papers in their respective fields of specialization. The term begins with a series of assigned readings; participants are asked to post reading responses for the entire class each week and come to class prepared to discuss each other’s responses. The second half of the course is devoted to the presentation of paper proposals and focused discussions of the previously circulated examples of primary source material on which the arguments in the research papers are to be based. T 3:30–5:30

RLST 586a, Readings in Jain and Buddhist Texts Phyllis Granoff

An advanced course in which we read selections from the Pali Buddhist commentaries and selections from Jain Prakrit texts. Prerequisite: while no knowledge of Pali or Prakrit is required, students should have had at least two years of Sanskrit. T 1:30–3:20

RLST 587b, Buddhist Hybrid Sanskrit Phyllis Granoff

We read selections from the Mahavastu and Mahayana sutras. Prerequisite: at least two years of Sanskrit. T 1:30–3:20

RLST 657b/HIST 681b, Eastern Orthodoxy and Society, 850–1700 Paul Bushkovitch

RLST 659au/HIST 531au/NELC 534au, Seminar: The Making of Monasticism Bentley Layton

RLST 666b, Arabic Christian Literature and Theology Stephen Davis

The course is designed to introduce students to the rich heritage of Middle Eastern Christian theology produced in the Arabic language. Special attention is paid to how medieval Arabic Christian writers reinterpreted patristic tradition, how their theology was contextualized by liturgical practices, and how it was shaped by the Christian-Muslim encounter. Prerequisite: reading knowledge of Arabic. TH 9:25–11:15

RLST 675b/JDST 722b, Ancient Judaism Christine Hayes

An in-depth survey of the history and literature of Judaism in late antiquity through the rabbinic period. Special attention is given to the problems and possibilities of employing rabbinic sources for the purposes of historical reconstruction in the period that saw the emergence of the Gospels and the formation of Christianity. Emphasis on methodological trends and cutting-edge scholarship. The course is designed primarily for students in the Ph.D. program in New Testament and Ancient Christianity. Doctoral students in Hebrew Bible and Ancient Judaism are also welcome. W 10–12

RLST 678a/HIST 569a/REL 732a, Readings in Reformation History: Calvin and Calvinism Bruce Gordon, Carlos Eire

RLST 717au, Islamic Theology and Philosophy Frank Griffel

Historical survey of major themes in Muslim theology and philosophy, from teachings of the Qur’an to contemporary Muslim thought. The systematic character of Muslim thought and of the arguments given by thinkers; reason vs. revelation; the emergence of Sunnism in the tenth through eleventh centuries; the reaction of Muslim theology (from 1800) to the challenges of the West; and contemporary Muslim thought. TTH 10:30–11:20, 1 HTBA

RLST 720a, Seminar on the Qur’an Gerhard Bowering

Intensive study of the Qur’an. Readings in commentaries on the Qur’an. Special emphasis on textual and hermeneutical problems. Prerequisites: reading knowledge of Arabic and permission of the instructor. TH 4–6

RLST 742au/JDST 786au, Jewish Philosophy Paul Franks

An introduction to problems arising from the claim that God speaks to human beings. Topics include anthropomorphic language, kabbalistic anthropology, purposiveness in nature and history, law and commandment, chosenness and universality, and messianism. MW 11:35–12:50

RLST 743bu/JDST 738bu, Text and Context of the Dead Sea Scrolls Hindy Najman

An in-depth study of the Dead Sea Scrolls. Focus is on the development of law, interpretation, ritual, and prayer in the late Second Temple period and on the impact that the finding of the Dead Sea Scrolls has had on our understanding of the formation of the Hebrew Bible. Prerequisite: two years of Hebrew or Aramaic. T 9:25–11:15

RLST 744b/JDST 752b, Monuments of Early Geonic Literature Robert Brody

Introduction to the most important works of the early Geonic period (eighth and ninth centuries): Halachot Pesuqot, Halachot Gedolot, and She’iltot. Examines the relevant secondary literature and outstanding research questions regarding these works. M 2:30–4:20

RLST 745au/JDST 751au, The Academic Study of Talmud Robert Brody

Critical study of selected passages from tractate Ketubot of the Babylonian Talmud in conjunction with related passages elsewhere in classical rabbinic literature. Emphasis on talmudic philology and contemporary scholarly trends in the academic study of the Talmud. Prerequisite: reading knowledge of rabbinic Hebrew and talmudic Aramaic. M 3:30–5:20

RLST 746bu/JDST 736bu, Midrash Seminar: Sifre Shofetim Steven Fraade

Close study of the earliest rabbinic commentary to the Book of Deuteronomy, focusing on its interpretations of laws dealing with the responsibilities of public figures: judges, kings, priests, and prophets. Particular attention to the interrelation of rabbinic legal rhetoric and the hermeneutics of scriptural commentary, with comparative excursions into other corpora of ancient Jewish and non-Jewish law. Prerequisite: reading competency in classical Hebrew. TH 9:25–11:15

RLST 747bu/JDST 780bu, Jewish Citizenship in Modern Europe Eliyahu Stern

Seventeenth- to twentieth-century responses to Jewish citizenship in modern European states. Religious law; modern Jewish identity; Zionism; Judaism as a religion vs. a nation; the place of minorities in contemporary Europe. W 9:25–11:15

RLST 748au, Secularism from the Enlightenment to the Present Eliyahu Stern

Seminar examining the historical construction of secularism from the eighteenth to the twentieth century. Attention is paid to recent scholarship on the formation of secular ideologies and their effect on conceptions of time, space, and knowledge. Readings include works by José Casanova, Reinhart Koselleck, Charles Taylor, and Talal Asad. W 9:25–11:15

RLST 751bu/JDST 721bu, Introduction to Judaism in the Ancient World Steven Fraade

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

RLST 756b/JDST 756b, Ancient Judaism Seminar Hindy Najman

The topic of this seminar, which is required of graduate students in Ancient Judaism, changes yearly. The seminar focuses this year on the connections between (1) the formation of texts, corpora, and discourses; (2) the formation of the concept of the personality to whom these textual units come to be ascribed; and (3) the formation of the personality of the reader of these textual units. Investigates the development of the author function in ancient Judaism, the role played by that function in the formation of textual traditions, the authoritative figures around whom traditionary collections grew, and the formative role of traditions to which special authority was ascribed. W 1:30–3:20

RLST 759bu/HIST 503bu/JDST 723bu, Jews and Christians in Late Antique Roman Palestine Oded Irshai

RLST 760au/JDST 737au, Hellenistic Jewish Thought Hindy Najman

Consideration of the development of Greek-speaking Jewish communities in antiquity, both in their commonality with contemporaneous Jewish communities and in their distinctiveness. Attention is given to the development of the Greek Bible, the Hellenization of the biblical figures, Greek influences on the interpretation of Jewish scriptures, and the role of prayer and ritual outside the Jerusalem Temple. TTH 11:35–12:50

RLST 761au/JDST 739au, Destruction and Recovery in Ancient Judaism Hindy Najman

The seminar focuses on the relationship between destruction and recovery in ancient Jewish writings. How was Judaism reworked in the face of the destruction of the first temple in 586 B.C.E. and of the second temple in 70 C.E.? To what extent did Judaism internalize the experience of destruction? M 1:30–3:20

RLST 764au/HIST 765au/JDST 789au, America and Its Jews, 1654 to the Present Paula Hyman

RLST 768bu/HIST 979bu/JDST 788bu, Holocaust in Historical Perspective Paula Hyman

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

An in-depth survey of research debates and of methods and resources employed in the study of classical (pre-Geonic) rabbinic literature of all genres. This seminar is required of graduate students in Ancient Judaism. Prerequisites: knowledge of Hebrew and Aramaic; ability to read academic Hebrew; and permission of the instructor. TH 10–12

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

RLST 776b/HIST 541b/JDST 790b, The Jews in Medieval Societies Ivan Marcus

RLST 777bu/HIST 532bu/JDST 764bu, Jews in Muslim Lands from the Seventh to the Sixteenth Century Ivan Marcus

RLST 790au/HIST 977au/JDST 796au, Anti-Semitism in Modern Times Paula Hyman

RLST 795bu/HIST 950bu/JDST 787bu, Women in Modern Jewish History Paula Hyman

RLST 798b/HSAR 731b/JDST 692b/REL 936b,Witnessing, Remembrance, Commemoration Margaret Olin

RLST 799au/JDST 793au/HIST 951au, Introduction to Modern Jewish Thought Eliyahu Stern

An overview of Jewish philosophical trends, movements, and thinkers from the seventeenth to twenty-first century. Topics include enlightenment, historicism, socialism, secularism, religious radicalism, and Zionism. TTH 11:35–12:25, 1 HTBA

[RLST 802bu, Apocalyptic Religion in Cross-Cultural Perspective]

RLST 809a/HIST 543a/REL 809a, Apocalypticism: Ancient and Modern Abbas Amanat, John J. Collins

This seminar reviews the history of apocalyptic thought and movements in the three great monotheistic religions from their origins in the ancient world to contemporary trends. T 1:30–3:20

RLST 810a/REL 590a, Tradition and Ideology in the Book of Jeremiah Carolyn Sharp

RLST 842b/REL 689b, Natural Law and Christian Ethics Jennifer Herdt

This seminar examines the many different ways in which the idea of a natural moral law has been articulated and defended across the Christian tradition and into the present day. Along the way we also consider how and with what success natural law thinking has been put to work in various areas of the moral life: property and poverty, sovereignty and war, and sexual ethics.

RLST 848a/AFAM 837a/REL 631a, African American Moral and Social Thought Emilie Townes

RLST 865au/REL 925a, Moral, Religious, and Social Issues in Bioethics David H. Smith

A selective survey of issues in biomedical ethics. Comparison of different points of view about biomedical issues, including religious vs. secular and liberal vs. conservative. Special attention to issues in research and at the beginning and end of life. TTH 10:30–11:20

RLST 872bu/F&ES 879b/REL 917b, World Religion and Ecology: Asian Religions John Grim, Mary Evelyn Tucker

The emerging relationships of world religions to the global environmental crisis. Attention to both the problems and the promise of these relationships. Ways in which religious ideas and practices have contributed to cultural attitudes and human interactions with nature. Examples from Hinduism, Buddhism, Confucianism, and Taoism. T 2:30–5:20

RLST 875au/F&ES 876a/REL 915a, Indigenous Religions and Ecology John Grim

Exploration of how particular indigenous peoples relate to local bioregions and biodiversity. Differences between and within indigenous societies, especially in cultural relationships to place. Ways in which values associated with physical places are articulated in symbols, myths, rituals, and other embodied practices. T 2:30–5:20

RLST 905a, Required Theology Seminar Kathryn Tanner

The course this year involves a close reading of my most recent book, Christ the Key (Cambridge, 2010). One chapter of the book is assigned each session, with supplementary readings to include major historical sources in theology that inform my constructive work, and contemporary theologies treating the same issues in theological anthropology, Christology, pneumatology, nature and grace, trinitarian theology, and atonement theory.

RLST 920au, Reason, Faith, and Feeling: Early Modern Christian Thought Shannon Craigo-Snell

A survey of major developments in religious thought in the West from Descartes to Schleiermacher, focusing on the struggles to defend, discredit, or distance religious belief in relation to reason. Connections between theology, philosophy, and social history. TTH 11:35–12:35, 1 HTBA

RLST 921bu, History, Hope, and the Self: Modern Christian Thought Shannon Craigo-Snell

An overview of important developments in Western religious thought during the nineteenth and twentieth centuries. Connections between philosophy, theology, and social history. Authors include Hegel, Barth, Tillich, Rahner, and Gutiérrez. TTH 11:35–12:25, 1 HTBA

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Renaissance Studies

53 Wall Street, Rm. 310, 203.432.0672

www.yale.edu/renstudies

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

Chair and Director of Graduate Studies

Robert Nelson (robert.nelson@yale.edu)

Executive Committee Edwin Duval, Carlos Eire, Roberto González Echevarría, Bruce Gordon, Lawrence Manley, John Matthews, Giuseppe Mazzotta, Robert Nelson, David Quint, John Rogers, Ellen Rosand, Christopher Wood, Keith Wrightson

Faculty associated with the program Rolena Adorno, Emily Bakemeier, Leslie Brisman, Paul Bushkovitch, Susan Byrne, Angela Capodivacca, Judith Colton (Emeritus), Edwin Duval, Carlos Eire, Roberta Frank, Paul Freedman, Roberto González Echevarría, Bruce Gordon, Emily Greenwood, Karsten Harries, K. David Jackson, Maija Jansson, David Scott Kastan, Christina Kraus, David Lummus, Lawrence Manley, John Matthews, Giuseppe Mazzotta, Mary Miller, Alastair Minnis, Robert Nelson, Catherine Nicholson, Lee Patterson (Emeritus), Steven Pincus, David Quint, John Rogers, Ellen Rosand, Francesca Trivellato, Brian Walsh, Christopher Wood, Keith Wrightson

Fields of Study

Renaissance Studies offers a combined Ph.D. degree that integrates concentration in a departmental field with interdisciplinary study of the broader range of culture in the Renaissance and early modern periods. The program is designed to train Renaissance specialists who are firmly based in a traditional discipline but who can also work across disciplinary boundaries. Departmental areas of concentration available are Classics, Comparative Literature, English, History, History of Art, History of Music, Italian, and Spanish and Portuguese.

Special Admissions Requirements

Only candidates wishing to proceed to a doctorate should apply. Application should be made to the department of concentration, with an indication that the candidate seeks nomination to the combined degree in Renaissance Studies. Applications should be accompanied by scores from the GREs and one research or critical paper.

Special Requirements for the Ph.D. Degree

Students are subject to the combined Ph.D. supervision of the Renaissance Studies program and the relevant participating department. The student’s program will be decided in consultation with an adviser, the director of graduate studies in Renaissance Studies, and the director of graduate studies in the participating department. Requirements for the combined degree will vary slightly to accommodate the requirements of the participating departments, but all candidates for the combined degree are expected to meet, at a minimum, the following requirements. Students must demonstrate a reading knowledge of Latin, Italian, and a third language, which will vary according to departmental requirements. At the minimum, an examination in Latin or Italian should normally be passed upon entrance; a second language should be passed before the third term; and a third language by the end of the second year. Each student is required to take sixteen term courses (in History of Art, fifteen). The normal pattern is to have completed fifteen courses during the first two years of study, no more than two of which may be individual reading and research. A two-term core seminar, designed to present a wide range of topics concerned with Renaissance and early modern culture, is required of all combined degree candidates. This course, offered every other year, is open to students from other departments.

Students concentrating in modern language and literature departments (including Comparative Literature, English, Italian, and Spanish and Portuguese) are required to complete three courses in at least two disciplines outside of literature, three courses in the Renaissance literature of the primary department, and two courses in Renaissance literatures outside of the primary department. The remaining courses will be taken in other periods and topics as required by the department of concentration. Students concentrating in History or Music are required to complete four courses dealing with Renaissance culture in disciplines outside of the primary department and four courses in the Renaissance period within the department; the remaining courses are to be taken in other periods and topics as required by the department of concentration. Students concentrating in History of Art are required to take four courses within the department and three courses outside the department dealing with the Renaissance period. Students concentrating in Classics are required to take six courses outside the department in the Renaissance period. Training in teaching, through teaching fellowships, is considered an important part of every student’s program. Most students teach in their third and fourth years.

The scheduling of the oral examination and the dissertation prospectus follows the practice of the primary department, but in every case the two requirements must be completed not later than September of the fourth year. The oral examination, varying in length from two hours to two hours and fifteen minutes, will include a standard fifteen-minute question on the bibliographical resources for Renaissance Studies across the disciplines and three fifteen-minute questions (in the case of English two fifteen-minute questions) in Renaissance topics outside the primary discipline. The remainder of the examination will be devoted to the primary discipline, including (except in the case of Classics) some further coverage of the Renaissance period. Students take additional written examinations as required by the primary departments.

Upon completion of all predissertation requirements, including the prospectus, students are admitted to candidacy for the combined Ph.D. degree. Admission to candidacy must be completed by the beginning of the fourth year. The dissertation will be advised and completed according to departmental guidelines, but one of the readers will normally be a member of the Renaissance Studies Executive Committee.

Master’s Degrees

M.Phil. The combined M.Phil. degree may be requested after all requirements but the dissertation are met.

M.A. (en route to the Ph.D.) The M.A. degree is awarded upon completion of eight term courses, taken in at least three disciplines, and with at least three grades of Honors. The examination in Latin or Italian must have been passed.

Program materials are available upon request to the Chair, Renaissance Studies Program, Yale University, PO Box 208298, New Haven CT 06520-8298.

Courses

RNST 500a/CPLT 501a/HIST 564a/ITAL 600a, Introduction to Renaissance Studies: Renaissance Italy Angela Capodivacca, Francesca Trivellato

An introduction to the major texts, issues, and methods in the interdisciplinary study of the Renaissance, with an emphasis on Italy. T 7–8:50

RNST 500b/CPLT 501b/HIST 564b, Introduction to Renaissance Studies: Northern Europe Bruce Gordon, David Scott Kastan

An introduction to the major texts, issues, and methods in the interdisciplinary study of the Renaissance, with an emphasis on northern Europe. T 1:30–3:20

RNST 900a,b, Directed Reading

By arrangement with faculty.

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Slavic Languages and Literatures

2704 Hall of Graduate Studies, 203.432.1300, slavic.department@yale.edu

www.yale.edu/slavic

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

Chair

Harvey Goldblatt (harvey.goldblatt@yale.edu)

Director of Graduate Studies

Vladimir Alexandrov (vladimir.alexandrov@yale.edu)

Professors Vladimir Alexandrov, Katerina Clark, Laura Engelstein (History), Harvey Goldblatt, Robert Greenberg (Adjunct), John MacKay, Tomas Venclova

Assistant Professors Molly Brunson, Bella Grigoryan

Senior Lector II Irina Dolgova

Senior Lector I Krystyna Illakowicz

Fields of Study

Fields include Russian literature, medieval Slavic literature and philology (by special arrangement), Polish literature (by special arrangement).

Special Admissions Requirement

An advanced-level command of the Russian language is required.

Special Requirements for the Ph.D. Degree

All entering graduate students must pass departmental proficiency examinations in Russian. During their residence, students specializing in Russian literature take a minimum of sixteen term courses (including three required courses) and are expected to acquire a comprehensive knowledge in all periods of Russian literature, a familiarity with medieval Slavic literature, a thorough command of the Russian language, and a mastery of a field of concentration within Russian literature. The student’s course work, with the approval of the director of graduate studies (DGS), may be selected from the offerings of the department and (if relevance can be demonstrated) any other department of the University. In addition, the student will be responsible for developing a minor field of specialization in one of the following: (1) a Western or non-Western literature; (2) film studies; (3) a topic in intellectual history; (4) one of the other arts; (5) another Slavic literature; (6) Slavic linguistics; (7) another discipline relevant to the student’s primary interests in Russian literature. A special curriculum may be arranged for students wishing to specialize in either medieval Slavic literature and philology or Polish literature. A reading examination in either French or German, administered and evaluated by the department, must be passed by all graduate students by the beginning of the fifth term of study. The qualifying examinations should be passed by the end of the sixth term of study. A dissertation prospectus must be submitted no later than September 15 of the seventh term of study. For additional details, see the DGS and the departmental Web site: www.yale.edu/slavic. Upon completion of all predissertation requirements, including the prospectus and its defense, students are admitted to candidacy for the Ph.D.

The faculty considers teaching to be an important part of the professional preparation of graduate students. Students in Slavic normally teach in their third and fourth years.

Joint Ph.D. Program with Film Studies

The Department of Slavic Languages and Literatures also offers, in conjunction with the Film Studies Program, a joint Ph.D. in Slavic 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 Slavic Languages and Literatures. All documentation within the application should include this information.

Master’s Degrees

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

Terminal Master’s Degree Program The Department of Slavic Languages and Literatures does not admit students for the terminal M.A. 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. He or she must have completed at least fifteen term courses in Russian literature and linguistics, chosen in consultation with the director of graduate studies. A grade of Honors in at least two term courses and an average of High Pass in the remaining courses must be attained. A reading knowledge of French or German is required, and candidates must pass departmental proficiency examinations in Russian.

Program materials are available upon request to the Chair, Slavic Languages and Literatures, Yale University, PO Box 208236, New Haven CT 06520-8236.

Courses

RUSS 605b, Topics in Russian Literature: From the Origins of East Slavic Writing to 1750 Harvey Goldblatt

Representative works, selected from both “old” Russian “bookish writing” and the “new” Russian literature of the seventeenth and first half of the eighteenth century, are examined against a broad comparative background to illustrate the development of various literary types and writing techniques. Special attention is devoted to diverse historiographic and methodological approaches; traditional and innovative theories of literary expression; and the connections between writing activity and ideological trends. M 9:25–11:15

RUSS 624b, Pushkin and Gogol Bella Grigoryan

The course surveys Russian literary production during the first half of the nineteenth century with an emphasis on the major works of Pushkin and Gogol. Topics of interest include the formation of a normative literary language; debates about poetic forms; the rise and evolution of Romanticism; salon culture, print media, and the professionalization of the author; and shifts in the status, representational capacities, and genres of prose fiction. T 1:30–3:20

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

RUSS 677a/CHNS 540au/FILM 753a, Cinemas of Late and Post-Socialist China and Russia John MacKay

RUSS 678a, Brodsky Tomas Venclova

An investigation of Joseph Brodsky’s poetic work against the background of contemporary Russian poetry. Close readings of approximately twenty selected poems. T 2:30–4:20

RUSS 689a, Russian Symbolist Poetry Tomas Venclova

Theory and history of symbolism. Close readings of poems by Bryusov, Blok, Ivanov, Annensky, and others. TH 1:30–3:20

RUSS 693b, Aspects of Turn-of-the-Century Russian Culture Vladimir Alexandrov

A seminar on selected works by Bunin, Sologub, and Bely, plays by Chekhov and Blok, films by Bauer, paintings by representatives of Mir iskusstva, and music by Scriabin. M 2:30–4:20

RUSS 695a, Soviet Literature of the 1920s and 1930s Katerina Clark

The 1920s were both the most fertile and the most fateful years in Soviet literature. The period ended in 1932 with the imposition of Socialist Realism, but that resolution represented only a small fraction of the possibilities that had emerged during the decade. This course presents an historical overview, incorporating some of the main landmarks of the 1920s and 1930s including works by Pilnyak, Bakhtin, the Formalists, Eisenstein, Platonov, Mayakovsky, Bulgakov, and Zoshchenko. TH 3:30–5:20

RUSS 833a, Advanced Russian Conversation and Composition: Topics in Contemporary Russian Press and Media Rita Lipson

A course designed to equip students with language skills necessary to comprehend complexities of contemporary Russia. Accompanied by a grammar review. TTH 4:30–5:20

RUSS 834a, Aspects of Russian Grammar and Teaching Methodology Irina Dolgova

The course examines various aspects of Russian grammar and the use of different teaching methodologies. Special emphasis is placed on the connection between linguistic knowledge and its application for teaching Russian in an English-speaking classroom. Different types of language learners, diverse teaching strategies, and existing resources for teaching Russian are discussed. W 1:30–3:20

SLAV 754a, Old Church Slavic Harvey Goldblatt

The study of Old Church Slavic and its place in the history of Church Slavic. The main features and the grammar of OCS. The Glagolitic and Cyrillic writing systems. Close readings from the “canon” of OCS literary monuments. OCS in relation to modern Slavic languages (especially Russian). M 9:25–11:15

SLAV 784bu, Language and Politics Robert Greenberg

The course explores political controversies surrounding issues of language planning and language policy. Consideration is given to how social and political actors differentiate languages and dialects, and how nationalist ideology has shaped language choices. Topics include the English-only movements in the United States, the policy of official bilingualism in Canada, and language policies in Europe with emphasis on the Slavs. M 7–8:50

SLAV 785au, Language, Nationalism, and Ethnic Conflict in the Balkans Robert Greenberg

An exploration of the role of linguistic controversies in the polarization of ethnic relations within the former Yugoslavia. Topics include language and nationalism, the integration and disintegration of Yugoslavia, and the Balkans in the context of other charged ethno-linguistic controversies from the United States to India. M 7–8:50

SLAV 900, Directed Reading

By arrangement with faculty.

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Sociology

493 College Street, 203.432.3323

www.yale.edu/sociology

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

Chair

Julia Adams

Director of Graduate Studies

Philip Gorski (on leave [F])

Acting Director of Graduate Studies [F]

Richard Breen

Professors Julia Adams, Jeffrey Alexander, Elijah Anderson, Scott Boorman, Richard Breen, Hannah Brueckner, Deborah Davis, Ron Eyerman, Philip Gorski (on leave [F]), Philip Smith

Assistant Professors Rene Almeling, Emily Erikson, Marcus Hunter, Vida Maralani, Peter Stamatov, Christopher Wildeman, Jonathan Wyrtzen

Lecturer Sadia Saeed

Fields of Study

Fields include Comparative Sociology/Macrosociology, Cultural and Historical Sociology, Life Course/Social Stratification, Mathematical Sociology, Methodology (Qualitative and Quantitative Approaches), Networks, Political Sociology, Race/Gender/Ethnic/Minority Relations, Social Change, Social Demography, Social Movements, Theory (General, Critical, Hermeneutic), Urban Sociology.

Special Requirements for the Ph.D. Degree

Qualification for admission to candidacy for the Ph.D. will take place during the student’s first three years of study at Yale. A student who has not been admitted to candidacy will not be permitted to register for the seventh term of study. To qualify for candidacy the student must take twelve seminars to be completed in years one and two, four required courses (SOCY 542a, 578a, 580a, 581b), and eight electives, including at least one workshop. After completion of courses, students prepare a research paper and one field exam and defend a dissertation prospectus.

Teaching is an important part of the professional preparation of graduate students in Sociology. Students teach therefore in the third and fourth years of study.

Combined Ph.D. Degree in Sociology and African American Studies

The Department of Sociology offers, in conjunction with the Department of African American Studies, a combined Ph.D. degree in Sociology and African American Studies.

Students accepted to the combined Ph.D. program must meet all of the requirements of the Ph.D. in Sociology with the exception that, excluding the courses required, a research paper, and a field exam, combined-degree students may substitute African American Studies courses for six of the twelve term courses required to qualify for the Ph.D. in Sociology. For further details see African American Studies.

Master’s Degrees

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

M.A. (en route to the Ph.D.) Eight term courses are required for the M.A. degree. Two of these courses must include statistics and theory. A grade of High Pass or Honors must be achieved in five of the eight required courses. A student may petition for the M.A. degree in the term following the one in which he/she completes the course requirements.

Program materials are available at www.yale.edu/sociology.

Courses

SOCY 502a, Contemporary Sociological Theory: Durkheimian Sociology Philip Smith

The course looks at the work of Emile Durkheim and his legacy for both social theory and empirical sociology. In the first part we examine Durkheim’s major writings and key concepts. Next an exploration is made of the multiple and often contending ways these have been taken up and interpreted over the past hundred or so years. Particular emphasis is given to the decline in functionalist and positivist readings of Durkheim and his emergence as a major cultural theorist in recent decades. We consider the contributions of Mauss, Bataille, Goffman, Victor Turner, Collins, Lukes, Douglas. W 9:25–11:15

SOCY 503au/PLSC 522a, Historical Approaches to the Study of Politics Sigrun Kahl

SOCY 507/EAST 501, Social Science Workshop on Contemporary China Deborah Davis

SOCY 508a/PLSC 505a, Qualitative Field Research Elisabeth Wood

[SOCY 510bu, Religious Nationalism]

[SOCY 511bu, Building Social Theory for Empirical Analysis]

[SOCY 515au, Urban Poverty and Policy]

[SOCY 520b, Revolutions in a Comparative Perspective]

SOCY 523b/WGSS 623b, Sociology of Sex and Gender Rene Almeling

The course provides graduate students with an introduction to major theoretical approaches to sex and gender, and it covers recent empirical research in key arenas, including care work, sex work, work and family, mothering and fathering, reproductive technologies, and health. Readings have been selected to reflect a variety of methodological approaches and to spotlight the ways in which sex and gender intersect with other social categories (e.g. race, class, and nationality) at different stages in the life course. M 1:30–3:20

SOCY 534au, Cultural Sociology Jeffrey Alexander, Philip Smith

Cultural sociology is a new and vibrant area in social science. Collective meanings make a profound difference in modern societies. They are symbolic, but also sensual, emotional, and moral. They inspire ritual, but also creative performance and strategy. Examining codes, narratives, icons, and metaphors, this course analyzes how cultural structures energize capitalism, direct politics, create institutions, inspire social movements, and motivate war and peace. TTH 1–2:15

SOCY 542a, Sociological Theory Julia Adams

The course seeks to give graduate students the conceptual tools for a constructive engagement with sociological theory and theorizing. We trace the genealogies of dominant theoretical approaches and explore the ways in which theorists contend with these approaches when confronting the central questions of both modernity and the discipline. W 2:30–4:20

[SOCY 543bu, Demography, Gender, and Health]

SOCY 547au, Gender, Race, and Genetic Testing Rene Almeling

Overview of sociological approaches to genetics, including gene/environment interactions and the history of genetic medicine. A focus on genetic testing in Huntington’s disease, pregnancy, cancer, and psychological disorders to explore how genetic information is provided to patients, and how patients experience genetic risk. Discussion of commercial firms offering direct-to-consumer genetic testing. W 2:30–4:20

[SOCY 550a, A Secular Age?]

[SOCY 551a, Comparative and Historical Methods]

SOCY 552au, Punishment and Inequality Christopher Wildeman

Massive increases in the American imprisonment rate since the mid-1970s have rendered contact with the criminal justice system a common event for marginalized Americans. The course considers effects on inequality in the labor market, family life, civic participation, and health. TH 9:25–11:15

[SOCY 553au, Empires and Imperialism]

[SOCY 555bu, Social Dimensions of Medicine and Health]

[SOCY 557b, Political Sociology]

[SOCY 558b, Topics in Social Stratification]

SOCY 560a,b/PLSC 734a,b, Comparative Research Workshop Sadia Saeed

[SOCY 561bu, Civil Society in China]

SOCY 562b, Topics in Cultural Sociology Jeffrey Alexander

After reviewing contemporary sociological perspectives on culture, the seminar concentrates on the intellectual origins, theories, and empirical exemplars of the strong program in cultural sociology. We discuss hermeneutics and interpretation, critical theory, semiotics, structuralism, and post-structuralism; how a cultural-sociological program emerged in the late 1980s and early 1990s; and how this program has produced a range of research studies. We examine in particular emerging foci on social drama and performance, cultural trauma, and the iconic turn. Th 9:25–11:15

SOCY 563bu, Imperialism, Insurgency, and State Building Jonathan Wyrtzen

The course considers the evolution of political order in the “Greater Middle East” (from Morocco to Central Asia) in the past two centuries by examining imperialist and nationalist state building, insurgency, and counterinsurgency in the region. W 1:30–3:20

[SOCY 565, Advanced Seminar in Cultural Sociology]

[SOCY 566b, Public Sociologies]

[SOCY 570b, Social Theory Trauma and Memory]

[SOCY 576au, Civil Society and Democracy]

SOCY 578a, Logic of Empirical Social Research Richard Breen

The seminar is an intensive introduction into the methodology of the social sciences. It covers such topics as concepts and indicators, propositions and theory, explanation and understanding, observation and measurement, methods of data collection, types of data, units of analysis and levels of variables, research design inference, description and causal modeling, verification and falsification. The course involves both the study of selected texts and the analysis and evaluation of recent research papers. T 9:25–11:25

SOCY 580a, Statistics I Christopher Wildeman

Introduction to probability and descriptive statistics. In-depth coverage of the linear model and its assumptions. TH 3:30–5:20, 1 htba

SOCY 581b, Statistics II Christopher Wildeman

The course provides the second part of a two-term introduction to statistical analysis for quantitative social science research. The course covers advanced topics in linear regression and provides an introductory overview of models for categorical and count data, the analysis of time data, and longitudinal data. We also discuss data-related issues such as missing data and weighting, and data that are complicated by issues of non-random design. TTH 4–5:15, 1 HTBA

SOCY 582a, Statistics III: Advanced Quantitative Analysis for Social Scientists Richard Breen

Covers more advanced statistical topics following on from Statistics II. Topics include matrix algebra; properties of estimators; maximum likelihood estimation; identification; simultaneous equation models; estimation of measurement and structural models; latent variable models; hierarchical linear models. T 2:30–4:20

[SOCY 583b, Ethnography of the African American Community]

[SOCY 585a, Sociology of the Life Course]

[SOCY 589bu, Classical Social Theory: The Marx-Weber Debate]

[SOCY 591bu, Sociology of the Arts and Popular Culture]

SOCY 595a, Inequality and Life Course Workshop Christopher Wildeman, Richard Breen, Hannah Brueckner

In this workshop we present and discuss ongoing research work, primarily but not exclusively quantitative analyses. In addition, we address theoretical and methodological issues in the areas of the life course (education, training, labor markets, aging, as well as family demography), social inequality (class structures, stratification, and social mobility), and related topics. F 2–4

SOCY 595b, Inequality and Life Course Workshop Christopher Wildeman, Richard Breen, Hannah Brueckner

See SOCY 595a for course description.

SOCY 597a,b, Special Topics in Sociology Faculty

Students enroll in Special Topics if they wish to retake a course for credit when there is a new instructor and a substantially different syllabus from the first time they took the course. Only with the permission of the DGS.

SOCY 598a, 599b, Independent Study

By arrangement with faculty. When students register for the course online, the dropdown menu should be completed.

[SOCY 610bu/WGSS 745bu, Race, Gender, and the African American Experience]

[SOCY 612b, Agency and Action]

[SOCY 616a, Urban Ethnography]

SOCY 620bu, Material Culture and the Iconic Consciousness Jeffrey Alexander

Exploration of how and why modern and postmodern societies have continued to sustain material symbolism and iconic consciousness. Study of theoretical approaches to debates about icons and symbols in philosophy, sociology, linguistics, psychoanalysis, and semiotics. Use of case studies to analyze modern iconography in advertisements and brand, food and bodies, nature, fashion, celebrities, popular culture, art, and politics. T 9:25–11:15

SOCY 625a, Analysis of Social Structure Scott Boorman

Emphasizing analytically integrated viewpoints, the course develops a variety of major contemporary approaches to the study of social structure and social organization. Building in part on research viewpoints articulated by Kenneth J. Arrow in The Limits of Organization (1974), by János Kornai in an address at the Hungarian Academy of Sciences published in 1984, and by Harrison C. White in Identity and Control (2nd ed., 2008), four major species of social organization are identified as focal: (1) social networks, (2) competitive markets, (3) hierarchies/bureaucracy, and (4) collective choice. This lecture course uses mathematical and computational models—and comparisons of their scientific styles and contributions—as analytical vehicles in coordinated development of the four species. M 9:25–11:15

SOCY 628a, Workshop in Cultural Sociology Jeffrey Alexander, Ron Eyerman, Philip Smith

This workshop is designed to be a continuous part of the graduate curriculum. Meeting weekly throughout both the fall and spring terms, it constitutes an ongoing, informal seminar to explore areas of mutual interest among students and faculty, both visiting and permanent. The core concern of the workshop is social meaning and its forms and processes of institutionalization. Meaning is approached as both structure and performance, drawing not only on the burgeoning area of cultural sociology but on the humanities, philosophy, and other social sciences. Discussions range widely among methodological, theoretical, empirical, and normative issues. Sessions alternate between presentations by students of their own work and by visitors. Contents of the workshop vary from term to term, and from year to year. Enrollment is open to auditors who fully participate and for credit to students who submit written work. HTBA

SOCY 628b, Workshop in Cultural Sociology Jeffrey Alexander, Ron Eyerman, Philip Smith

Continuation of SOCY 628a; see 628a for course description. HTBA

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

[SOCY 631a, Sociology of Work]

SOCY 647b, Social Processes Scott Boorman

Focus is on identifying and exploring robust alternatives/complements to the rational choice models that have come to dominate so much of the analysis of social (including organizational) processes in recent years. Specifically, emphasis is placed on a range of mathematical models and related analytic approaches originating outside of the rational choice literature—in fields such as social network analysis, evolutionary biology, organization theory, and the law. Possible starting points include the Boorman-Levitt network matching model and its applications to nonprofits and complex statutes; weak ties models of job information transmission and other information transfer in elite social networks; and “garbage can” models of the internal problem-solving dynamics of complex organizations. M 9:25–11:15

SOCY 656a, Professional Seminar Marcus Hunter

This required seminar aims at introducing incoming sociology graduate students to the department and the profession. Yale Sociology faculty members are invited to discuss their research. There are minimum requirements, such as writing a book review. No grades are given; students should take for Audit. Held biweekly. F 9:25–11:15

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Spanish and Portuguese

82-90 Wall Street, 203.432.5439, 203.432.1151

www.yale.edu/span-port

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

Chair

Rolena Adorno

Director of Graduate Studies

Noël Valis

Professors Rolena Adorno, Aníbal González, Roberto González Echevarría, K. David Jackson, María Rosa Menocal, Noël Valis

Assistant Professors Susan Byrne, Paulo Moreira, Kevin Poole

Senior Lector Sonia Valle

Fields of Study

Fields include Spanish Peninsular literature, Spanish American literature, Portuguese and Brazilian literatures.

The doctoral program offers: (1) a concentration in Spanish specializing in a single field of study (medieval, Renaissance/Golden Age, modern Spanish Peninsular, colonial Spanish American, contemporary Spanish American); (2) a joint concentration in Spanish and Portuguese offering the student the opportunity to work in both the Luso Brazilian and Spanish/Spanish American fields. In addition, the department participates in (1) a combined Ph.D. program in Spanish and Portuguese and African American Studies offered in conjunction with the Department of African American Studies and (2) a combined Ph.D. program in Spanish and Portuguese and Renaissance Studies offered in conjunction with the Renaissance Studies Program.

Special Admissions Requirements

Thorough command of the language in which the student plans to specialize and a background in its literature, as well as command of at least one of the three additional languages in which the student will need to fulfill requirements.

Application must include GRE scores, a personal statement, and an academic writing sample in the language of the proposed specialization, not to exceed twenty-five pages in length. Students whose native language is not English must submit scores of the Test of English as a Foreign Language (TOEFL).

Special Requirements for the Ph.D. Degree

The department requires two years of course work, sixteen term courses, a grade of Honors in at least two of these courses each year, and a minimum grade average of High Pass. Course work includes two required courses, SPAN 500, History of the Spanish Language, and SPAN 790, Methodologies of Modern Foreign Language Teaching, and two courses taken outside the department. Also required are a reading knowledge of Latin and a second language, as well as a third language-literature minor. In the third year, the student is expected to pass the qualifying examination (written and oral components) and submit and receive approval of the dissertation prospectus. Upon completion of all predissertation requirements, including the dissertation prospectus, students are admitted to candidacy for the Ph.D. The entire program, including the dissertation, can be completed in five years.

Participation in the department’s teaching and pedagogy program is a degree requirement. It consists of taking the required course SPAN 790 in the second year and teaching one section per term of a course in the beginning language sequence during the third and fourth years of study. Viewed as an integral part of the course of study for the doctorate, this program includes supervision by the director of the language program and course directors.

Combined Ph.D. Programs

Spanish and Portuguese and African American Studies

The Department of Spanish and Portuguese also offers, in conjunction with the Department of African American Studies, a combined Ph.D. in Spanish and Portuguese and African American Studies. For further details, see African American Studies.

Spanish and Portuguese and Renaissance Studies

The Department of Spanish and Portuguese also offers, in conjunction with the Renaissance Studies Program, a combined Ph.D. in Spanish and Portuguese and Renaissance Studies. For further details, see Renaissance Studies.

Master’s Degrees

M.Phil. See Degree Requirements under Policies and Regulations. Additionally, students in Spanish and Portuguese 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.) The M.A. en route is awarded upon the satisfactory completion of eight term courses and two of the three language requirements (Latin and one other language).

Courses

PORT 922au, Brazil’s Modern Art Movement K. David Jackson

Study of Brazilian modernism in literature and the arts, centered on São Paulo’s “Modern Art Week” of 1922, from the perspective of the European avant-gardes (cubism, futurism, surrealism) and Brazilian content. Themes include the Cannibal Manifesto and cultural independence from Europe; and avant-garde practices in literature and the arts from the 1920s to the construction of Brasília and São Paulo Concrete Poetry. Special attention to major authors—Oswald de Andrade, Mário de Andrade, Manuel Bandeira, Carlos Drummond de Andrade, Murilo Mendes, João Cabral, Haroldo and Augusto de Campos—and artists Villa-Lobos, Portinari, Di Cavalcanti, and Tarsila do Amaral. Includes influential visitors to Brazil, as well as radio, film, and music of the period. T 9:25–11:15

PORT 991a, Tutorial

By arrangement with faculty.

PORT 991b, Tutorial

By arrangement with faculty.

SPAN 502b, Medieval Spain, Crossroads of Western Culture María Rosa Menocal

This interdisciplinary overview of medieval Spanish culture focuses on a series of points of literary, cultural, and religious intersections that strongly shape European culture, including: the framed tale narrative tradition and the lyric song revolution; the translation movement and the scientific and philosophical innovations of the age; pilgrimage routes and epic encounters. In Spanish. TTH 11:35–12:50

SPAN 519a/CPLT 577a/MDVL 559a, Framed Narratives of Medieval Europe María Rosa Menocal

SPAN 523b, The Comedia: Theory and Practice Susan Byrne

Spain’s Golden Age theater gave the world a number of unforgettable character types in bold thematic scripts: the first don Juan, the existentially preoccupied Segismundo, and collective protagonists who commit murder and suicide to uphold the principle of honor. A study of canonical works and production semiotics (staging, acting, sound, wardrobe), along with historical-political contexts, the corrales and the cofradías, the demands of a diverse public and state censorship, as well as theoretical debates and developments. Theoretical readings of Bartolomé de Torres Naharro, Lope de Vega, Miguel de Cervantes, and Aristotle. Dramatic works by Juan del Encina, Torres Naharro (the only dramaturg to have all his works prohibited on the Índices), Lope de Rueda, Juan de la Cueva, Cervantes, Lope de Vega, Ruiz de Alarcón, Mira de Amescua, and Calderón de la Barca. Time permitting, we cross the Atlantic but, in any case, students have the option of doing so for their written work. In Spanish. W 1:30–3:20

SPAN 660a/CPLT 674a, Cervantes’s Don Quijote Roberto González Echevarría

SPAN 748a, Representing the Spanish Civil War Noël Valis

The course examines the continuing fascination and complexities of the Spanish Civil War (1936–39) through a dual national and international perspective and an analysis of the literature and culture produced during and after the conflict. The course is divided into four sections: the war “from within,” the war “from without,” women in the war, and memory of the war. Texts include Sender’s Réquiem por un campesino español, Rodoreda’s La plaza del Diamante, Llamazares’ Luna de lobos, Cercas’s Soldados de Salamina, Orwell’s Homage to Catalonia, Hemingway’s For Whom the Bell Tolls, poems by Miguel Hernández, Auden, and Spender, and films (Rojo y Negro, El laberinto del fauno, The Spanish Earth). In Spanish. M 1:30–3:20

SPAN 765b, El barroco de Indias Rolena Adorno

A study of the Baroque as a cultural and literary phenomenon in colonial Latin America, examined in relation to its canonical counterparts in Spanish Golden Age literature and in light of the theories and critical assessments that evaluate the Baroque and its place in the Hispanic literary and cultural tradition. Authors include Luis de Góngora, Francisco de Quevedo, Pedro Calderón de la Barca, Fray Luis de Granada, Bernardo de Balbuena, Juan Rodríguez Freyle, Juan del Valle y Caviedes, Juan de Espinosa Medrano, Sor Juana Inés de la Cruz, and Carlos de Sigüenza; critics include D’Ors, Picón-Salas, Wellek, Lezama Lima, Paz, Sarduy, and González Echevarría. In Spanish. T 1:30–3:20

SPAN 790b, Methodologies of Modern Language Teaching Sonia Valle

Preparation for a teaching career through readings, lectures, classroom discussions, and presentations on current issues in foreign/second language acquisition theory and teaching methodology. Classroom techniques at all levels. In Spanish. M 3:30–5, practicum M 5–6:30

SPAN 904b/CPLT 962b, Latin American Intellectual Debates Moira Fradinger

The seminar looks at the development of central cultural debates in the region over two centuries, mainly through the form of the essay, but including poems, novels, and films. We explore polemics over the “Idea of America” and the foundations of the regional nation-states in authors such as Bolívar, Martí, and Sarmiento; debates over the cultural independence from Europe, over the Indian question and the movement of indigenismo; issues of cultural hybridity and mestizaje, the movement of negritude; and the question of modernity and postmodernity. Twentieth-century authors include Rodó, Vasconcelos, Reyes, de Andrade, Mariátegui, Roumain, Césaire, Fanon, Rama, Retamar, Galeano, Glissant, and García Canclini. W 3:30–5:20

SPAN 919a, Modernismo: Literatura, periodismo, filología Aníbal González

A comprehensive study of the first autonomous Spanish American literary movement and its foundational role in modern Spanish American literature. Modernismo’s cosmopolitanism and its relation to the discourses of philology, journalism, and literature are examined through readings of modernista poetry, novels, short stories, essays, and crónicas. Authors to be discussed include Delmira Agustini, Rubén Darío, Manuel Díaz Rodríguez, Julián del Casal, Enrique Gómez Carrillo, Manuel Gutiérrez Nájera, Julio Herrera y Reissig, Enrique Larreta, Leopoldo Lugones, José Martí, José Enrique Rodó, José Asunción Silva, and José María Vargas Vila. In Spanish. W 1:30–3:20

SPAN 991a, Tutorial

By arrangement with faculty.

SPAN 991b, Tutorial

By arrangement with faculty.

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Statistics

24 Hillhouse Avenue, 203.432.0666

www.stat.yale.edu

M.A., Ph.D.

Chair

Joseph Chang (on leave [Sp])

Acting Chair [Sp]

Harrison Zhou

Director of Graduate Studies

David Pollard (24 Hlh, david.pollard@yale.edu)

Professors Donald Andrews (Economics), Andrew Barron, Joseph Chang (on leave [Sp]), Donald Green (Political Science), John Hartigan (Emeritus), Theodore Holford (Epidemiology & Public Health; Biostatistics), Peter Phillips (Economics), David Pollard, Heping Zhang (Epidemiology & Public Health; Biostatistics), Hongyu Zhao (Epidemiology & Public Health; Biostatistics), Harrison Zhou

Associate Professors John Emerson, Sekhar Tatikonda (Electrical Engineering)

Assistant Professors Lisha Chen, Mokshay Madiman, Jing Zhang

Senior Lecturer Jonathan Reuning-Scherer

Lecturer David Salsburg

Fields of Study

Fields comprise the main areas of statistical theory (with emphasis on foundations, Bayes theory, decision theory, nonparametric statistics), probability theory (stochastic processes, asymptotics, weak convergence), information theory, bioinformatics and genetics, classification, statistical computing, and graphical methods.

Special Admissions Requirements

GRE scores for the General Test and for the Subject Test in the area closest to the undergraduate major should accompany an application; the Math Subject Test is strongly recommended. All applicants should have a strong mathematical background, including advanced calculus, linear algebra, elementary probability theory, and at least one course providing an introduction to mathematical statistics. An undergraduate major may be in statistics, mathematics, computer science, or in a subject in which significant statistical problems may arise. For those whose native language is not English, the Test of English as a Foreign Language (TOEFL) scores are required.

Special Requirements for the Ph.D. Degree

There is no foreign language requirement. Normally during the first two years, fourteen term courses in this and other departments are taken to prepare students for research and practice of statistics. These include courses devoted to case studies and practical work, for which students prepare a written report and give an oral presentation. The qualifying examination consists of three parts: a written report on an analysis of a data set, a written examination on theoretical statistics, and an oral examination. The examination is taken not later than when scheduled by the department in the middle of the second year, with provision for one subsequent reexamination of one or more parts in the event that a student does not pass the first time. All parts of the qualifying examination must be completed before the beginning of the third year. A prospectus for the dissertation should be submitted no later than the first week of March in the third year. The prospectus must be accepted by the department before the end of the third year if the student is to register for a fourth year. Upon successful completion of the qualifying examination and the prospectus (and meeting of Graduate School requirements), the student is admitted to candidacy. Students are expected to attend weekly departmental seminars.

Master’s Degree

M.A. (en route to the Ph.D.) This degree may be awarded upon completion of eight term courses and two terms of residence.

Terminal Master’s Degree Program Students are also admitted directly to a terminal master’s degree program. To qualify for the M.A., the student must successfully complete an approved program of eight term courses, chosen in consultation with the director of graduate studies (DGS). Full-time students must take a minimum of four courses per term. Part-time students are also accepted into the master’s degree program. See Terminal M.A./M.S. Degrees, under Policies and Regulations.

Program information is available on the Web at www.stat.yale.edu.

Courses

STAT 500b, Introductory Statistics Andrew Barron

An introduction to statistical reasoning. Topics include numerical and graphical summaries of data, data acquisition and experimental design, probability, hypothesis testing, confidence intervals, correlation and regression. Application of statistical concepts to data; analysis of real-world problems. MWF 10:30–11:20

STAT 501–506, Introduction to Statistics

A basic introduction to statistics, including numerical and graphical summaries of data, probability, hypothesis testing, confidence intervals, and regression. Each course focuses on applications to a particular field of study and is taught jointly by two instructors, one specializing in statistics and the other in the relevant area of application. The first seven weeks are attended by all students in STAT 501–506 together as general concepts and methods of statistics are developed. The course separates for the last six and a half weeks, which develop the concepts with examples and applications. Computers are used for data analysis. These courses are alternatives; they do not form a sequence and only one may be taken for credit.

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

STAT 502au, Introduction to Statistics: Political Science Conor Dowling, Jonathan Reuning-Scherer

Statistical analysis of politics, elections, and political psychology. Problems presented with reference to a wide array of examples: public opinion, campaign finance, racially motivated crime, and public policy. TTH 1–2:15

STAT 503au, Introduction to Statistics: Social Sciences Jonathan Reuning-Scherer

Descriptive and inferential statistics applied to analysis of data from the social sciences. Introduction of concepts and skills for understanding and conducting quantitative research. TTH 1–2:15

STAT 505au, Introduction to Statistics: Medicine Jonathan Reuning-Scherer, David Salsburg

Statistical methods relied upon in medicine and medical research. Practice in reading medical literature competently and critically, as well as practical experience performing statistical analysis of medical data. TTH 1–2:15

STAT 506au, Introduction to Statistics: Data Analysis Huibin Zhou, Jonathan Reuning-Scherer

An introduction to probability and statistics with emphasis on data analysis. TTH 1–2:15

STAT 530bu, Introductory Data Analysis John Emerson

Survey of statistical methods: plots, transformations, regression, analysis of variance, clustering, principal components, contingency tables, and time series analysis. The R computing language and Web data sources are used. Prerequisite: STAT 501a. MW 2:30–3:45

STAT 538au, Probability and Statistics Jing Zhang

Fundamental principles and techniques of probabilistic thinking, statistical modeling, and data analysis. Essentials of probability: conditional probability, random variables, distributions, law of large numbers, central limit theorem, Markov chains. Statistical inference with emphasis on the Bayesian approach: parameter estimation, likelihood, prior and posterior distributions, Bayesian inference using Markov chain Monte Carlo. Introduction to regression and linear models. Computers are used throughout for calculations, simulations, and analysis of data. Prerequisite: MATH 118a or b or 120a or b; some acquaintance with matrix algebra and computing is assumed. MWF 10:30–11:20

STAT 541au, Probability Theory David Pollard

A first course in probability theory: probability spaces, random variables, expectations and probabilities, conditional probability, independence, some discrete and continuous distributions, central limit theorem, Markov chains, probabilistic modeling. Prerequisite: after or concurrent with MATH 120a or b or the equivalent. MWF 9:25–10:15

STAT 542bu, Theory of Statistics Lisha Chen

Principles of statistical analysis: maximum likelihood, sampling distributions, estimation, confidence intervals, tests of significance, regression, analysis of variance, and the method of least squares. Prerequisites: STAT 541a; after or concurrent with MATH 222. MWF 9:25–10:15

STAT 551bu, Stochastic Processes Jing Zhang

Introduction to the study of random processes, including Markov chains, Markov random fields, martingales, random walks, Brownian motion, and diffusions. Techniques in probability such as coupling and large deviations. Applications to image reconstruction, Bayesian statistics, finance, probabilistic analysis of algorithms, genetics, and evolution. Prerequisite: STAT 541a or the equivalent. MW 1–2:15

STAT 600bu, Advanced Probability Mokshay Madiman

Measure theoretic probability, conditioning, laws of large numbers, convergence in distribution, characteristic functions, central limit theorems, martingales. Some knowledge of real analysis is assumed. TTH 2:30–3:45

STAT 609b, Empirical Processes David Pollard

A rigorous discussion of probabilistic methods distilled from empirical process literature. Chaining arguments; maximal inequalities; symmetrization and combinatorial entropy; VC dimension and beyond; bracketing; concentration of measure; majorizing measures; uniform laws of large numbers and Donsker theorems. Applications to asymptotics for statistical inference and econometrics. Knowledge of probability theory at the level of STAT 600b is assumed.

STAT 610a, Statistical Inference Andrew Barron

A systematic development of the mathematical theory of statistical inference covering methods of estimation, hypothesis testing, and confidence intervals. An introduction to statistical decision theory. Knowledge of probability theory at the level of STAT 541a is assumed. TTH 10:30–11:45

STAT 611b, Decision Theory Harrison Zhou

A detailed study of some topics in statistical decision theory, including admissibility and minimaxity; the James-Stein estimator; Stein’s unbiased estimator of risk; empirical Bayes estimators; hierarchical Bayes methods and random effects; complete class theorems; asymptotic minimaxity for nonparametric estimation; and sparsity models. Prerequisite: STAT 610a.

STAT 612au, Linear Models Joseph Chang

The geometry of least squares; distribution theory for normal errors; regression, analysis of variance, and designed experiments; numerical algorithms (with particular reference to the R statistical language); alternatives to least squares. Prerequisites: linear algebra and some acquaintance with statistics. MW 11:35–12:50

STAT 625a, Case Studies John Emerson

Statistical analysis of a variety of statistical problems using real data. Emphasis on methods of choosing data, acquiring data, assessing data quality, and the issues posed by extremely large data sets. Extensive computations using R.

STAT 626b, Practical Work Staff

Individual one-term projects, with students working on studies outside the department, under the guidance of a statistician.

STAT 627a and b, Statistical Consulting John Emerson

Statistical consulting and collaborative research projects often require statisticians to explore new topics outside their area of expertise. This course exposes students to real problems, requiring them to draw on their expertise in probability, statistics, and data analysis. Students complete the course with individual projects supervised jointly by faculty outside the department and by one of the instructors. Students enroll for both terms and receive one credit at the end of the year. F 2:30–4:30

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

STAT 660bu, Multivariate Statistical Methods for the Social Sciences Jonathan Reuning-Scherer

An introduction to the analysis of multivariate data. Topics include principal components analysis, factor analysis, cluster analysis (hierarchical clustering, k-means), discriminant analysis, multidimensional scaling, and structural equations modeling. Emphasis is placed on practical application of multivariate techniques to a variety of examples in the social sciences. Students complete extensive computer work using either SAS or SPSS. Prerequisites: knowledge of basic inferential procedures, experience with linear models (regression and ANOVA). Experience with some statistical package and/or familiarity with matrix notation is helpful but not required. Requirements: regular assignments and a final project. TTH 1–2:15

STAT 661au, Data Analysis Lisha Chen

By analyzing data sets using the R statistical computing language, a selection of statistical topics are studied: linear and nonlinear models, maximum likelihood, resampling methods, curve estimation, model selection, classification, and clustering. Weekly sessions are held in the Social Sciences Statistical Laboratory. Prerequisites: after or concurrent with STAT 542b and MATH 222a or b or 225a or b or the equivalents. MW 2:30–3:45

STAT 664bu/ENAS 954bu, Information Theory Mokshay Madiman

STAT 665bu, Data Mining and Machine Learning Lisha Chen

Techniques for data mining and machine learning are covered from both a statistical and a computational perspective, including support vector machines, bagging, boosting, neural networks, and other nonlinear and nonparametric regression methods. The course gives the basic ideas and intuition behind these methods, a more formal understanding of how and why they work, and opportunities to experiment with machine learning algorithms and apply them to data. Prerequisite: STAT 242b. MW 11:35–12:50

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

STAT 680a, Nonparametric Statistics Harrison Zhou

Introduction to nonparametric methods such as kernel estimation, Fourier basis estimation, wavelet estimation. Optimal minimax convergence rates and constants for function spaces, with connections to information theory. Adaptive estimators (e.g., adaptive shrinkage estimation). If time permits: high dimensional function estimation, functional data estimation, classification, or nonparametric asymptotic equivalence. Applications to real data. Prerequisite: some knowledge of statistical theory at the level of STAT 610a. TH 4–6

STAT 690a or b, Independent Study

By arrangement with faculty. Approval of DGS required.

STAT 694a, Introduction to Research David Pollard

Students learn how to read important statistical papers and how to present seminars of professional quality. T 4–6

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