Yale University.Calendar.Directories.

Degree-Granting Departments and Programs

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

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

The requirements of individual departments also may change from time to time, with the approval of the Graduate School. After such approval has officially been given, students in that department or program will receive written notification. All changes in departmental degree requirements occurring after the publication closing date of the Graduate School of Arts and Sciences Programs and Policies bulletin are posted on the departments’ Web sites. General changes to degree requirements will be posted on the Graduate School’s Web site.

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

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

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African American Studies

81 Wall Street, 203.432.1170

http://afamstudies.yale.edu

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

Chair

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

Director of Graduate Studies

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

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

Associate Professors Jafari Allen, Crystal Feimster (on leave), Anthony Reed (on leave), Edward Rugemer (on leave [F]), Vesla Weaver (on leave)

Assistant Professors Vanessa Agard-Jones, Erica James, Christopher Lebron (on leave)

Fields of Study

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

Special Admissions Requirements

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

Special Requirements for the Ph.D. Degree

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

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

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

Master’s Degrees

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

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

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

Courses

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

A required course for all first-year students in the combined Ph.D. program in African American Studies; also open to students in American Studies. This interdisciplinary reading seminar focuses on new work that is challenging the temporal, theoretical, and spatial boundaries of the field. T 2:30–4:30

AFAM 563bU/AMST 651bU/ENGL 951bU, Ralph Ellison in Context Robert Stepto

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

AFAM 580a/HSAR 785a, Cross-Cultural Aesthetics: From Hybridity to Transculturation Kobena Mercer

Examines theories and methods in the reception of early-twentieth-century African American modernism, mid-twentieth-century studies of Caribbean art and culture, and black Atlantic art from the 1980s onward, addressing concepts of hybridity, creolization, syncretism, translation, and transculturation in the analysis of visual arts. W 3:30–5:20

AFAM 610a/AMST 725a/ENGL 939a, Making the African American Literary Anthology Elizabeth Alexander

In this research seminar, students work on the compilation of the Library of America’s historical anthology of African American poetry from the eighteenth century to the present. Debates about the canon inside and outside the academy have sharpened awareness of writers and works excluded from standard literary histories, and new archival discoveries have broadened our knowledge of material on black poetry at research centers such as the Schomburg Center, Boston University’s Gotlieb Archival Research Center, Yale’s Beinecke Library, and Emory University (Lucille Clifton papers), and also in privately held collections. Each student is responsible for extensive research on particular poets, periods, and/or eras in a series of short projects, and we work together on assembling the three-hundred-year anthology. Each student then designs an integrative archival project; because the anthology will have a visual component, students may also work with rare photographs, broadsides, recordings, and other ephemera. W 9:25–11:15

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

An examination of mid-twentieth-century African American literature and the rise of anti-Communist liberalism in American politics and life. We consider how black-authored fiction, drama, and poetry retheorized liberalism’s tenets of agency, subjectivity, property, autonomy, sociality, and governmentality. Rather than accept the persuasive and oft-argued position that black literature published during these decades was “integrationist” and therefore politically suspect, this course interrogates the aesthetic and political ends that the “black liberal imagination” served during these critical decades and into our present-day cultural moment. W 9:25–11:15

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

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

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

Observing the recent centenary of Aimé Césaire’s birth, this seminar examines the totality of the poet-statesman’s work. Each student takes responsibility for a work or topic and leads the class for one session. Conducted in English; reading knowledge of French required. TH 1:30–3:20

AFAM 736b/HSAR 790b/WGSS 788b, Bodies and Borders: Psychoanalysis, Race, and Representation Kobena Mercer

Introducing methods from cultural studies, postcolonial studies, and psychoanalysis, this seminar examines representations of black bodies in modern art and visual culture. Abolitionist, Orientalist, and primitivist painting and sculpture are investigated through concepts of fetishism, fantasy, and the gaze, and in light of post-1960s artistic practices addressing interracial border zones as sites of cross-cultural hybridity. Artists include Carl Van Vechten, Wifredo Lam, Adrian Piper, Robert Mapplethorpe, Kara Walker, and Renée Cox; texts include Mikhail Bakhtin, Homi Bhabha, Frantz Fanon, and Griselda Pollock. W 3:30–5:20

AFAM 737a/HSAR 698a, The Global Caribbean 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 postnational discourses. W 2:30–4:20

AFAM 743bU/AMST 654bU/ENGL 952U, American Artists and the African American Book Robert Stepto

Visual art in African American books since 1900. Artists include Winold Reiss, Aaron Douglas, E.S. Campbell, Tom Feelings, and the FSA photographers of the 1930s and ’40s. Topics include Harlem Renaissance book art, photography and literature, and children’s books. Research in collections of the Beinecke Library and the Yale Art Gallery is encouraged. W 1:30–3:20

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

This sampling of U.S. cultural history from the early national period to the present is designed to unfold on two distinct planes. The first is a rendering of U.S. culture itself—a survey, however imperfect, of the major currents, themes, and textures of U.S. culture over time, including its contested ideologies of race and gender, its organization of productivity and pleasure, its media and culture industries, its modes of creating and disseminating “information” and “knowledge,” its resilient subcultures, and its reigning nationalist iconographies and narratives. The second is a sampling of scholarly methods and approaches, a meta-history of “the culture concept” as it has informed historical scholarship in the past few decades. The cultural turn in historiography since the 1980s has resulted in a dramatic reordering of “legitimate” scholarly topics, and hence a markedly different scholarly landscape, including some works that seek to narrate the history of the culture in its own right (Kasson’s history of the amusement park, for instance), and others that resort to cultural forms and artifacts to answer questions regarding politics, nationalism, and power relations (Melani McAlister’s Epic Encounters). In addition to providing a background in U.S. culture, then, this seminar seeks to trace these developments within the discipline, to understand their basis, to sample the means and methods of “the cultural turn,” and to assess the strengths and shortcomings of culture-based historiography as it is now constituted. T 1:30–3:20

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

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

AFAM 795b, Inequality and Urban Education Gerald Jaynes

The course provides students with basic tools and methods with which to deepen their understanding of and ability to analyze contemporary problems related to academic under-performance in lower income urban schools and the concomitant achievement gaps among various racial/ethnic groups in U.S. K–12 education. The primary objectives entail addressing various social inequalities to focus on causal explanations and proposed policy solutions frequently offered to ameliorate racial and ethnic differences in achievement and job readiness. The course draws on interdisciplinary methods. W 3:30–5:20

AFAM 802a/AMST 804a/HIST 750a, Readings in African American History since 1865 Glenda Gilmore

Students read major secondary works alongside key primary sources on African American history from 1865 to the present. The course covers Reconstruction; the Jim Crow era; the Long Civil Rights Movement, including its classical phase; African American transnationalism; and urban, political, and labor history from the African American perspective. The course emphasizes gender and racial formation. Students read thematically within the course, make class presentations, and write a historiographical paper. W 1:30–3:20

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

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

AFAM 850b/ENGL 937b, African Urban Cultures: Mediations of the City  Stephanie Newell

This course approaches the study of African cities and urbanization through the medium of diverse texts, including fiction, nonfiction, popular culture, film, and the arts, as well as scholarly work on African cities. Through these cultural “texts,” attention is given to everyday conceptualizations of the body and the environment, as well as to theoretical engagements with the African city. We study urban relationships as depicted in literature and popular media in relation to Africa’s long history of intercultural encounters, including materials dating back to the 1880s and the 1930s. T 9:25–11:15

AFAM 880a or b, Directed Reading

By arrangement with faculty.

AFAM 895a and b, Dissertation Prospectus Workshop Gerald Jaynes

A noncredit, two-term course, which graduate students in their third year of study must satisfactorily complete. This workshop is intended to support preparation of the dissertation proposal. W 1–2:15

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

Michael Cappello (Pediatrics; Public Health)

Director of Graduate Studies

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

Director of Program in African Languages

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

Professors Serap Aksoy (Public Health; on leave [F]), Lea Brilmayer (Law), John Darnell (Near Eastern Languages & Civilizations), Owen Fiss (Law), Robert Harms (History), Andrew Hill (Anthropology), Roderick McIntosh (Anthropology; on leave [F]), Christopher L. Miller (French; African American Studies), Catherine Panter-Brick (Anthropology; on leave [F]), 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)

Assistant Professors Katharine Baldwin (Political Science), Adria Lawrence (Political Science), Louisa Lombard (Anthropology), Daniel Magaziner (History), Sunil Parikh (Public Health; Medicine), Brian Wood (Anthropology), Jonathan Wyrtzen (Sociology)

Senior Lecturer Cheryl Doss (Economics)

Lecturers Anne-Marie Foltz (Public Health), David Simon (Political Science), Veronica Waweru (African Languages)

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

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

Fields of Study

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

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

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

Special Admissions Requirement

The GRE General Test is required.

Special Requirements for the M.A. Degree

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

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

The Master’s Thesis

The master’s thesis is based on research on a topic approved by the DGS and advised by a faculty member with expertise or specialized competence in the chosen topic. Students must submit their thesis for joint evaluation by the adviser and a second reader, who is chosen by the student in consultation with the DGS.

Program in African Languages

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

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

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

Courses

AFST 501au, Research Methods in African Studies Cheryl Doss

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

[AFST 541bu, Comparative Perspectives on African Literatures]

AFST 548bU/SOCY 548bU, Islamic Social Movements Jonathan Wyrtzen

Social movement and network theory used to analyze the emergence and evolution of Islamic movements from the early twentieth century to the present. Organization, mobilization, and framing of political, nonpolitical, militant, and nonmilitant movements; transnational dimensions of Islamic activism. Case studies include the Muslim Brotherhood, Hamas, Hizbollah, Al-Qaeda, Al-Adl wa-Ihsann, and Tablighi Jama’at. T 1:30–3:20

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

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

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

AFST 590aU, African Studies Colloquium

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

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

AFST 639aU/ANTH 639aU, Political Anthropology and Africa Louisa Lombard

A historical-anthropological study of politics in Africa. How have anthropologists made sense of the workings of African politics, both those of state and nonstate actors? This course charts how African states came into being, how they operate, and how state agents and the people they govern negotiate legitimacy, authority, and belonging. W 3:30–5:20

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

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

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

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

AFST 833b/HIST 833b, Agrarian History of Africa Robert Harms

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

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

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

AFST 838a/HIST 838a, Ideology in African History Daniel Magaziner

This course in African intellectual history considers how various African peoples have made sense of their world, in ways both conscious and unconscious, ascribed and articulated, successful and failed, and how historians have developed interpretations of the continent’s intellectual history. Topics to be considered include political theory, health and healing regimes, rainmaking, nationalism, Marxism, Christianity, Islam, and prophetic movements. Students work on a historiographical essay and facilitate discussion. Readings include monographs, novels, and other media. TH 3:30–5:20

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

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

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

By arrangement with faculty.

SWAH 610au, Beginning Kiswahili I Kiarie Wa’Njogu

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

SWAH 620bu, Beginning Kiswahili II Kiarie Wa’Njogu

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

SWAH 630au, Intermediate Kiswahili I Veronica Waweru

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

SWAH 640bu, Intermediate Kiswahili II

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

SWAH 650au, Advanced Kiswahili I Kiarie Wa’Njogu

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

SWAH 660bu, Advanced Kiswahili II Kiarie Wa’Njogu

Continuation of SWAH 650a. TTH 1–2:15

SWAH 670aU, Topics in Kiswahili Literature Kiarie Wa’Njogu

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

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

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

YORU 610au, Beginning Yorùbá I Oluseye Adesola

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

YORU 620bu, Beginning Yorùbá II Oluseye Adesola

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

YORU 630au, Intermediate Yorùbá I Oluseye Adesola

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

YORU 640bu, Intermediate Yorùbá II Oluseye Adesola

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

YORU 650au, Advanced Yorùbá I Oluseye Adesola

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

YORU 660bu, Advanced Yorùbá II Oluseye Adesola

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

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

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

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

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

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

Continuation of YORU 680a. TTH 1–2:15

ZULU 610aU, Beginning isiZulu I Sandra Sanneh

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

ZULU 620bU, Beginning isiZulu II Sandra Sanneh

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

ZULU 630au, Intermediate isiZulu I Sandra Sanneh

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

ZULU 640bu, Intermediate isiZulu II Sandra Sanneh

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

ZULU 650aU, Advanced isiZulu I Sandra Sanneh

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

ZULU 660bU, Advanced isiZulu II Sandra Sanneh

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

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American Studies

230 Hall of Graduate Studies, 203.432.1186

http://americanstudies.yale.edu

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

Chair

Kathryn Dudley (230 HGS, 203.432.1186)

Director of Graduate Studies

George Chauncey (230 HGS, 203.432.1186)

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

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

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

Lecturers James Berger, Ronald Gregg

Fields of Study

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

Special Admissions Requirement

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

Special Requirements for the Ph.D. Degree

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

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

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

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

Combined Ph.D. Programs

American Studies and African American Studies

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

American Studies and Film and Media Studies

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

Master’s Degrees

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

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

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

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

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

Courses

AMST 600a, American Scholars Hazel Carby

“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/623b/CPLT 622a,b, 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, made up of graduate students and faculty from several disciplines, meets regularly to discuss common readings, to develop collective and individual research projects, and to present that research publicly. The general theme for the working group is globalization and culture, with three principal aspects: (1) the globalization of cultural industries and goods, and its consequences for patterns of everyday life as well as for forms of fiction, film, broadcasting, and music; (2) the trajectories of social movements and their relation to patterns of migration, the rise of global cities, the transformation of labor processes, and forms of ethnic, class, and gender conflict; (3) the emergence of and debates within transnational social and cultural theory. The specific focus, projects, and directions of the working group are determined by the interests, expertise, and ambitions of the members of the group, and change as its members change. There are a small number of openings for second-year graduate students. Students interested in participating should contact michael.denning@yale.edu. M 1:30–3:20

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

A required course for all first-year students in the combined Ph.D. program in African American Studies; also open to students in American Studies. This interdisciplinary reading seminar focuses on new work that is challenging the temporal, theoretical, and spatial boundaries of the field. T 2:30–4:30

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

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

AMST 651bU/AFAM 563bU/ENGL 951bU, Ralph Ellison in Context Robert Stepto

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

AMST 654bU/AFAM 743bU/ENGL 952bU, American Artists and the African American Book Robert Stepto

Visual art in African American books since 1900. Artists include Winold Reiss, Aaron Douglas, E.S. Campbell, Tom Feelings, and the FSA photographers of the 1930s and ’40s. Topics include Harlem Renaissance book art, photography and literature, and children’s books. Research in collections of the Beinecke Library and the Yale Art Gallery is encouraged. W 1:30–3:20

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

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

AMST 662b/ENGL 927b, Prison Studies and Prison Literature Caleb Smith

Since the late 1960s, the U.S. prison system has expanded with unprecedented speed to become the largest in the world. Prisons, once seen as marginal zones of resocialization or containment for an unassimilable few, now appear central to the American political and social orders; we find ourselves in the presence of what critics have called “mass incarceration,” the “penal state,” and a “prison society” organized around a “new Jim Crow.” This seminar considers two intellectual traditions that have emerged in opposition to the new system—an interdisciplinary field of critical prison studies and a canon of prison literature. Approaching the prison from multiple perspectives, we read works in history (Foucault, Rothman); law (Feeley and Simon, Alexander); social science (Gilmore, Wacquant); and cultural studies (Rodriguez, Davis); as well as literary works by incarcerated and formerly incarcerated writers (Reed, Jackson, Baca). Key problems for discussion include disciplinary subject-formation and dehumanization, unfree labor and racialization, biopolitics and neoliberal governmentality, and the politics and poetics of literary testimony. T 1:30–3:20

AMST 677a/CPLT 914a/ENGL 962a, Modern Drama and Mass Culture  Joseph Roach

Taking account of the genealogy of modern drama in eighteenth-century performance, this seminar considers critical theories of the culture industry in relationship to selected canonical plays and popular theater-historical events from Oroonoko (1695) to Oroonoko, a new adaptation by Biyi Bandele (1999), and from The Beggar’s Opera (1728) to The Threepenny Opera (1928). Topics include the transformation of classical genres into the drame, the commercialization of leisure through the mass-marketing of vicarious experience, and the emerging culture of celebrity. Critical readings include selections from the Frankfurt School, Walter Benjamin, Bertolt Brecht, Raymond Williams, Roland Barthes, and Jean Baudrillard. Plays are drawn from popular comedies, Sheridan to Shaw (Pygmalion and My Fair Lady), and long-running bourgeois dramas, beginning with Lillo’s The London Merchant. Readings are supplemented by selected materials on theatrical production, acting, and management. W 9:25–11:15

AMST 685a/ENGL 930a, Disability: Representation, History, Ethics James Berger

This course provides an introduction to some key topics in contemporary disability studies. Students read sources on the history of the disability rights movement in the United States, and texts on modes of theorizing disability and how these theorizations intersect with and sometimes contest the movement’s political assertions. Encounters with artistic and other cultural representations of disability have been central to disability studies, so students read or view significant literary and cinematic accounts of disability. Finally, the class contends with important recent ethical issues pertaining to disability: questions of eugenics, genetic screening, euthanasia, the ethics of care, and disability in a global perspective. T 1:30–3:20

AMST 686aU/HIST 769aU, Introduction to Documentary Studies  Matthew Jacobson

This mixed graduate/undergraduate seminar surveys documentary work in three media—film, photography, and sound—since the 1930s, focusing on the documentary both as a cultural form with a history of its own and as a parcel of skill sets and storytelling and production practices to be studied and mastered. Readings and discussions cover important scholarly approaches to documentary as a genre, as well as close readings of documentaries themselves and practitioners’ guides to various aspects of documentary work. Topics include major trends in documentary practice across the three media, documentary ethics, aesthetics and truth-claims, documentary’s relationship to the scholarly disciplines and to journalism, and documentary work as political activism. Class meetings include screenings/viewings/soundings of documentary works, and practitioners’ panels and workshops with Yale documentarians (including Charles Musser, Zareena Grewal, Elihu Rubin, Gretchen Berland, and Laura Wexler) and local New Haven documentarians such as Jake Halpern (Yale ’97, This American Life). Students’ final projects may take the form of a traditional scholarly paper on some aspect of documentary history or a particular documentary producer, or an actual piece of documentary work—a film treatment, a brief video, a set of photographs, a sound documentary, or script. MW 2:30–3:45

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

This seminar explores intersections of religion and society in American history from the colonial period to the present as well as methodological problems important to their study. T 3:30–5:20

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

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

AMST 710a/ENGL 847a, Colonial and National: American Literature to 1830  Michael Warner

An introduction to both the primary texts and the current scholarship in the field, including transatlantic and hemispheric perspectives; the public sphere; evangelicalism and the secular; the rise of African American public intellectuals; varieties of pastoral in contexts of settler colonialism; cultural geographies of literary capitals and the backcountry; nationalism; polite letters and popular genres; Native American literacies; the early American novel; and the modern social imaginary. Writers and preachers studied include Cotton Mather, Jonathan Edwards, Benjamin Franklin, Samson Occom, Ukawsaw Gronniosaw, Phillis Wheatley, John Marrant, Thomas Jefferson, Thomas Paine, Judith Sargent Murray, Timothy Dwight, and Charles Brown. The course ends with the generation of Washington Irving, William Cullen Bryant, James Fenimore Cooper, and Catharine Sedgwick. TH 9:25–11:15

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

This course is designed as an introduction to the historiography of early America from about 1500 to the American Revolution. It provides an overview of critical debates within the field and acquaints students with some of the most influential works of both recent and “classic” historians. T 1:30–3:20

AMST 716a/ANTH 769a/ARCG 769a/HSAR 716a, Landscapes of Meaning: Museums and Their Objects Anne Underhill, Cyra Levenson

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. T 9:25–11:15

AMST 719b/RLST 703b, Interrogating the Crisis of Islam Zareena Grewal

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

AMST 723bU/ENGL 833bU, The Nonhuman in Literature and Culture since 1800  Wai Chee Dimock

Nonhuman life forms in fiction and poetry from the nineteenth century to the twenty-first, including plants and animals, “legal persons” such as corporations, large-scale phenomena such as the market and the Internet, war and environmental catastrophes, as well as intelligent machines and extraterrestrial aliens. Authors include Herman Melville, Emily Dickinson, Upton Sinclair, Elizabeth Bishop, Louise Erdrich, Richard Powers, Don DeLillo, Cormac McCarthy, Philip K. Dick, Ursula Le Guin, Octavia Butler, Dave Eggers. Theorists include Giorgio Agamben, Jane Bennett, Jacques Derrida, Donna Haraway, N. Katherine Hayles, Fredric Jameson, Brian Massumi, Timothy Morton. W 1:30–3:20

AMST 725a/AFAM 610a/ENGL 939a, Making the African American Literary Anthology Elizabeth Alexander

In this research seminar, students work on the compilation of the Library of America’s historical anthology of African American poetry from the eighteenth century to the present. Debates about the canon inside and outside the academy have sharpened awareness of writers and works excluded from standard literary histories, and new archival discoveries have broadened our knowledge of material on black poetry at research centers such as the Schomburg Center, Boston University’s Gotlieb Archival Research Center, Yale’s Beinecke Library, and Emory University (Lucille Clifton papers), and also in privately held collections. Each student is responsible for extensive research on particular poets, periods, and/or eras in a series of short projects, and we work together on assembling the three-hundred-year anthology. Each student then designs an integrative archival project; because the anthology will have a visual component, students may also work with rare photographs, broadsides, recordings, and other ephemera. W 9:25–11:15

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

This sampling of U.S. cultural history from the early national period to the present is designed to unfold on two distinct planes. The first is a rendering of U.S. culture itself—a survey, however imperfect, of the major currents, themes, and textures of U.S. culture over time, including its contested ideologies of race and gender, its organization of productivity and pleasure, its media and culture industries, its modes of creating and disseminating “information” and “knowledge,” its resilient subcultures, and its reigning nationalist iconographies and narratives. The second is a sampling of scholarly methods and approaches, a meta-history of “the culture concept” as it has informed historical scholarship in the past few decades. The cultural turn in historiography since the 1980s has resulted in a dramatic reordering of “legitimate” scholarly topics, and hence a markedly different scholarly landscape, including some works that seek to narrate the history of the culture in its own right (Kasson’s history of the amusement park, for instance), and others that resort to cultural forms and artifacts to answer questions regarding politics, nationalism, and power relations (Melani McAlister’s Epic Encounters). In addition to providing a background in U.S. culture, then, this seminar seeks to trace these developments within the discipline, to understand their basis, to sample the means and methods of “the cultural turn,” and to assess the strengths and shortcomings of culture-based historiography as it is now constituted. T 1:30–3:20

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

An examination of mid-twentieth-century African American literature and the rise of anti-Communist liberalism in American politics and life. We consider how black-authored fiction, drama, and poetry retheorized liberalism’s tenets of agency, subjectivity, property, autonomy, sociality, and governmentality. Rather than accept the persuasive and oft-argued position that black literature published during these decades was “integrationist” and therefore politically suspect, this course interrogates the aesthetic and political ends that the “black liberal imagination” served during these critical decades and into our present-day cultural moment. W 9:25–11:15

AMST 746a/ANTH 503a, Research in Sociocultural Anthropology: Ethnographic Writing and Representation Jafari Allen

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

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

Recent scholarship in the fields of affect studies and the new materialisms raises important questions about the ethnographic encounter and the kind of knowledge it produces. Refusing to grant ontological status to classic oppositions between nature/culture, self/other, subject/object, and human/nonhuman, this work encourages anthropologically inclined ethnographers to rethink longstanding assumptions about the composition of the “social” and the “political” in an anthropocentric world that ignores the vulnerabilities and agential capacities of global ecosystems at its peril. Reading across ossifying disciplinary divides, this seminar examines the intellectual projects of writers such as Jane Bennett, Bruno Latour, Lauren Berlant, and Kathleen Stewart, among others. Our objective is to theorize the intersection between public and private feelings and human and nonhuman materiality in ways that bring the political and aesthetic implications of ethnographic research and writing to the fore. TH 1:30–3:20

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 777a/HIST 755a, Research on the United States and the World  Jenifer Van Vleck

This research seminar is designed to enable students to produce an original, article-length paper based on primary research. Questions considered include: What does it mean to work across geographical borders (or, indeed, disciplinary borders), conceptually and methodologically? Why might an international/transnational perspective enrich our understanding of U.S. history? How can we historicize the relationship between “domestic” U.S. history and the history of U.S. foreign relations? During the first four weeks of class, we read recent historiography on the United States’ role in the world. Remaining weeks are devoted to a series of writing workshops, in which students share and discuss their work at various stages of the research and writing process. We also discuss practical strategies for publishing articles in academic journals, using seminar papers to advance work on the dissertation, and finding archival collections and sources at Yale that are relevant to the United States’ international history. W 3:30–5:20

AMST 780b/HIST 734b, Class and Capitalism in Twentieth-Century United States  Jennifer Klein

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

AMST 782a/E&RS 648a/GLBL 811a/HIST 788a, 1968: Social Movements in Comparative Perspective and Their Legacies Becky Conekin

In this seminar we explore post-WWII social movements and their legacies primarily across Western and Eastern Europe, North America, and Mexico. Analysis of other countries or regions in class discussions and final research papers is encouraged, based on student interest. 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 addition, 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 look at the social movements that developed out of the 1960s, such as second-wave feminism and gay and lesbian rights. This course offers students historical insights into the civil rights and student movements of the turbulent sixties that will shed light on current youth organizing and protest around the world. W 1:30–3:20

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

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

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

A 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. W 3:30–5:20

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

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

AMST 804a/AFAM 802a/HIST 750a, Readings in African American History since 1865 Glenda Gilmore

Students read major secondary works alongside key primary sources on African American history from 1865 to the present. The course covers Reconstruction; the Jim Crow era; the Long Civil Rights Movement, including its classical phase; African American transnationalism; and urban, political, and labor history from the African American perspective. The course emphasizes gender and racial formation. Students read thematically within the course, make class presentations, and write a historiographical paper. W 1:30–3:20

AMST 806b/HSAR 723b/RLST 701b/WGSS 768b, Studies in “New” Materialities: Agency, Ontology, Embodiment, Cognition Sally Promey

This advanced research course invites students to engage and interrogate a set of “new” ideas about objects and materiality emerging in disciplines as far-ranging as political science, cultural anthropology, ethics, history of art, cognitive science, religious studies, and gender and sexuality studies. One concern is to explore how these ideas, far from being “new,” have a deep, and deeply political, history in relation to Western efforts to make sense of and order the material (and spiritual) world and to mark and distinguish Western modernity and “civilization.” In the second half of the term, research projects take the shape of applying some of these theoretical models to case studies concerning specific objects, bodies, and materials. Note that a course on the same subject is being offered simultaneously at another institution, with students and professors in both courses entering into various sorts of conversation during the term. TH 1:30–3:20

AMST 819a/HSAR 722a/REL 981a/RLST 695a, Visual Controversies: Religion and the Politics of Vision Sally Promey, Vasileios Marinis

This interdisciplinary seminar explores the destruction, censorship, and suppression of pictures and objects, as these acts have been motivated by religious convictions and practices, in medieval Europe and then in the United States from colonization to the present. In such episodes, religion does not operate in a vacuum but draws attention to other cultural pressure points concerning, for example, race, ethnicity, gender, and sexuality. Already in the third century in Europe, and as early as the seventeenth century in the geographic area that is now the United States, individuals and groups practiced a range of behaviors we might meaningfully, though often figuratively, label iconoclastic. This course focuses most specifically on the emergence of Christian art and architecture in dialogue (or competition) with Greco-Roman religions and Islam; and on variations of Protestant Christianity; while it also directs attention to case studies within Byzantine Orthodoxy, American Judaism, Islam, and Catholicism and looks to comparative situations and episodes of contention elsewhere in the world. Topics likely considered include the conversion of “pagan” temples into Christian churches in late antiquity; iconoclastic interventions on Christian floor mosaics in Palestine after the Muslim conquest; destruction of images during Byzantine Iconoclasm; attitudes toward images during the Protestant Reformation; American Puritan uses of a theology of figuration to justify genocide as an “iconoclastic” act in the Pequot War; Shaker constructions of elaborate visionary pictures as forms of “writing” rather than “art”; sculptor Rose Kohler’s determination to define and regulate “Jewish art” in her work with National Council of Jewish Women; recent adjudication of the public display of the Ten Commandments or Christian nativity scenes; the Western contexts of the destruction of the Bamiyan Buddhas; and international culture wars and the specific uses of “blasphemy” charges to restrict the visual practices of religions. Prerequisite: permission of the instructors. M 3:30–5:20

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

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

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

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

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

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

Selected topics in the history of sexuality, especially the emergence of the category of “sexuality” itself and how it has been articulated with hierarchies of gender, race, class, age, nation, and empire. The course also considers sexuality as a source of public and personal identity; a component of social organization and subcultural social life; an object of scientific study, government management, and legal regulation; and a site of political and cultural conflict. W 1:30–3:20

AMST 869aU/WGSS 751aU, Photography, History, Memory: Public and Private Lives  Laura Wexler

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

AMST 897a/ENGL 897a, Networked Solitude Amy Hungerford

This seminar examines the American understanding of solitude in the context of social and nonhuman worlds. Topics include environment and solitude, celibacy, urban solitude, religiously or politically motivated social withdrawal, punitive isolation, physical solitude within virtual connectedness, and contagious loneliness. We examine how the practices of reading and writing, both prose and lyric, from the nineteenth century to the present, configure these forms of socially networked solitude. Including readings from Emerson, Thoreau, Dickinson, Poe, Sherwood Anderson, Ellison, Reisman, Thomas Merton, Jack Kerouac, Paul Bowles, Annie Dillard, Rebecca Solnit, Marilynne Robinson, Colson Whitehead, and Michael Clune. Additional readings include J.S. Mill and recent lyric theory; Simmel, Goffman, and Riesman; and readings on punitive and religious solitudes. M 1:30–3:20

AMST 900, Independent Research

AMST 901, Directed Reading

AMST 902a and b, Prospectus Workshop

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

[AMST 903a, Introduction to Public Humanities]

AMST 904, Practicum in Public Humanities

AMST 905, Master’s Project in Public Humanities

AMST 906/HUMS 901, (En)visualizing Knowledge: Text Mining, Mapping, Network Analysis, and Big Data Inderpal Grewal, Laura Wexler

Digital media and technology have opened an epochal chasm in our ways of knowing, as books, newspapers, libraries, whole universities, and worlds of scholarship are pulled into the digital realm only to reemerge in different forms. Many scholars have begun to explore how this new convergence alters knowledge production, visual culture, theories of representation and visuality, and the many and varied practices of everyday life. Text mining, mapping, network analysis, and big data visualization are among the most powerful forces now manifesting the everyday life world of the globe. This Mellon advanced graduate seminar examines these changes and convergences, investigating the legal, philosophical, scientific, artistic, and social implications of the new modes of creation and transmission of knowledge. Alongside such investigations, we examine existing projects in digital humanities and learn new tools and techniques for research in digital humanities. Students work individually and collaboratively to generate knowledge that can be demonstrated in a final term project.

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Anthropology

10 Sachem Street, 203.432.3670

http://anthropology.yale.edu

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

Chair

Anne Underhill

Director of Graduate Studies

David Watts

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

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

Assistant Professors Oswaldo Chinchilla, Narges Erami (Middle East Studies), Karen Hébert (Forestry & Environmental Studies), Louisa Lombard, Brian Wood

Fields of Study

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

Special Requirements for the Ph.D. Degree

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

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

Combined Ph.D. Programs

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

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

Master’s Degrees

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

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

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

Courses

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

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

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

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

ANTH 501a, Anthropology and Classical Social Theory Paul Kockelman

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. T 9:25–11:15

ANTH 501b, Anthropology and Contemporary Social Theory Louisa Lombard

An overview of central themes and debates in contemporary social theory, with a focus on the integration of theory and research, rather than a hermeneutical analysis of particular theoretical texts. Concentrating on questions of power, inequality, the self, and community, assessment of the relevance of sociological theory to advancing an understanding of the complexities of late twentieth-century Western society. Critical theory, feminist theories, postmodernism, and the contributions of individual theorists reviewed and critiqued. T 1:30–3:20

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

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

ANTH 503a/AMST 746a, Research in Sociocultural Anthropology: Ethnographic Writing and Representation Jafari Allen

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

ANTH 508bU/WGSS 701bU, Queer Ethnographies Karen Nakamura

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

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

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

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

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

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

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

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 548b, Medical Anthropology at the Intersections: Theory and Ethnography  Marcia Inhorn

TH 1:30–3:20

ANTH 555bU, China-Africa Encounters Helen Siu

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

ANTH 560aU, Representing Iran Narges Erami

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

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

The seminar explores topics in the anthropology of the global economy that are relevant to development and conservation policy and practice. Anthropologists are often assumed to focus on micro- or local-level research, and thus to have limited usefulness in the contemporary, global world of development and conservation policy. In fact, however, they have been examining global topics since at least the 1980s, and very little current anthropological research is limited to the village level. More importantly, the anthropological perspective on the global economy is unique and important. TH 9:30–12:20

ANTH 570bU, Anthropology of Information Paul Kockelman

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

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

An advanced seminar on the long tradition of social science scholarship on environmental perturbation and natural disasters, the relevance of which has been heightened by the current global attention to climate change. The course is divided into three main sections. The first consists of central questions and debates in the field: social dimensions of natural disasters; the discursive dimensions of environmental degradation, focusing on deforestation; and the current debate about the relationship between resource wealth and political conflict, focusing on the “green war” thesis. The second section focuses on anthropological and interdisciplinary approaches to climate change and related topics, encompassing canonical anthropological work on flood and drought; cyclones, El Niño, and interannual cycles; ethno-ecology; and risk. Additional lectures focus on interdisciplinary work. The final section of the course consists of the classroom presentation of work by the students and teaching fellow. Prerequisite: ANTH 581a or 597a. Three-hour lecture/seminar. Enrollment limited to twenty.

ANTH 575aU, Hubs, Mobilities, and the Global Urban Helen Siu

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

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

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

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

The implementation of development projects has been described as existing in a “black box”: development and conservation policy (even participatory policy) is often not defined to inform effective implementation (Mosse 2004), and data on actual implementation is rarely incorporated into policy. This course examines the invisibility of implementation, and the common, mistaken assumptions about implementation targets (like households, communities, and gender) that take the place of absent data in policy. The course also makes an effort to use anthropology to shed light into this black box, to allow students to think more critically about the varied and dynamic social field in which project implementation occurs. Political and economic aspects of relations within households and communities, particularly gender relations, are examined in all of their complexity, variation, and dynamism. The real focus of the course, however, is not the contents of the black box, but the political and economic relations between households, communities, and gender, on the one hand, and the world of development and conservation, on the other. How do households and communities respond to the differential opportunities and restrictions that development and conservation introduce? What are the implications of the fact that those responses are often invisible to policy makers? TH 9:30–12:20

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

A biocultural perspective on debates in medical anthropology and global health that focus on health disparities and equity. The intersection of biological and cultural issues in matters of health research and intervention. Application of theoretical frameworks to case studies in global health inequality. M 3:30–5:20

ANTH 588bU, Politics of Culture in Southeast Asia Erik Harms

The course analyzes how Southeast Asian nations promote national culture as part of political and economic agendas. It also explores Southeast Asian cultural and political diversity to rescue the possibility for cultural difference within a global world. TH 9:25–11:15

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

Recent scholarship in the fields of affect studies and the new materialisms raises important questions about the ethnographic encounter and the kind of knowledge it produces. Refusing to grant ontological status to classic oppositions between nature/culture, self/other, subject/object, and human/nonhuman, this work encourages anthropologically inclined ethnographers to rethink longstanding assumptions about the composition of the “social” and the “political” in an anthropocentric world that ignores the vulnerabilities and agential capacities of global ecosystems at its peril. Reading across ossifying disciplinary divides, this seminar examines the intellectual projects of writers such as Jane Bennett, Bruno Latour, Lauren Berlant, and Kathleen Stewart, among others. Our objective is to theorize the intersection between public and private feelings and human and nonhuman materiality in ways that bring the political and aesthetic implications of ethnographic research and writing to the fore. TH 1:30–3:20

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

This course is designed to provide M.E.M., M.E.Sc., and doctoral students with the opportunity to master the essential social science literature on sustainable development and conservation. Social science makes two contributions to the practice of development and conservation. First, it provides ways of thinking about, researching, and working with social groupings—including rural households and communities, but also development and conservation institutions, states, and NGOs. This aspect includes relations between groups at all these levels, and the role of power in these relations. Second, social science tackles the analysis of the knowledge systems that implicitly shape development and conservation policy and impinge on practice. In other words, we analyze communities but also our own ideas of what communities are. We also examine our ideas about sustainable development and conservation, and we look at development and the institutions that implement it from the perspective of communities. The emphasis throughout is on how these things shape the practice of sustainable development and conservation. Case studies used in the course have been balanced as much as possible between Southeast Asia, South Asia, Africa, and Latin America; most are rural and Third World (largely due to the development and conservation focus). The course includes readings from all noneconomic social sciences. Readings are equally focused on conservation and development. The goal of the course is to stimulate students to apply informed and critical thinking (which means not criticizing others, but questioning our own underlying assumptions) to whatever roles they may come to play in sustainable development and conservation, in order to move toward more environmentally and socially sustainable projects and policies. The course is also designed to help students shape future research by learning to ask questions that build on, but are unanswered by, the social science theory of conservation and development. No prerequisites. This is a requirement for the joint F&ES/Anthropology doctoral program and a prerequisite for some advanced F&ES courses. Open to advanced undergraduates. Three hours lecture/seminar. T 2:30–5:20

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

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

ANTH 601bU, Meaning and Materiality Paul Kockelman

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

ANTH 632bU, 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. W 1:30–3:20

ANTH 638bU, Culture, Power, Oil Douglas Rogers

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

ANTH 639aU/AFST 639aU, Political Anthropology and Africa Louisa Lombard

A historical-anthropological study of politics in Africa. How have anthropologists made sense of the workings of African politics, both those of state and nonstate actors? This course charts how African states came into being, how they operate, and how state agents and the people they govern negotiate legitimacy, authority, and belonging. W 3:30–5:20

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

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

ANTH 655aU/WGSS 659aU, 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. TH 9:25–11:15

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

How method, theory, and social policy have influenced the development of archaeology as a set of methods, an academic discipline, and a political tool. Prerequisite: a background in the basics of archaeology equivalent to one of the introductory courses. TTH 1–2:15

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

An examination of archaeological approaches to the study of artistic representations in archaeology, focusing on the analysis of style and iconographic interpretations. Case studies are drawn from Precolumbian art, particularly Moche art of Peru and Maya art of Mesoamerica. TH 9:25–11:15

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

Review of the major problems and methodologies associated with the use of ethnohistory by archaeologists. How do archaeologists construct a historical imagination? The course looks at a variety of sources: colonial and “visitor” documents, peoples’ written description of themselves, oral traditions, classic ethnographies, and art history. MW 9–10:15

ANTH 720bU/ARCG 720bU/NELC 720bU, Babylon to Bush Harvey Weiss

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

ANTH 729aU/ARCG 729aU, Integrating Remote Sensing in Archaeology  William Honeychurch, Andrew Womack

Introduction to satellite and geophysical remote sensing in anthropology. Focus on integrating this data with other techniques and databases for manipulation and application to archaeological research.

ANTH 741b/ARCG 741b/CLSS 841b/HIST 502b/NELC 841b, Frontier and Province in the Premodern World Andrew Johnston, William Honeychurch

From Achaemenid India or Han China to Roman Gaul and Egypt to Iraqi Kurdistan, the province and its organizational equivalents (e.g., nomes in Egypt, commanderies in China) have long constituted one of the fundamental building blocks of states, ancient and modern, and a fascinatingly complex site of cultural and political negotiation in imperial encounters. The aim of this year’s core seminar is to explore social equilibria between governance and the governed in the premodern world, via the interaction—religious, artistic, linguistic, administrative, economic—between local units and large imperial frameworks. As an object of comparative study, the province, representing the intersection of imperial power and local communities, allows us to combine “top-down” and “bottom-up” approaches to the ancient world, to investigate some of the key practices and discourses of empire while attempting to recover the agency and voices of subaltern provincial actors. It offers as well a chance to reconsider the “center-periphery” paradigm taken over from world-systems theory, and to propose new models for understanding the complex relationships between an imperial “center” and the governance of territories. This interdisciplinary seminar examines a wide range of aspects of the province as a transhistorical phenomenon—law, economy, art, literature, religion, monumentality, urbanism, and politics—across the ancient Mediterranean world and beyond, making use of the unique resources and collections at Yale, especially the Art Gallery and Beinecke Library.

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

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

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

The history and organization of the Inca empire and its impact on the nations and cultures conquered by it. The role of archaeology in understanding the transformation of Andean lifeways is explored, as is the interplay between ethnohistoric and archaeological approaches to the subject. TTH 2:30–3:45

ANTH 769a/AMST 716a/ARCG 769a/HSAR 716a, Landscapes of Meaning: Museums and Their Objects Anne Underhill, Cyra Levenson

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. T 9:25–11:15

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

Collapse documented in the archaeological and early historical records of the Old and New Worlds, including Mesopotamia, Mesoamerica, the Andes, and Europe. Analysis of politicoeconomic vulnerabilities, resiliencies, and adaptations in the face of abrupt climate change, anthropogenic environmental degradation, resource depletion, “barbarian” incursions, or class conflict. Th 3:30–5:20

ANTH 780bU/ARCG 780bU, 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. W 1:30–3:20

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

This seminar addresses how archaeologists analyze and interpret ceramics, arguably the most common type of object found in ancient sites. Readings, discussions, and opportunities for practical work focus on what different aspects of ceramic vessels reveal about the people who made and used them. M 1:30–3:20

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

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

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

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

ANTH 843a, Evolutionary Biology of Human Aging Richard Bribiescas

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

ANTH 847bU/ARCG 847bU, Hunter-Gatherers Brian Wood

The vast majority of the human experience centered around one way of making a living: hunting and gathering. Yet today, hunter-gatherers make up a small and diminishing proportion of human societies. This class is a broad survey of the ecology, economics, political, and social organization of recent hunter-gatherers and a review of anthropological inquiry into foraging societies. T 1:30–3:20

ANTH 848a, Hormones, Behavior, and Life History Claudia Valeggia

This seminar focuses on the interaction between hormones and behavior from an evolutionary and developmental perspective. We begin with an overview of general principles of endocrine physiology. The course then focuses, from a life history perspective, on how hormones affect the brain and body throughout development. We explore human sexuality and reproduction, energy metabolism, parenting, stress, social interactions, and affective disorders. We also cover field and laboratory endocrinology methods. W 9:25–11:15

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

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

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

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

ANTH 858bU, Demography and Human Experience Brian Wood

Introduction to the study of the growth, decline, composition, migration, and interaction of human populations. Methods for measuring, visualizing, and analyzing population processes. Theory from disciplines such as history, social science, public health, and environmental science used to explore the ways in which individual human experience reflects and contributes to population dynamics.

ANTH 860a/ARCG 860a, Human Behavioral Ecology Brian Wood

This course focuses on human behavior as shaped by our species’ evolutionary history and guided by particular ecological contexts. Through readings and discussion, we survey the historical and theoretical foundations of this research paradigm and examine the ways that human behavioral ecology differs from other evolutionary approaches to the study of human behavior. Readings cover research in the field examining human subsistence, sharing, mobility, territoriality, the division of labor, mating, parenting, and social organization, using ethnographic, archaeological, and experimental datasets. TH 3:30–5:20

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

Across the world, relationships between men and women shape the structure and functioning of human societies. Whether as friendship, love, or marriage, a man and a woman develop a relationship between them that is special, different from the relationship that they have with other adults in the community. Psychologists, historians, poets, anthropologists, artists, biologists, economists have all testified to this ubiquitous phenomenon. There is a bond, an attachment between them, and there is some implicit or explicit commitment to share space, time, resources, offspring, and labor. T 1:30–3:20

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

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

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

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

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

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

ANTH 942a and b/SAST 900a and b, Research Seminar in Anthropology of South Asia Kalyanakrishnan Sivaramakrishnan

This 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 with permission of the instructor. M 3:30–5:20

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

By arrangement with faculty.

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

By arrangement with faculty.

ANTH 952a and b, Directed Research in Linguistics

By arrangement with faculty.

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

By arrangement with faculty.

ANTH 954a and b, Directed Research in Biological Anthropology

By arrangement with faculty.



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Applied Mathematics

A. K. Watson Hall, 203.432.1278

http://applied.math.yale.edu

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

Director of Graduate Studies

Peter Jones

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

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

Assistant Professors Xiuyuan Cheng, Alexander Cloninger, Manas Rachh, Guy Wolf

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, cryptography, statistical theory and applications, probability theory and applications, information theory, econometrics, financial mathematics, statistical computing, and applications of mathematical and computational techniques to fluid mechanics, combustion, and other scientific and engineering problems.

Requirements for the Ph.D. in Applied Mathematics

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

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

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

Honors Requirement

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

Master’s Degrees

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

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

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

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

Courses

AMTH 525, Seminar in Applied Mathematics

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

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

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

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

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

This course examines probabilistic and computational methods for the statistical modeling of complex data. The emphasis is on the unifying framework provided by graphical models, a formalism that merges aspects of graph theory and probability theory. Graphical models: Markov random fields, Bayesian networks, and factor graphs. Algorithms: filtering, smoothing, belief-propagation, sum-product, and junction tree. Variational techniques: mean-field and convex relaxations. Markov processes on graphs: MCMC, factored HMMs, and Glauber dynamics. Some statistical physics techniques: cavity and replica methods. Applications to error-correcting codes, computer vision, bio-informatics, and combinatorial optimization. MW 2:30–3:45

AMTH 666b/ASTR 666b/G&G 666b, Classical Statistical Thermodynamics  John Wettlaufer

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

[AMTH 667b/CPSC 576bU/ENAS 576bU, Advanced Computational Vision]

AMTH 765a/CB&B 562a/ENAS 561a/MB&B 562aU/MCDB 562aU/PHYS 562a, Dynamical Systems in Biology Damon Clark, Jonathon Howard

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

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Applied Physics

Becton Center, 203.432.2210

http://appliedphysics.yale.edu

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

Chair

A. Douglas Stone

Director of Graduate Studies

Hui Cao (309 BCT, hui.cao@yale.edu)

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

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

Assistant Professors Michael Choma (Engineering & Applied Science), Liang Jiang, Peter Rakich

Fields of Study

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

Special Admissions Requirements

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

Integrated Graduate Program in Physical and Engineering Biology (PEB)

Students applying to the Ph.D. program in Applied Physics may also apply to be part of the PEB program. See the description under Non-Degree-Granting Programs, Councils, and Research Institutes for course requirements, and http://peb.yale.edu for more information about the benefits of this program and application instructions.

Special Requirements for the Ph.D. Degree

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

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

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

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

There is no foreign language requirement.

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

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

Honors Requirement

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

Master’s Degrees

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

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

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

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

Courses

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

APHY 500a/ENAS 500a, Mathematical Methods I Paul Van Tassel

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

APHY 506aU, Basic Quantum Mechanics Robert Schoelkopf

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

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

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

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

A two-term sequence covering the principles underlying the electrical, thermal, magnetic, and optical properties of solids, including crystal structures, phonons, energy bands, semiconductors, Fermi surfaces, magnetic resonance, phase transitions, and superconductivity. Fall: 2.5 HTBA; Spring: TTh 2:30–3:45

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

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

Identical particles and second quantization. Electron tunneling and spectral function. General linear response theory. Approximate methods of quantum many-body theory. Dielectric response, screening of long-range interactions, electric conductance, collective modes, and photon absorption spectra. Fermi liquid; Cooper and Stoner instabilities; notions of superconductivity and magnetism. BCS theory, Josephson effect, and Majorana fermions in condensed matter; superconducting qubits. Bose-Einstein condensation; Bogoliubov quasiparticles and solitons. TTH 11:35–12:50

APHY 633b/PHYS 633b, Introduction to Superconductivity Daniel Prober

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

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

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

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

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

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

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

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

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

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

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

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

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

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

APHY 990a and 990b, Special Investigation

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Archaeological Studies

10 Sachem Street, 203.432.3670

www.yale.edu/archaeology

M.A.

Chair and Director of Graduate Studies

Richard Burger (Anthropology)

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

Associate Professors Milette Gaifman (History of Art; Classics), William Honeychurch (Anthropology)

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

Lecturer Karen Foster (Near Eastern Languages & Civilizations)

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

Special Admissions Requirements

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

Special Requirements for the M.A. Degree

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

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

Courses

ARCG 545a/ANTH 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

ARCG 569a/CLSS 868a/HSAR 569a, Living the Life of Nero: Megalomania and Making Great Art Diana Kleiner

Nero is Rome’s most infamous emperor. Played with gusto by Peter Ustinov in Quo Vadis, Nero personifies Roman leadership at its most tyrannical. Nonetheless, the Roman Age of Nero witnessed an extraordinary efflorescence of art and architecture that set the stage for Rome’s magisterial second century. Furthermore, in a society in which few names of artists and architects were recorded, the work of those of Nero’s era (Severus, Celer, Fabullus, Zenodorus) is well documented and enhanced by new archaeological discoveries. Student projects focus on the fabled Domus Aurea, the alleged Tomb of Nero, Third- and Fourth-Style Roman wall painting, the legendary Colossus of Nero, and other Neronian portraiture. The commissioning of art by powerful elite Roman women and freedmen in the Neronian age is also explored, and there is emphasis on the possible correlation between megalomania and great art. 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 701aU/ANTH 701aU, Foundations of Modern Archaeology Richard Burger

How method, theory, and social policy have influenced the development of archaeology as a set of methods, an academic discipline, and a political tool. Prerequisite: a background in the basics of archaeology equivalent to one of the introductory courses. TTH 1–2:15

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

An examination of archaeological approaches to the study of artistic representations in archaeology, focusing on the analysis of style and iconographic interpretations. Case studies are drawn from Precolumbian art, particularly Moche art of Peru and Maya art of Mesoamerica. TH 9:25–11:15

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

Review of the major problems and methodologies associated with the use of ethnohistory by archaeologists. How do archaeologists construct a historical imagination? The course looks at a variety of sources: colonial and “visitor” documents, peoples’ written description of themselves, oral traditions, classic ethnographies, and art history. MW 9–10:15

ARCG 720bU/ANTH 720bU/NELC 720bU, Babylon to Bush Harvey Weiss

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

ARCG 729aU/ANTH 729aU, Integrating Remote Sensing in Archaeology  William Honeychurch, Andrew Womack

Introduction to satellite and geophysical remote sensing in anthropology. Focus on integrating this data with other techniques and databases for manipulation and application to archaeological research.

ARCG 741b/ANTH 741b/CLSS 841b/HIST 502b/NELC 841b, Frontier and Province in the Premodern World Andrew Johnston, William Honeychurch

From Achaemenid India or Han China to Roman Gaul and Egypt to Iraqi Kurdistan, the province and its organizational equivalents (e.g., nomes in Egypt, commanderies in China) have long constituted one of the fundamental building blocks of states, ancient and modern, and a fascinatingly complex site of cultural and political negotiation in imperial encounters. The aim of this year’s core seminar is to explore social equilibria between governance and the governed in the premodern world, via the interaction—religious, artistic, linguistic, administrative, economic—between local units and large imperial frameworks. As an object of comparative study, the province, representing the intersection of imperial power and local communities, allows us to combine “top-down” and “bottom-up” approaches to the ancient world, to investigate some of the key practices and discourses of empire while attempting to recover the agency and voices of subaltern provincial actors. It offers as well a chance to reconsider the “center-periphery” paradigm taken over from world-systems theory, and to propose new models for understanding the complex relationships between an imperial “center” and the governance of territories. This interdisciplinary seminar examines a wide range of aspects of the province as a transhistorical phenomenon—law, economy, art, literature, religion, monumentality, urbanism, and politics—across the ancient Mediterranean world and beyond, making use of the unique resources and collections at Yale, especially the Art Gallery and Beinecke Library.

ARCG 744bU/NELC 509bU, The Age of Akhenaton John Darnell

Study of the period of the Egyptian pharaoh Akhenaton (reigned 1353–1336 B.C.E.), often termed the Amarna Revolution, from historical, literary, religious, artistic, and archaeological perspectives. Consideration of the wider Egyptian, ancient Near Eastern, African, and Mediterranean contexts. Examination of the international diplomacy, solar theology, and artistic developments of the period. Reading of primary source material in translation. MW 9–10:15

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

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

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

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

The history and organization of the Inca empire and its impact on the nations and cultures conquered by it. The role of archaeology in understanding the transformation of Andean lifeways is explored, as is the interplay between ethnohistoric and archaeological approaches to the subject. TTH 2:30–3:45

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

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 769a/AMST 716a/ANTH 769a/HSAR 716a, Landscapes of Meaning: Museums and Their Objects Anne Underhill, Cyra Levenson

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. T 9:25–11:15

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

Collapse documented in the archaeological and early historical records of the Old and New Worlds, including Mesopotamia, Mesoamerica, the Andes, and Europe. Analysis of politicoeconomic vulnerabilities, resiliencies, and adaptations in the face of abrupt climate change, anthropogenic environmental degradation, resource depletion, “barbarian” incursions, or class conflict. TH 3:30–5:20

ARCG 780bU/ANTH 780bU, 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. W 1:30–3:20

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

This seminar addresses how archaeologists analyze and interpret ceramics, arguably the most common type of object found in ancient sites. Readings, discussions, and opportunities for practical work focus on what different aspects of ceramic vessels reveal about the people who made and used them. M 1:30–3:20

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

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

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

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

ARCG 847bU/ANTH 847bU, Hunter-Gatherers Brian Wood

The vast majority of the human experience centered around one way of making a living: hunting and gathering. Yet today, hunter-gatherers make up a small and diminishing proportion of human societies. This class is a broad survey of the ecology, economics, political, and social organization of recent hunter-gatherers and a review of anthropological inquiry into foraging societies. T 1:30–3:20

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

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

ARCG 860a/ANTH 860a, Human Behavioral Ecology Brian Wood

This course focuses on human behavior as shaped by our species’ evolutionary history and guided by particular ecological contexts. Through readings and discussion, we survey the historical and theoretical foundations of this research paradigm and examine the ways that human behavioral ecology differs from other evolutionary approaches to the study of human behavior. Readings cover research in the field examining human subsistence, sharing, mobility, territoriality, the division of labor, mating, parenting, and social organization, using ethnographic, archaeological, and experimental datasets. TH 3:30–5:20

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

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

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

By arrangement with faculty.

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Architecture

Rudolph Hall, 203.432.2288

www.architecture.yale.edu/phd

M.Phil., Ph.D.

Dean

Robert A. M. Stern

Director of Doctoral Studies

Alan Plattus (710 Rudolph, 203.432.2290, alan.plattus@yale.edu)

Professors Michelle Addington, Peggy Deamer, Keller Easterling, Peter Eisenman, Kurt Forster, Dolores Hayden, Kathleen James-Chakraborty, Alan Plattus, Robert A. M. Stern, Anthony Vidler

Associate Professors Mark Foster Gage, Kyoung Sun Moon, Eeva-Liisa Pelkonen

Assistant Professors Alexander Felson, Elihu Rubin

Adjunct Faculty Sunil Bald, Thomas Beeby, Deborah Berke, Kent Bloomer, Turner Brooks, Alexander Garvin, Steven Harris, John Jacobson, Bimal Mendis, Edward Mitchell, Joel Sanders

Fields of Study

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

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

Admission Requirements

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

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

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

The Ph.D. program is administered by the Yale Graduate School of Arts and Sciences. For questions regarding admissions, please contact graduate.admissions@yale.edu.

School of Architecture Summer Preparation Courses for Incoming Ph.D. Students

In the week before the beginning of the fall term, the School of Architecture offers two preparation courses that are required of incoming Ph.D. students.

  • • Summer Digital Media Orientation Course. This half-day orientation covers accessing the School’s servers, use of the School’s equipment, and the School’s digital media policies and procedures.
  • • Arts Library Research Methodology Course. This course covers research methodologies and tools specific to the Ph.D. curriculum.

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.

Students are required to be full-time and in residence in the New Haven area during the first two academic years (see the Bulletin of the Graduate School of Arts and Sciences, Programs and Policies). Students typically take twelve graduate and Ph.D. seminars for credit, including a Ph.D. seminar taught in each of the first four terms by a member of the School of Architecture faculty that introduces the student to various methodologies and areas of study. Some seminars encourage primary research on a narrow topic or focus on producing a collective body of work. Others offer a broader survey of historiographies or focus on the close reading of a body of texts. These four required seminars form the methodological core of the program.

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

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

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

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

During the third year, candidates present and defend a preliminary proposal for a dissertation topic, consisting of a topic statement, detailed program of research, and an annotated bibliography. By the end of the third year, students begin dissertation research and writing, submitting drafts of the dissertation chapters as they are completed.

Graduate Research Assistant and Teaching Fellow Experience

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

Master’s Degree

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

Required Courses

ARCH 551a, Ph.D. Seminar I

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

ARCH 552b, Ph.D. Seminar II

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

ARCH 553a, Ph.D. Seminar III

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

ARCH 554b, Dissertation Preparation

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

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Astronomy

J. W. Gibbs Laboratories, 203.432.3000

http://astronomy.yale.edu

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

Chair

Pieter van Dokkum

Director of Graduate Studies

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

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

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

Fields of Study

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

Special Admissions Requirements

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

Special Requirements for the Ph.D. Degree

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

The Physics of Astrophysics (ASTR 500), 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 experimental 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 four 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. Students must also take Responsible Conduct in Research for Physical Scientists (PHYS 590), which 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 and PHYS 590 may not be used to fulfill the twelve-course requirement.

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

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

Teaching experience is an integral part of graduate education in astronomy. All students are required to serve as teaching fellows and complete a total of fifty TF hours. 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 thirty TF hours. The additional TF hours will normally be carried out after the fourth term of study.

Honors Requirement

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

Master’s Degrees

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

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

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

Courses

ASTR 500a, The Physics of Astrophysics Sarbani Basu

Primarily for incoming students in the Ph.D. program in Astronomy. The basic physics and related mathematics needed to take the advanced graduate courses. Topics in mechanics, thermodynamics and statistical mechanics, fluid mechanics, special relativity, and electrodynamics with applications to astrophysical systems are covered. Open to undergraduates with permission of the instructor. MW 9–10:15

ASTR 510au, Stellar Populations Robert Zinn

The stellar population of our galaxy and the galaxies of the local group. The properties of stars and star clusters, stellar evolution, and the structure and evolution of our galaxy. TTH 9–10:15

ASTR 518b, Stellar Dynamics Marla Geha

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

ASTR 525a, Advanced Statistical Methods for Astronomy Paolo Coppi

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

ASTR 530au, Galaxies Jeffrey Kenney

The structure and morphology of galaxies, stellar populations, interstellar media, star formation, central black holes, galaxy mergers, and galaxy properties as a function of environment. MW 4–5:15

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

[ASTR 550bu, Stellar Astrophysics]

[ASTR 555au, Observational Astronomy]

[ASTR 560a, Interstellar Matter and Star Formation]

ASTR 565bU, 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 Priyamvada Natarajan

A survey of current topics in high-energy astrophysics, including accreting black hole and neutron star systems in our galaxy, pulsars, active galactic nuclei and relativistic jets, gamma-ray bursts, and ultra-high-energy cosmic rays. The basic physical processes underlying the observed high-energy phenomena are also covered. TTH 10:30–11:45

ASTR 575b, Exoplanets Debra Fischer

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

ASTR 580a or b, Research

By arrangement with faculty.

[ASTR 585b, Radio Astronomy]

[ASTR 590bu, Solar Physics]

[ASTR 600bu/PHYS 600b, Cosmology]

[ASTR 610b, The Theory of Galaxy Formation]

[ASTR 620b, Advanced Programming Tutorial for Astronomy]

ASTR 666b/AMTH 666b/G&G 666b, Classical Statistical Thermodynamics  John Wettlaufer

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

ASTR 710a and b, Professional Seminar

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

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Biomedical Engineering

Dunham Laboratory, 203.432.4252

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

Chair

Jay Humphrey

Director of Graduate Studies

Richard Carson (richard.carson@yale.edu)

Professors Richard Carson, Nicholas Christakis, James Duncan, Jay Humphrey, Fahmeed Hyder, Themis Kyriakides (Pathology), Andre Levchenko, Laura Niklason, Douglas Rothman, W. Mark Saltzman, Mark Schwartz, Fred Sigworth, Brian Smith, Lawrence Staib, Hemant Tagare, Paul Van Tassel, Steven Zucker (Computer Science)

Associate Professors Joerg Bewersdorf (Cell Biology), Robin de Graaf, Tarek Fahmy, Rong Fan, Evan Morris, Xenophon Papademetris, Corey Wilson

Assistant Professors Stuart Campbell, Michael Choma, Anjelica Gonzalez, Chi Liu, Kathryn Miller-Jensen, Michael Murrell, Steven Tommasini, Jiangbing Zhou

Fields of Study

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

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

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Cell Biology

Sterling Hall of Medicine C207, 203.737.5603

www.cellbiology.yale.edu

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

Chair

James Rothman

Director of Graduate Studies

Karin Reinisch (SHM C214a, 203.785.6469, karin.reinisch@yale.edu)

Professors Christopher Burd, 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), Karla Neugebauer (Molecular Biophysics & Biochemistry), Thomas Pollard (Molecular, Cellular & Developmental Biology; on leave [F]), Karin Reinisch, James Rothman, Martin Schwartz (Internal Medicine/Cardiology), Michael Simons (Internal Medicine/Cardiology), Sandra Wolin

Associate Professors Joerg Bewersdorf, Jonathan Bogan (Internal Medicine/Endocrinology), David Calderwood (Pharmacology), Daniel Colón-Ramos, Eric Dufresne (Mechanical Engineering & Materials Science), Valentina Greco (Genetics), Megan King, Thomas Melia, Christian Schlieker (Molecular Biophysics & Biochemistry), Derek Toomre, Yongli Zhang

Assistant Professors David Baddeley, Topher Carroll, Shawn Ferguson, Shangqin Guo, Chenxiang Lin, Patrick Lusk, Malaiyalam Mariappan, Peter Takizawa, Jie Yao

Fields of Study

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

Special Admissions Requirements

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

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

Special Requirements for the Ph.D. Degree

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

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

In addition to all other requirements, students must successfully complete CBIO 901b, First-Year Introduction to Research—Ethics: Scientific Integrity in Biomedical Research, prior to the end of their first year of study. In their fourth year of study, all students must successfully complete B&BS 503b, RCR Refresher for Senior BBS Students.

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 Cell Biology (CBIO 602), and a seminar course that involves the reading and class discussion of research papers. The remaining courses can be in areas such as Genetics, Neuro­biology, Immunology, Microbiology, Pharmacology, and Physiology. Students must meet the Graduate School requirement of a grade of Honors in two courses, if necessary taking additional courses beyond the five required in the department to fulfill this requirement. Students must also maintain an average grade of High Pass in all courses. One term of teaching is required.

Master’s Degrees

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

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

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

Courses

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

This 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 include structure and organization of cells; regulation of the cell cycle and mitosis; protein biosynthesis and membrane targeting; cell motility and the cytoskeleton; signal transduction; cell adhesion; cell and tissue organization of organ 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 for three terms from September to December of the next academic year to coincide with the School of Medicine curriculum. Registration and the release of grades takes place in the third term. The course is equivalent to two graduate credits.

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

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

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

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

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

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

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

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

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

This seminar course, which meets once weekly, covers advanced topics in cell biology. Each topic is spread over two or three sessions, which start with an introductory overview and are followed by a discussion of key papers led by an expert in the field. T 4:15–6

CBIO 611b, Vascular Cell Biology Martin Schwartz and faculty

This course introduces the structure and organ-level physiology of the vascular system, then covers in greater depth the development, regulation, mechanics, and pathology of blood vessels. The major focus is on cellular and molecular mechanisms. The course includes both lectures and reading and discussion of recent literature. WF 1:30–2:30

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

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

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

Introduction to the principles and practical methods of live cell imaging. Covers principles of fluorescent microscopy (including genetically encoded probes and physiological indicators), image formation, image detection, and image analysis. Includes hands-on demonstrations of state-of-the-art instrumentation, such as video-rate confocal and super-resolution “nanoscopes.” TTH 11–12:30

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

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

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

Ethics and laboratory rotation talks for Molecular Cell Biology, Genetics, and Development track students. TH 4:15–5:45

CBIO 903a or b, Reading Course in Cell Biology Karin Reinisch

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

CBIO 911a/GENE 911a/MCDB 911a, First Laboratory Rotation Craig Crews

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

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

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

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

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

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Cellular and Molecular Physiology

Sterling Hall of Medicine B147, 203.785.4041

www.physiology.yale.edu

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

Chair

Michael Caplan

Director of Graduate Studies
  • David Zenisek (SHM B114, 203.785.6474, david.zenisek@yale.edu)

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

Associate Professors Nadia Ameen (Pediatrics), Ivan de Arajuo (Psychiatry), Jonathan Demb (Ophthalmology & Visual Science), Xiaoyong Yang (Comparative Medicine)

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

Fields of Study

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

Special Admissions Requirements

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

Special Requirements for the Ph.D. Degree

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

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

An important dimension of graduate training in Cellular and Molecular Physiology is the acquisition of teaching skills through participation in courses appropriate for the student’s academic interests. Ph.D. students are expected to participate in two terms (or the equivalent) of teaching, at the level of TF-20. Students are not expected to teach before passing the qualifying examination.

In addition to all other requirements, students must successfully complete C&MP 650, The Responsible Conduct of Research, prior to the end of their first year of study; and, in their fourth year of study, all students must successfully complete B&BS 503b, RCR Refresher for Senior BBS Students.

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

Honors Requirement

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

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

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

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

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

Master’s Degrees

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

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

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

Courses

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

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

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

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

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

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

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

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

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

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

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

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

C&MP 630a/PATH 680a/PHAR 502a, Seminar in Molecular Medicine, Pharmacology, and Physiology Don Nguyen, Titus Boggon

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

C&MP 650/PATH 660/PHAR 580, The Responsible Conduct of Research  Barbara Ehrlich, Demetrios Braddock

Organized to foster discussion, the course is taught by faculty in the Pharmacology, Pathology, and Physiology departments and two or three senior graduate students. Each session is based on case studies from primary literature, reviews, and two texts: Francis Macrina’s Scientific Integrity and Kathy Barker’s At the Bench. Each week, students are required to submit a reaction paper discussing the reading assignment. Students take turns leading the class discussion; a final short paper on a hot topic in bioethics is required. TH 11–12:15

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

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Chemical & Environmental Engineering

Dunham Laboratory, 203.432.4252

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

Chair

Paul Van Tassel

Director of Graduate Studies

Menachem Elimelech (menachem.elimelech@yale.edu)

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

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

Assistant Professors Drew Gentner, Desirée Plata

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

Patrick Holland (chemistry.dgs@yale.edu)

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

Associate Professor Nilay Hazari

Assistant Professors Richard Baxter, Jason Crawford, Ziad Ganim, Sarah Slavoff, Timothy Newhouse, Hailiang Wang

Fields of Study

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

Special Admissions Requirements

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

Special Requirements for the Ph.D. Degree

A foreign language is not required. Three term courses are required in each of the first two terms of residence, and participation in additional courses is encouraged in subsequent terms. Courses are chosen according to the student’s background and research area. To be admitted to candidacy a student must (1) receive at least two term grades of Honors, exclusive of those for research; (2) pass one oral examination (organic students) or two oral examinations (nonorganic students) by the end of the second year of study; and (3) submit a thesis prospectus no later than the end of the third year of study. Remaining degree requirements include completing a third-year formal proposal (inorganic students) and a fourth-year research proposal (organic and chemical biology students), a written thesis describing the research, and an oral defense of the thesis. The ability to communicate scientific knowledge to others outside the specialized area is crucial to any career in chemistry. Therefore, all students are required to teach a minimum of two terms at the TF-20 level. All students are required to take CHEM 590a, Ethical Conduct and Scientific Research, in the fall term of their first year of study.

Master’s Degree

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

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

Courses

[CHEM 505a, Alternative Energy]

CHEM 518au, Advanced Organic Chemistry William Jorgensen

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

CHEM 521au, Chemical Biology Jason Crawford, Sarah Slavoff

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

[CHEM 522b, Chemical Biology II]

CHEM 523au, Synthetic Methods in Organic Chemistry Timothy Newhouse

This course surveys practical methods in synthetic organic chemistry with an emphasis on learning how to acquire new information and understand chemical reactivity from a fundamental and mechanistic perspective. Memorization is deemphasized. Undergraduates are encouraged to enroll. MW 11:35–12:50

[CHEM 524b, Advanced Synthetic Methods in Chemistry]

[CHEM 525bu, Spectroscopic Methods of Structure Determination]

[CHEM 526b, Computational Chemistry and Biochemistry]

[CHEM 528a, Natural Products Synthesis]

CHEM 529b, Special Topics in Chemical Biology Timothy Newhouse, David Spiegel

Current topics at the interface of chemistry, biology, and medicine with an emphasis on synthetic biology approaches. TTH 11:35–12:50

CHEM 530au, Statistical Methods and Thermodynamics Ziad Ganim

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 531b, Special Topics in Organic Chemistry Jonathan Ellman, William Jorgensen

Current topics in organic chemistry. MW 11:35–12:50

CHEM 537a, Chemistry of Isotopes Martin Saunders

Advanced applications of isotopes to chemical problems and the theory associated with them, including kinetic and equilibrium isotope effects, tracer applications, and dating. MWF 9:25–11:15

CHEM 540au, Molecules and Radiation I Kurt Zilm

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

CHEM 542bu, Molecules and Radiation II Mark Johnson

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

[CHEM 547b, Electron Paramagnetic Resonance]

[CHEM 548b, Nuclear Magnetic Resonance in Liquids]

CHEM 549a, Materials Chemistry Hailiang Wang

This course covers fundamental principles in materials chemistry including basic solid-state chemistry; structures, properties, and applications of metals, semiconductors, polymers, and nanomaterials; and material characterization techniques. Special topics at research frontiers of materials chemistry are also covered, including graphene and carbon nanotubes, nanomaterials for batteries, nanomaterials for catalysis, etc. This course aims to serve graduate and senior undergraduate students from various academic departments who are interested in advanced chemistry and nanoscience for materials research. TTH 9–10:15

[CHEM 550bu, Physical Methods in Inorganic Chemistry]

CHEM 551b, Biophysics I Richard Baxter

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

CHEM 552au, Organometallic Chemistry Robert Crabtree

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

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

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

CHEM 554b, Bio-Inorganic Chemistry Gary Brudvig

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

CHEM 555b, Inorganic Mechanisms James Mayer

An advanced course studying the mechanisms of important inorganic transformations. Topics such as proton-coupled electron transfer are covered. MW 9–10:15

CHEM 556b, Biochemical Rates and Mechanisms J. Patrick Loria

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

CHEM 557au, Modern Coordination Chemistry Nilay Hazari

The principles of modern inorganic chemistry. Main group and transition element chemistry: reactions, bonding, structure, and spectra. MWF 8:20–9:15

CHEM 558a, Biophysics II: Biophysical Spectroscopy Elsa Yan

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

CHEM 560La, Advanced Instrumentation Laboratory I Mark Johnson

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

[CHEM 561Lb, Advanced Instrumentation Laboratory II]

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

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

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

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

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

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

CHEM 570bu, Quantum Chemistry Victor Batista

The elements of quantum mechanics developed and illustrated with applications in chemistry and chemical physics. TTH 9–10:15

CHEM 572a, Advanced Quantum Mechanics Victor Batista

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

CHEM 590a, Ethical Conduct and Scientific Research Jonathan Parr

A survey of ethical questions relevant to the conduct of research in the sciences with particular emphasis on chemistry. A variety of issues, including plagiarism, the falsification of data, and financial malfeasance, are discussed, using as examples recent cases of misconduct by scientists. Enrollment is restricted to graduate students in chemistry. M 5–5:50

CHEM 600–670, Research Seminars

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

CHEM 700, Laboratory Rotation for First-Year Biophysical and Chemical Biology Graduate Students J. Patrick Loria, Craig Crews

CHEM 720a,b, Current Topics in Organic Chemistry Seth Herzon [Sp]

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

CHEM 730, Molecular Science Seminar 

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

CHEM 990, Research 

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

Return to Top

Classics

402 Phelps Hall, 203.432.0977

www.yale.edu/classics

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

Chair

Kirk Freudenburg

Director of Graduate Studies

Egbert Bakker [F] (404 Phelps, 203.432.0980)

Irene Peirano Garrison [Sp] (404 Phelps, 203.432.8536)

Professors Egbert Bakker (on leave [Sp]), Victor Bers, Kirk Freudenburg, Emily Greenwood (Classics; African American Studies), Verity Harte (Classics; Philosophy; on leave [Sp]), Brad Inwood, Diana Kleiner (Classics; History of Art; on leave [Sp]), Christina Kraus, Noel Lenski (Classics; History), J.G. Manning (Classics; History)

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

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

Lecturers Ann Hanson, Timothy Robinson, Barbara Shailor (Senior Research Scholar), Joseph Solodow

Affiliated Faculty and Secondary Appointments Harold Attridge (Divinity School), Adela Yarbro Collins (Divinity School; Emerita), John J. Collins (Divinity School), Dimitri Gutas (Near Eastern Languages & Civilizations), John Hare (Divinity School), Dale Martin (Religious Studies), Susan Matheson (Curator of Ancient Art, Art Gallery), David Quint (English; on leave [Sp]), Kathryn Slanski (Humanities; Near Eastern Languages & Civilizations), George Syrimis (Hellenic Studies)

Fields of Study

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

Admission Requirements

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

Grading and Good Standing

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

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

Requirements for the Ph.D. Degree in Classical Philology

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

Requirements for the Ph.D. Degree in Ancient History

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

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

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

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

Combined Programs

Classics and Comparative Literature

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

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

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

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

The combined program is overseen by an interdepartmental committee currently consisting of Verity Harte, David Charles, and Brad Inwood together with the DGS in Classics and the DGS in Philosophy.

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

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

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

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

YISAP Graduate Qualification

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

Master’s Degrees

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

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

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

Courses

GREK 743bU, Homer’s IliadPauline LeVen

Reading of selected books of the Iliad, with attention to Homeric language and style, the Homeric view of heroes and gods, and the reception of Homer in antiquity.

GREK 755aU, Athenian Law Courts Victor Bers

Rhetoric and law, procedural and substantive, in the Athenian courts of the fifth and fourth centuries B.C. as seen in forensic speeches and discursive treatments, and as satirized in Aristophanes’ Wasps.

GREK 771bU, Plutarch’s LivesEmily Greenwood

Close reading of selections from the Parallel Lives, including the lives of Pericles, Alcibiades, and Nicias. Plutarch’s reception and mediation of Greco-Roman historical traditions; the nature and design of the Lives; ways in which genres such as biography, history, and historical fiction influenced and were influenced by Plutarch’s work.

GREK 790aU, Greek Syntax and Stylistics Victor Bers

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

LATN 729aU, The Roman World of the Plinys Andrew Johnston

The Roman world of the Flavian Age and the principate of Trajan (ca. 70–110 C.E.) as seen through the writings of two of its public intellectuals, Pliny the Elder and his nephew Pliny the Younger. The former’s encyclopedic Natural History and the latter’s Letters and Panegyric. Politics, physical science, history, literature, zoology, magic, patronage, art history, and slavery during the period.

LATN 733bU, Sallust Irene Peirano Garrison

An introduction to the works, style, and thought of Sallust. Close reading and discussion of Sallust’s two main works, the Bellum Catilinae and Bellum Jugurthinum, with attention to language and style. Topics include historiography as a genre, intertextuality, the Sallustian persona and style, ethnography, and characterization.

LATN 764aU, Ovid’s MetamorphosesJoseph Solodow

An intensive introduction to the Metamorphoses, with particular attention to questions of narrative, gender, politics, and literary history.

LATN 790bU, Latin Syntax and Stylistics Joseph Solodow

A systematic review of syntax and an introduction to Latin style. Selections from Latin prose authors are read and analyzed, and students compose short pieces of Latin prose. For students with some experience reading Latin literature who desire a better foundation in forms, syntax, idiom, and style. MW 2:30–3:45

CLSS 622aU/PHIL 622aU, Plato’s RepublicVerity Harte, Mary Margaret McCabe

Reading and philosophical discussion of the whole of Plato’s major work, The Republic. Core class has readings in translation. Additional discussion section for graduate students. W 3:30–5:20, F 2–3:30

CLSS 630aU, Medical Thought in Greek and Latin Literature Ann Hanson

Examination of concepts current in the medical writers of Greece and Rome that also receive attention from writers of epic, history, drama, and oratory.

CLSS 841b/ANTH 741b/ARCG 741b/HIST 502b/NELC 841b, Frontier and Province in the Premodern World Andrew Johnston, William Honeychurch

From Achaemenid India or Han China to Roman Gaul and Egypt to Iraqi Kurdistan, the province and its organizational equivalents (e.g., nomes in Egypt, commanderies in China) have long constituted one of the fundamental building blocks of states, ancient and modern, and a fascinatingly complex site of cultural and political negotiation in imperial encounters. The aim of this year’s core seminar is to explore social equilibria between governance and the governed in the premodern world, via the interaction—religious, artistic, linguistic, administrative, economic—between local units and large imperial frameworks. As an object of comparative study, the province, representing the intersection of imperial power and local communities, allows us to combine “top-down” and “bottom-up” approaches to the ancient world, to investigate some of the key practices and discourses of empire while attempting to recover the agency and voices of subaltern provincial actors. It offers as well a chance to reconsider the “center-periphery” paradigm taken over from world-systems theory, and to propose new models for understanding the complex relationships between an imperial “center” and the governance of territories. This interdisciplinary seminar examines a wide range of aspects of the province as a transhistorical phenomenon—law, economy, art, literature, religion, monumentality, urbanism, and politics—across the ancient Mediterranean world and beyond, making use of the unique resources and collections at Yale, especially the Art Gallery and Beinecke Library.

CLSS 852a, Augustine Noel Lenski

In this course we examine the Latin of the late-fourth- and early-fifth-century author Augustine of Hippo, one of the most learned and prolific authors from all of antiquity, with an extant corpus that dwarfs those of even the largest of classical Latin authors. We examine a selection of these works, focusing on three themes: an overview of Augustine’s life (using the Confessions as our guide), an examination of the question of religious conflict and sectarian violence (especially regarding the Donatists), and a survey of polemical writings (especially those against the Manicheans). The course thus has two primary centers of gravity: the reading of a large swath of Augustine’s Latin and the exploration of important themes in the cultural and religious history of Late Antiquity.

CLSS 853b/HIST 505b, Hellenistic Civilization J.G. Manning

Survey of trends and recent developments and research in Hellenistic history; connections to other historical periods. F 1:30–3:20

CLSS 867b/HSAR 544b, In Search of the Ancient Artist Milette Gaifman

Classical literature has bequeathed us the names of many celebrated Greek artists, from Pheidias, who made the colossal statue of Olympian Zeus, to Apelles, the court painter of Alexander the Great. Strikingly, very few works by these “Old Masters” survive in the archaeological record. This course tackles the problems that arise from the gap that exists between famous artists known to us from the ancient textual tradition and the mass of objects that survive by lesser-known, often anonymous makers. Is it appropriate to apply the concept of the “artist” (rather than “craftsman”) to ancient material culture? What evidence is there for actual artistic production in the Greek and Roman world, and what can this tell us about ancient artists? What light does antiquity throw on the modern category of the “artist”? How useful is literary evidence for traditional art historical practices of attribution and connoisseurship, in the case of antiquity? Covering the period from Archaic Greece until the early Roman Empire, we explore the role, status, agency, and identity of the ancient artist across a variety of media, including vase painting, metal work, marble and bronze sculpture, and engraved gems. This course is taught as part of the Yale-Cornell Consortium for the Study of Ancient Art, in conjunction with a course at Cornell University taught by Verity Platt. In March 2016, we will meet our Cornell colleagues in Washington, D.C., where we will attend the exhibition Power and Pathos: Bronze Sculpture of the Hellenistic World, and students will present their work to each other in an informal workshop. W 10:30–12:20

CLSS 868a/ARCG 569a/HSAR 569a, Living the Life of Nero: Megalomania and Making Great Art Diana Kleiner

Nero is Rome’s most infamous emperor. Played with gusto by Peter Ustinov in Quo Vadis, Nero personifies Roman leadership at its most tyrannical. Nonetheless, the Roman Age of Nero witnessed an extraordinary efflorescence of art and architecture that set the stage for Rome’s magisterial second century. Furthermore, in a society in which few names of artists and architects were recorded, the work of those of Nero’s era (Severus, Celer, Fabullus, Zenodorus) is well documented and enhanced by new archaeological discoveries. Student projects focus on the fabled Domus Aurea, the alleged Tomb of Nero, Third- and Fourth-Style Roman wall painting, the legendary Colossus of Nero, and other Neronian portraiture. The commissioning of art by powerful elite Roman women and freedmen in the Neronian age is also explored, and there is emphasis on the possible correlation between megalomania and great art. Qualified undergraduates who have taken Roman Art: Empire, Identity, and Society and/or Roman Architecture may be admitted with permission of the instructor. T 1:30–3:20

CLSS 875a, Perspectives on Greek and Roman Narrative Egbert Bakker

This seminar is a critical study of a wide range of Greek and Roman narratives in a variety of literary genres through the combined lenses of narratology and the linguistics of tense and deixis. Students’ projects explore typological features of narrative with an eye toward (1) the systematic differentiation of the various narrative genres, and (2) the ways in which such systematic linguistic-narratological analysis can inform literary interpretation.

CLSS 880b/PHIL 740b, Seneca on Society: The Treatise On BenefitsBrad Inwood

All major ancient philosophers had well-developed views on social and political relations, and the treatise On Benefits is the most extensive Stoic work surviving on the topic. This sophisticated essay integrates Stoic ethical and political thought with ethics and philosophy of mind, situating it in the concrete social conditions of elite Roman culture in the first century C.E. Open to those reading in Latin (the Teubner text of Hosius is recommended) as well as in the English translation by Griffin and Inwood (University of Chicago Press, 2014), the seminar accommodates a variety of approaches (primarily philosophical, but also social-historical and literary).

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, paleography, and numismatics. Required of all entering graduate students.

CLSS 891b, Translatio: Translation and the Classics Emily Greenwood

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

CLSS 898a, Graduate Latin Survey I Kirk Freudenburg

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

CLSS 899b, Graduate Latin Survey II Irene Peirano Garrison

A continuation of CLSS 898a.

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

http://complit.yale.edu

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

Chair

David Quint (on leave [Sp])

Acting Chair [Sp]

Martin Hägglund

Director of Graduate Studies

Ayesha Ramachandran [F]

Katerina Clark [Sp]

Professors Dudley Andrew, Katerina Clark, Roberto González Echevarría, Martin Hägglund, Hannan Hever (on leave [Sp]), Carol Jacobs, Rainer Nägele, David Quint (on leave [Sp]), Katie Trumpener, Jing Tsu

Associate Professor Moira Fradinger (on leave [Sp])

Assistant Professors Robyn Creswell (on leave), Marta Figlerowicz (on leave), David Gabriel, Ayesha Ramachandran (on leave [Sp])

Lecturers Peter Cole, Jan Hagens, Barbara Harshav

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

Affiliated Faculty Rolena Adorno (Spanish & Portuguese), R. Howard Bloch (French), Rüdiger Campe (German), Francesco Casetti (Film & Media Studies), Kang-I Sun Chang (East Asian Languages & Literatures; on leave [Sp]), Michael Denning (American Studies), Wai Chee Dimock (English; on leave [F]), Paul Fry (English; on leave [F]), Karsten Harries (Philosophy; on leave [Sp]), Pericles Lewis (Yale-NUS College), Tinu Lu (East Asian Languages & Literatures), John MacKay (Slavic Languages & Literatures), Giuseppe Mazzotta (Italian), Christopher L. Miller (French), Joseph Roach (English), Maurice Samuels (French; on leave), Henry Sussman (Visiting; German), Ruth Bernard Yeazell (English)

Fields of Study

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

Special Admissions Requirements

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

Special Requirements for the Ph.D. Degree

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

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

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

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

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

Combined Ph.D. Programs

Comparative Literature and Classics

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

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

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

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

Comparative Literature and Film and Media Studies

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

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

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

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

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

Comparative Literature and Renaissance Studies

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

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

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

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

Master’s Degrees

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

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

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

Courses

CPLT 511bU, Introduction to Theory of Literature Paul Fry

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

[CPLT 515a, Proseminar in Comparative Literature Offered every other year]

CPLT 517aU/GMAN 605aU, Interpretation and Authority Carol Jacobs

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

CPLT 530aU/GMAN 619aU, The Question of Form Carol Jacobs

The concept of art in relation to form and deformation. Starting with Plato (The Republic), we then trace its echoes in modern literature (Keats, Shelley, Hardy, Kleist, Kafka) and film (Godard, Egoyan, Dreyer, Sun Zhou, Wong Kar-Wai). W 1:30–3:20

CPLT 533bU/GMAN 630bU, Illegitimacy Kirk Wetters

Theoretical exploration of legitimacy as a fundamental historical, legal, and political concept; works by Weber, Schmitt, Blumenberg, and Luhmann. Literary readings on illegitimacy in the specific sense “born out of wedlock”; authors include Shakespeare, Goethe, Kleist, Dostoevsky, and Gide. W 3:30–5:20

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

Franz Kafka’s writings viewed as a site for the radical questioning and dislocation of Western systems, institutions, and mores of the early twentieth century. Attention to the shorter fiction, the novels, the letters, and their strategic interrelations; examination of the fields of knowledge, ideological presumptions, and aesthetic and cultural experiments that Kafka touched, and to some degree deranged, with his writing. W 1:30–3:20

CPLT 545a/EALL 803a, Sympathy and Its Limits Jing Tsu

It is said that the study of literature, unlike other disciplines, has the power to inspire and hone our capacity to feel for others. It trains us by putting us in hypothetical, affectively compelling but controlled worlds where we can experience, reflect, and analyze how we respond to those around us. This seminar tests that view by drawing on literary, social, archival, and theoretical texts, as well as modern accounts of atrocities and disasters in Western and non-Western contexts. Readings include Adam Smith, Lu Xun, Charles Darwin, Carlo Ginzburg, Mo Yan, Samantha Powers, Tokushi Kasahara, Yang Jisheng, Hannah Arendt, and Raul Hilberg. M 1:30–3:20

CPLT 575aU/GMAN 558aU/JDST 694aU, Georg Lukács: Literature and Politics  Kirk Wetters, Hannan Hever

Lukács is presented through his complex and multifaceted development as a crucial and enigmatic figure, at once a leading Jewish intellectual and perhaps the most important of all twentieth-century Marxist theorists. Following the Second World War, while he was still alive, his legacy had already become polarized in terms of “young Lukács” vs. “old Lukács,” East vs. West, romantic vs. realist vs. modernist, revolutionary vs. reactionary. Though Lukács’s influence rose and fell in conjunction with the Cold War, key critical terms and methods (such as “reification”) survived and are very much a part of current political problems and contemporary critical approaches (e.g., Jameson, Moretti, Honneth). TH 1:30–3:20

CPLT 586bU/GMAN 560bU, Knowing Fiction Carol Jacobs

Fiction and related prose pieces in which the relationships between narration, fiction, understanding, and knowing play a critical role. Focus on works by Western writers of the nineteenth century through the present. The texts’ theoretical implications and implicit self-definitions; the import of concepts such as truth, fiction, self-consciousness, perception, science, and narrative. M 1:30–3:20

CPLT 589bU/GMAN 645bU, Walter Benjamin and the Modernization of Nineteenth-Century Paris Henry Sussman

The radical modernization of Paris under the Second Empire (1851–70) as seen through the eyes of Walter Benjamin. Focus on Benjamin’s Arcades Project, a compendium that charted developments such as Parisian mass transit and streamlined traffic, the construction of apartment houses, and the dissemination of mass media. Readings from other literary texts on the same events include works by Balzac, Zola, and Aragon. M 3:30–5:20

CPLT 595b/GMAN 677b/HSAR 644b, Passions, 1600–1800 Rüdiger Campe, Nicola Suthor

Theories of passion from Descartes, Spinoza, and Hobbes to Burke, Adam Smith, and Kant. The relationship between passion and its representation in art and literature: Alberti, Raphael, Rembrandt; Shakespeare; Poussin, Marino; Sandrart, LeBrun; Greuze, Diderot, Lessing, Goethe, and others. In the background, discussion of contemporary history and theory of emotion. T 1:30–3:20

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

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

CPLT 629bU/GMAN 563bU/PHIL 645bU, Nietzsche and His Readers Paul North

Reading and discussion of Friedrich Nietzsche’s major texts, as well as critiques and interpretations by some of his most influential twentieth-century readers. T 3:30–5:20

CPLT 672b/ENGL 672b, Milton John Rogers

This course studies Milton’s poetry and some of his controversial prose. We investigate the relation of the poetry to its historical contexts, focusing on the literary, religious, social, and political forces that shaped Milton’s verse. We survey and assess some of the dominant issues in contemporary Milton studies, examining the types of readings that psychoanalytic, feminist, Marxist, and historicist critics have produced. A brief oral report and a term paper (as well as a prospectus and preliminary bibliography for the term paper) required. T 9:25–11:15

CPLT 690aU/JDST 838aU/RLST 762aU, Diaspora, Nationalism, and Sovereignty: Introduction to Modern Hebrew Literature Hannan Hever

An overview of the poetics, culture, history, and political dynamics of modern Hebrew literature over the past 250 years. No background in Jewish literature and Jewish culture is required. All readings are in English translation. W 3:30–5:20

CPLT 699a, Heidegger’s Being and TimeMartin Hägglund

A systematic, chapter-by-chapter study of Heidegger’s Being and Time, arguably the most important work of philosophy of the twentieth century. All the major themes of the book are addressed in detail, with a particular emphasis on care, time, death, and the meaning of being. T 1:30–3:20

CPLT 716bU/GMAN 730bU/FILM 729bU, New Waves: East/West Germany in Cold War Europe Katie Trumpener

Before 1961, Berlin was the best place in Europe to follow both Eastern and Western Europe’s emerging cinematic New Waves. And first in East, then in West Germany, young filmmakers developed distinctive approaches to political and documentary filmmaking, to the Nazi past and the Cold War, to class, gender, and social transformation. This course juxtaposes the two German New Waves, focusing on aesthetic ferment, institutional barriers, and transformation. Features, documentaries, and experimental films by Gerhard Klein, Konrad Wolf, Alexander Kluge, Herbert Vesely, Edgar Reitz, Jean-Marie Straub and Danièle Huillet, Jürgen Böttcher, Heiner Carow, Frank Beyer, Wim Wenders, Rainer Werner Fassbinder, Helke Sander, Helke Misselwitz, read against other Eastern and Western New Wave films (i.e., by Lindsay Anderson, Karel Reisz, Andrzej Munk, Alain Resnais, Mikhail Kalatozov, Milos Forman). T 1:30–3:20

CPLT 734a/FREN 930a, Fact and Fiction in the Archives Alice Kaplan

The turn to archival research in French literary studies; theoretical and personal essays on the archive (Derrida, Davis, Farge, Coeuré); and fiction that includes archival digging as part of a larger investment in memory. We are interested in archival research both as a writer’s practice and as a critic’s scholarly activity. The focus this year is on Occupied France. Includes practical work with newspapers and archives, both paper and digital. Conducted in English. T 1:30-3:20

CPLT 787aU/GMAN 600aU, Novels of the Institution Rüdiger Campe

Close reading of novels of institutions—school, law court, administration, hospital—from ca. 1900. The shift of focus from the individual to the institution; consequences of this shift for the concept and form of the novel. Works by R. Walser, Joyce, Kafka, Musil, and Thomas Mann; readings in social and aesthetic theory by Simmel, Lukács, and Benjamin. T 1:30–3:20

CPLT 812a/HIST 563a/ITAL 600a/RNST 500a, The Renaissance in Italy  David Quint

An introduction to the Renaissance in Italy, focused on reading and analyzing key texts. TH 9:25–11:15

CPLT 840a/FILM 840a/GMAN 652a/HSAR 687a/RUSS 712a, Moscow/Berlin: Leftist Avant-Gardes and Interwar Modernism Katerina Clark, Katie Trumpener

From 1918 to the mid-1930s, Moscow and Berlin were central gathering points for left-wing modernists. Each city developed its own modes of modernism, yet in sustained dialogue, given massive Russian emigration to Berlin after 1918, the Weimar obsession with early Soviet aesthetics (and cinema), intellectuals traveling in both directions, and the large-scale emigration of German leftists to the Soviet Union after 1933. And in the late 1940s and ’50s, Soviet intellectuals (and German emigrants returning from Moscow) shaped a “late modernism” in East Berlin. Centered on literature and film, the course also considers a wide array of art forms (including painting, photography, architecture, music, and aesthetic theory). Works by modernists such as Eisenstein, Pudovkin, Vertov, Nabokov, Shklovsky, El Lissitzky, Rodchenko, Malevich, Tretiakov, Lukács, Moholy-Nagy, Benjamin, Brecht, Richter, Beckmann, Grosz, Heartfield, Höch, Lang, Döblin, Ruttmann, Mies van der Rohe, Eisler, Busch, Konrad Wolf, Peter Weiss. T 1:30–3:20

CPLT 871a, Subjectivity, Fantasy, and Violence Moira Fradinger

This seminar interrogates psychoanalytic theories of subjectivity with a focus on the problem of aggressivity and violence. We investigate how violence has been thought through in key metapsychological and social texts written by Freud and by some of Freud’s most influential commentators, especially coming from the French and the Argentine schools. Authors include Jacques Lacan, Jean Laplanche, Jean-Bertrand Pontalis, Guy Rosolato, Georges Bataille, Gilles Deleuze, David Nasio, Néstor Braunstein. We closely read Freud’s 1905 theory of the drives and its rewriting through the first two decades of the twentieth century, including the concept of the death drive and the Lacanian reformulation of enjoyment as “jouissance”; the articulation between violence, aggression, and narcissism as of 1914; the concept of psychic fantasy; and the theory of perversions, especially concerning the case of sadism. Readings include literary writers (such as the Marquis de Sade, L. von Sacher-Masoch, Alejandra Pizarnik on Erzsébet Báthory’s life) whose articulation of the representation of violence and subjectivity has yielded much commentary within the psychoanalytic community. A list of foundational texts within the Freudian corpus will be posted as prerequisite readings before the start of the term. The seminar aims at giving students proficiency in using certain concepts belonging to what has been called “the language of psychoanalysis.”

CPLT 900a, Directed Reading

CPLT 900b, Directed Reading

CPLT 901a, Individual Research

CPLT 901b, Individual Research

CPLT 914a/AMST 677a/ENGL 962a, Modern Drama and Mass Culture  Joseph Roach

Taking account of the genealogy of modern drama in eighteenth-century performance, this seminar considers critical theories of the culture industry in relationship to selected canonical plays and popular theater-historical events from Oroonoko (1695) to Oroonoko, a new adaptation by Biyi Bandele (1999), and from The Beggar’s Opera (1728) to The Threepenny Opera (1928). Topics include the transformation of classical genres into the drame, the commercialization of leisure through the mass-marketing of vicarious experience, and the emerging culture of celebrity. Critical readings include selections from the Frankfurt School, Walter Benjamin, Bertolt Brecht, Raymond Williams, Roland Barthes, and Jean Baudrillard. Plays are drawn from popular comedies, Sheridan to Shaw (Pygmalion and My Fair Lady), and long-running bourgeois dramas, beginning with Lillo’s The London Merchant. Readings are supplemented by selected materials on theatrical production, acting, and management. W 9:25–11:15

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

We study a series of written works and their cinematic adaptations, considering first the texts in autonomous, literary terms, and then their transformation into audiovisual spectacles. In most cases we screen the film on Tuesday evening and do a comparative study in the Thursday class period, making extensive use of video clips to do close visual analysis of scenes in the light of their corresponding textual sources. Rather than develop a general theory of adaptation, we construct methodological approaches on an ad hoc basis, taking each instance of adaptation as a case study amenable to a variety of methodologies—psychoanalytic, feminist, ideological, generic, semiotic, and so forth. The class is conducted as a seminar, and active student participation is expected. There are two papers—one shorter one of a critical nature at midterm and a final research paper (approximately 15–20 pages). Films examined include (tentatively) Pasolini’s Medea and Decameron, the Tavianis’ Padre padrone, Visconti’s Death in Venice, Rosi’s Three Brothers, Salvatores’s I’m Not Afraid, and De Sica’s Two Women. Writing assignments comprise 75 percent of the final grade and class participation 25 percent. TH 3:30–5:20, screenings T 7–10

CPLT 917a/FILM 601a, Films and Their Study Aaron Gerow

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 this seminar is meant to convey, films themselves take the lead in our discussions. TTH 11:35–12:50

CPLT 925bU, The Practice of Literary Translation Peter Cole

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

CPLT 935aU/FILM 755aU, French Cinema through the New Wave Dudley Andrew

This seminar uses a sample of twenty films (with clips from many others) to survey four decades of the tradition of French cinema crowned by the privileged moment of the New Wave. Graduate students are asked to challenge the idea of “national cinema” by reporting on some non-canonical or marginal film before midterm. Keeping the culture industry in view, we question the extent to which such a consistently robust cinema has been bound to—or remained partly independent of—a nation that from 1930 to 1970 underwent a depression, a socialist experiment, an occupation, a liberation, and the humiliations of decolonization abroad and social unrest (May ’68) at home. In addition to the midterm contribution, graduate students write a substantial term paper. MW 11:35–12:50, screenings T 7

CPLT 940b/SPAN 913b, Magical Realism and Its Sequels in Modern Latin American Fiction Roberto González Echevarría

The course concentrates on the major writers who practiced what is called “magical realism”—Alejo Carpentier, Gabriel García Márquez, Carlos Fuentes, and others—after studying the trend’s antecedents in the colonial, post-independence, and early twentieth century. The role of Jorge Luis Borges in the beginnings of magical realism, the works of writers such as Miguel Ángel Asturias and Juan Rulfo, and those of more recent writers who rejected the trend, such as Roberto Bolaño and Fernando Vallejo. The considerable critical corpus on the topic is studied. In Spanish. W 3:30–5:20

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Computational Biology and Bioinformatics

300 George Street, Suite 501, 203.737.6029

http://cbb.yale.edu

M.S., Ph.D.

Directors of Graduate Studies

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

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

Professors James Aspnes (Computer Science), Joseph Chang (Statistics), Ronald Coifman (Mathematics; Computer Science), Donald Engelman (Molecular Biophysics & Biochemistry), Alison Galvani (Public Health), Mark Gerstein (Biomedical Informatics; Molecular Biophysics & Biochemistry; Computer Science), Antonio Giraldez (Genetics), William Jorgensen (Chemistry), Douglas Kankel (Molecular, Cellular & Developmental Biology), Kenneth Kidd (Genetics; Ecology & Evolutionary Biology), Haifan Lin (Cell Biology; Genetics), Elias Lolis (Pharmacology), Perry Miller (Anesthesiology; Medical Informatics; Molecular, Cellular & Developmental Biology), Andrew Miranker (Molecular Biophysics & Biochemistry), Anna Pyle (Molecular Biophysics & Biochemistry), Lynne Regan (Molecular Biophysics & Biochemistry; Chemistry), Gordon Shepherd (Neuroscience), Abraham Silberschatz (Computer Science), Dieter Söll (Molecular Biophysics & Biochemistry; Chemistry), Günter Wagner (Ecology & Evolutionary Biology; on leave [F]), Heping Zhang (Public Health; Statistics), Hongyu Zhao (Public Health; Genetics), Steven Zucker (Computer Science; Electrical Engineering; Biomedical Engineering)

Associate Professors Kei-Hoi Cheung (Anesthesiology; Computer Science; Genetics), Thierry Emonet (Molecular, Cellular & Developmental Biology), Steven Kleinstein (Pathology), Yuval Kluger (Pathology), Michael Krauthammer (Pathology), Jun Lu (Genetics), Steven Ma (Public Health), James Noonan (Genetics), Corey O’Hern (Mechanical Engineering & Materials Science; Physics), Valerie Reinke (Genetics), Jeffrey Townsend (Public Health; on leave [F])

Assistant Professors Murat Acar (Molecular, Cellular & Developmental Biology), Chris Cotsapas (Neurology), Forrest Crawford (Public Health), Anita Wang (Public Health)

Fields of Study

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

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

Special Admissions Requirements

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

Integrated Graduate Program in Physical and Engineering Biology (PEB)

Students applying to one of the interest-based tracks of the Biological and Biomedical Sciences program may simultaneously apply to be part of the PEB program. See the description under Non-Degree-Granting Programs, Councils, and Research Institutes for course requirements, and http://peb.yale.edu for more information about the benefits of this program and application instructions.

Special Requirements for the Ph.D. Degree

With the help of a faculty advisory committee, each student plans a program that includes courses, seminars, laboratory rotations, and independent reading. Students are expected to gain competence in three core areas: (1) computational biology and bioinformatics, (2) biological sciences, and (3) informatics (including computer science, statistics, and applied mathematics). While the courses taken to satisfy the core areas of competency may vary considerably, all students are required to take the following courses: CB&B 562a, 740a, and 752b. A typical program will include ten courses. Completion of the core curriculum will typically take three to four terms, depending in part on the prior training of the student. With approval of the CB&B director of graduate studies (DGS), students may take one or two undergraduate courses to satisfy areas of minimum expected competency. Students will typically take two to three courses each term and three research rotations (CB&B 711a, 712b, 713b) during the first year. After the first year, students will start working in the laboratory of their Ph.D. thesis supervisor. Students must pass a qualifying examination normally given at the end of the second year or the beginning of the third year. There is no language requirement. Students will serve as teaching assistants in two term courses. In addition to all other requirements, students must successfully complete CB&B 601b, Fundamentals of Research: Responsible Conduct of Research (or another course that covers the material) prior to the end of their first year of study. In their fourth year of study, all students must successfully complete B&BS 503b, RCR Refresher for Senior BBS Students.

M.D./Ph.D. Students

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

Master’s Degree

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

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

Courses

CB&B 562a/AMTH 765a/ENAS 561a/MB&B 562aU/MCDB 562aU/PHYS 562a, Dynamical Systems in Biology Damon Clark, Jonathon Howard

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

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

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

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

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

Probability modeling and statistical methodology for the analysis of human genetics data are presented. Topics include population genetics, single locus and polygenic inheritance, linkage analysis, quantitative trait analysis, association analysis, haplotype analysis, population structure, whole genome genotyping platforms, copy number variation, pathway analysis, and genetic risk prediction models. Prerequisites: genetics; BIS 505a and b; STAT 541a or equivalent; or permission of the instructor.

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

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

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

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

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

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

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

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Computer Science

A. K. Watson Hall, 203.432.1246

http://cpsc.yale.edu

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

Chair

Joan Feigenbaum

Director of Graduate Studies

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

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

Associate Professor Daniel Abadi

Assistant Professors Ruzica Piskac, Frederick Shic (Child Study Center)

Senior Lecturer Stephen Slade

Lecturers Donya Quick, Ewa Syta [Sp], Kate Tsui [F]

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 at the level of TF-10; and (7) submit a written dissertation prospectus, with a tentative title for the dissertation. To satisfy the distribution requirement (requirement 2 above), the student must take one course in programming languages or systems, one programming-intensive course, two theory courses, and two in application areas. In order to gain teaching experience, all graduate students are required to serve as teaching assistants for two terms during their first three years of study. All requirements for admission to candidacy must be completed prior to the end of the third year. In addition to all other requirements, students must successfully complete CPSC 991, Ethical Conduct of Research, prior to the end of their first year of study. This requirement must be met prior to registering for a second year of study.

Master’s Degrees

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

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

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

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

Courses

[CPSC 521bu, Compilers and Interpreters]

CPSC 522au, Operating Systems Zhong Shao

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

CPSC 523bU, Principles of Operating Systems Avi Silberschatz

A survey of the underlying principles of modern operating systems. Topics include process management, memory management, storage management, protection and security, distributed systems, and virtual machines. Emphasis on fundamental concepts rather than implementation.

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.

[CPSC 526au, Building Decentralized Systems]

CPSC 527bU, 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++.

[CPSC 528aU, Language-Based Security]

[CPSC 530au, Formal Semantics]

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

CPSC 532bU, Computer Music: Sound Representation and Synthesis Donya Quick

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. Prerequisite: ability to read music.

CPSC 533bU, Computer Networks 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.

[CPSC 534au, Mobile Computing and Wireless Networking]

[CPSC 535bu, Internet-Scale Applications]

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

CPSC 537au, Introduction to Databases Avi Silberschatz

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

CPSC 538bu, Database System Implementation and Architectures Daniel Abadi

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

CPSC 539bu, Software Engineering Ruzica Piskac

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

CPSC 540bu, Numerical Computation Vladimir Rokhlin

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

CPSC 545au, Introduction to Data Mining Vladimir Rokhlin

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

CPSC 554aU, Software Analysis and Verification Ruzica Piskac

Introduction to concepts, tools, and techniques used in the formal verification of software. State-of-the-art tools used for program verification; detailed insights into algorithms and paradigms on which those tools are based, including model checking, abstract interpretation, decision procedures, and SMT solvers.

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

CPSC 557bU, Sensitive Information in a Wired World Ewa Syta

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.”

CPSC 558aU, Automated Decision Systems Stephen Slade

People make dozens of decisions every day in their personal and professional lives. What would it mean for you to trust a computer to make those decisions for you? It is likely that many of those decisions are already informed, mediated, or even made by computer systems. Explicit examples include dating sites like match.com or recommendation systems such as Amazon or Netflix. Most Internet ads on sites like Google or Facebook are run by real-time-bidding (RTB) systems that conduct split-second auctions in the hopes of getting your attention. Driverless cars offer the promise of safer highways. Corporations and other enterprises invest in decision support systems to improve the quality of their products and services. This course considers the spectrum of automated decision models and tools, examining their costs and effectiveness. Examples come from a variety of fields including finance, risk management, credit-card fraud, robotics, medicine, and politics.

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

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.

CPSC 567au, Cryptography and Computer Security Michael Fischer

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

CPSC 568bu, Computational Complexity Joan Feigenbaum

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

[CPSC 569au, Randomized Algorithms]

CPSC 570au, Artificial Intelligence Drew McDermott

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

[CPSC 571aU, Topics in Artificial Intelligence]

CPSC 572au, Intelligent Robotics Kate Tsui

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

CPSC 573bU, Intelligent Robotics Laboratory Brian Scassellati

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

An overview of computational vision with a biological emphasis. Suitable as an introduction to biological perception for computer science and engineering students, as well as an introduction to computational vision for mathematics, psychology, and physiology students. MW 2:30–3:45

[CPSC 576bU/AMTH 667b/ENAS 576bU, Advanced Computational Vision]

CPSC 578aU, 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.

CPSC 579bu, 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.

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

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

[CPSC 671a, Advanced Artificial Intelligence]

CPSC 679b, Computational Issues in 3-D Design and Fabrication Holly Rushmeier

This course focuses on computational methods for designing and fabricating 3-D objects. The course considers the data structures and algorithms for the complete process, from specifying physical source material to the production of a new physical object. The process begins with obtaining the shapes of existing 3-D objects in digital form using active 3-D scanning or photogrammetry. The digital shape is then edited with a variety of local operators and global filters. The shape description is then prepared for input to a numerically controlled machine. Production by various means is considered, including fused deposition modeling (FDM), milling, and laser cutting. MW 4–5:15

CPSC 690a or b, Independent Project I

By arrangement with faculty.

CPSC 691a or b, Independent Project II

By arrangement with faculty.

CPSC 692a or b, Independent Project

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

[CPSC 721b, Advanced Programming Language Topics]

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

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

By arrangement with faculty.

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

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East Asian Languages and Literatures

308 Hall of Graduate Studies, 203.432.2860

http://eall.yale.edu

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

Chair

Tina Lu

Director of Graduate Studies

Aaron Gerow

Professors Kang-i Sun Chang (on leave [Sp]), Aaron Gerow, Edward Kamens, Tina Lu, Jing Tsu

Assistant Professors William Fleming (on leave [F]), Michael Hunter, Seth Jacobowitz (on leave)

Senior Lecturer Pauline Lin

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

Lectors Fuyang Peng, Aoi Saito, Chuanmei Sun

Fields of Study

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

Special Admissions Requirements

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

Special Requirements for the Ph.D. Degree

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

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

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

Combined Ph.D. Program

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

Master’s Degrees

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

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

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

Courses

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

CHNS 512bU, Ancient Chinese Thought Michael Hunter

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

CHNS 570aU, Introduction to Literary Chinese I Michael Hunter

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

CHNS 571bu, Introduction to Literary Chinese II Pauline Lin

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

EALL 503bU, The Tale of GenjiEdward Kamens

A reading of the central work of prose fiction in the Japanese classical tradition in its entirety (in English translation) along with some examples of predecessors, parodies, and adaptations (the latter include Noh plays and twentieth-century short stories). Topics of discussion include narrative form, poetics, gendered authorship and readership, and the processes and premises that have given The Tale of Genji its place in world literature. Attention is also given to the text’s special relationship to visual culture. TTH 2:30–3:45

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

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

EALL 571aU/FILM 881aU, Japanese Cinema after 1960 Aaron Gerow

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

EALL 580bU/FILM 872bU, East Asian Martial Arts Cinema Aaron Gerow

An investigation of the martial arts films of East Asia (Japan, China, Hong Kong, Korea, Taiwan), including the samurai film, kung-fu and karate film, and wuxia film, and the roles they play in constructing nationalism and transnationalism, gender, stardom, spirituality, and mediality. MW 2:30–3:45, screenings T 7

EALL 600bU, Sinological Methods Pauline Lin

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

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

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

EALL 618a, The Dream of the Red ChamberTina Lu

Close reading of the eighteenth-century Chinese novel The Dream of the Red Chamber in the original, with focus on nineteenth-century commentaries. The class culminates in the group translation of at least two classical-language commentaries. T 2:30–4:30

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

A rigorous introduction to literary criticism and analysis using texts in the original language. Focus on the contemporary period, drawing from fiction written in Chinese in different parts of the world, from mainland China to Taiwan and from Malaysia to Hong Kong. Texts in both simplified and traditional characters. Topic for 2015: Lu Xun. M 9:25–11:15

EALL 740b, Topics in Early Chinese Literature Michael Hunter

An examination of key texts and problems in the study of early Chinese literature. Primary sources vary from year to year but could include the Shijing, Chuci, Shiji, early sources of anecdotal literature, and the fu. Discussions and papers are in English. This course may be repeated for credit. W 9:25–11:15

EALL 772a/HIST 891a, Readings in the Intellectual History and Political Thought of the Qing Dynasty Annping Chin

The course focuses on the historical and political writings in China’s last dynasty. The readings include the works of reformers, intellectual historians, and political theorists, from the beginning of the Qing (Huang Zongxi and Gu Yanwu), through the middle period (Dai Zhen and Zhang Xuecheng), to its conclusion (Wei Yuan, Yan Fu, Kang Youwei, and Liang Qichao). Readings in Chinese and English. M 3:30–5:20

EALL 803a/CPLT 545a, Sympathy and Its Limits Jing Tsu

It is said that the study of literature, unlike other disciplines, has the power to inspire and hone our capacity to feel for others. It trains us by putting us in hypothetical, affectively compelling but controlled worlds where we can experience, reflect, and analyze how we respond to those around us. This seminar tests that view by drawing on literary, social, archival, and theoretical texts, as well as modern accounts of atrocities and disasters in Western and non-Western contexts. Readings include Adam Smith, Lu Xun, Charles Darwin, Carlo Ginzburg, Mo Yan, Samantha Powers, Tokushi Kasahara, Yang Jisheng, Hannah Arendt, and Raul Hilberg. M 1:30–3:20

EALL 900, Directed Readings

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

EALL 990, Directed Research

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

JAPN 570au, Introduction to Literary Japanese Edward Kamens

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

JAPN 571bu, Readings in Literary Japanese William Fleming

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

JAPN 707a, Readings in Genji monogatariEdward Kamens

Close study of selected chapters and consultation in a variety of commentaries and critiques. Students carry out research projects on topics of their choice. Prerequisite: at least one year of study of literary (classical) Japanese or the equivalent. T 9:25–11:15

JAPN 708b, Early Modern Japanese Literature William Fleming

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

JAPN 720b, Studies in Premodern Japanese Literature Edward Kamens

A research seminar. Students pursue individual topics in pre-seventeenth-century literature and share readings and analyses for discussion on a rotating basis. Prerequisite: proficiency in reading literary Japanese. W 3:30–5:20

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East Asian Studies

The MacMillan Center

320 Luce Hall, 203.432.3426

http://ceas.yale.edu

M.A.

Chair

Jing Tsu (jing.tsu@yale.edu)

Director of Graduate Studies

Peter Perdue (RKZ 242, 203.432.6145, peter.c.perdue@yale.edu)

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

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

Assistant Professors William Fleming (East Asian Languages & Literatures; Theater Studies; on leave [F]), Eric Greene (Religious Studies), Denise Ho (History), Michael Hunter (East Asian Languages & Literatures), Seth Jacobowitz (East Asian Languages & Literatures; on leave), Youn-mi Kim (History of Art), Eric Weese (Economics)

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

Lecturers Kjell Ericson, Rebecca Fu, Woo Chang Kang, Dima Mironenko

Senior Lectors II Seungja Choi, Ling Mu

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

Lectors Aoi Saito, Chuanmei Sun

Fields of Study

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

Course of Study for the M.A. Degree

The East Asian Studies graduate program is designed to be completed in either a one-year or a two-year track. The two-year track requires the preparation of a master’s thesis and is therefore ideal for students who are keen to pursue focused, independent research under the guidance of a faculty member. It also provides students with an opportunity to pursue additional disciplinary and language training. Students who enter the two-year track with a strong command of one East Asian language will be encouraged to consider beginning a second (or third) language.

In general, students focus their course work on the study of China, Japan, or transnational East Asia. Some students may prefer to focus their course work on one or two disciplines, in addition to language study and courses focused on East Asia. Others may create a highly interdisciplinary program, taking courses in traditional disciplines such as history, literature, political science, art history, or anthropology, as well as in Yale’s professional schools.

Applicants to the East Asian Studies graduate program must indicate on their application whether they are applying to the one-year or the two-year track.

Requirements for the M.A. Degree: One-Year Track

The program of study for completion of the degree on the one-year track consists of eight term courses that must include two terms of language study at or above Yale’s third-year level (unless the language requirement has already been met through previous study or native fluency), plus six other courses selected from the University’s offerings of advanced language study and seminars related to East Asia at the graduate level. For those who meet the language requirement at matriculation, two of the required eight courses may be advanced training in a particular discipline (e.g., economics, history, political theory, statistics, etc.) with no explicit focus on East Asia, but related to the student’s professional goals. The course of study must be approved by the director of graduate studies (DGS).

Special Requirements

Students must earn two Honors grades (“H”) over the course of their two terms at Yale. Honors grades earned in any language course cannot be counted toward satisfying this requirement, except with the permission of the DGS.

Requirements for the M.A. Degree: Two-Year Track

The program of study for completion of the degree on the two-year track consists of sixteen term courses that must include four terms of language study, two terms of which must be at Yale’s fourth-year level (unless the language requirement has already been met through previous study or native fluency), plus twelve other courses selected from the University’s offerings of advanced language study and seminars related to East Asia at the graduate level. Students who have achieved advanced proficiency in one East Asian language are strongly encouraged to pursue study of a second East Asian language, but for those who have met the language requirement in one language at matriculation, two of the required sixteen courses may be advanced training in a particular discipline (e.g., economics, history, political theory, statistics, etc.) with no explicit focus on East Asia, but related to the student’s professional goals. The course of study must be approved by the director of graduate studies (DGS).

Special Requirements

Students must earn four Honors grades (“H”) over the course of their four terms at Yale. Honors grades earned in any language course cannot be counted toward satisfying this requirement, except with the permission of the DGS. A master’s thesis is also required.

Master’s Thesis

A master’s thesis is required of students enrolled in the two-year degree program. 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 EAST 900, which may count toward the sixteen required courses. EAST 900 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 CEAS guidelines and is due in two copies in the student’s second year on an early-April date as specified by CEAS.

Joint-Degree Programs

There are no joint-degree programs available to students enrolled in the East Asian Studies M.A. degree program. Students interested in pursuing additional degrees in the Yale professional schools should consider applying separately to those programs in order to complete such degrees before or after the East Asian Studies M.A. degree.

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

Courses

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

EAST 562bU/PLSC 789bU, The Politics and Political Economy of East Asia  Woo Chang Kang, Frances Rosenbluth

This class is designed to help students understand political, economic, and diplomatic developments in East Asia with a focus on Japan, China, Korea, and Taiwan. We begin with the historical events that shaped the internal politics of each country and their international relations. We explore the interrelationship between their politics and their paths of economic development. Finally, we consider their uneasy relationships as neighbors in East Asia.

EAST 571a/HIST 871a, The History of the People’s Republic of China Denise Ho

This is a reading seminar that examines recent English-language scholarship on the People’s Republic of China, focusing on the Mao period (1949–76). Considering the question of the PRC as history, the seminar compares present-day scholarship to earlier social science research and discusses the questions being asked and answered by historians today. Reading knowledge of Chinese is not required; open to undergraduates with permission of the instructor. M 1:30–3:20

EAST 900b, Master’s Thesis Peter Perdue

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.

EAST 910a, Independent Study

By arrangement with faculty and with approval of the DGS.



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Ecology and Evolutionary Biology

Osborn Memorial Laboratories, 203.432.3837

http://eeb.yale.edu

M.S., Ph.D.

Chair

Paul Turner

Director of Graduate Studies

David Vasseur

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

Associate Professors Walter Jetz, Thomas Near

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

Senior Lecturer Marta Martínez Wells

Lecturers Adalgisa Caccone, Mary Beth Decker, Linda Puth

Fields of Study

The Department of Ecology and Evolutionary Biology (E&EB) offers training programs in organismal biology, ecology, and evolutionary biology including molecular evolution, phylogeny, molecular population genetics, developmental evolution, and evolutionary theory.

Special Admissions Requirements

Applicants should have had training in one of the following fields: biology, mathematics, chemistry, physics, statistics, and/or geology. Candidates are selected, regardless of their major, based on overall preparation for a career in research in ecology and evolutionary biology. Some, planning for careers in applied fields, may have prepared with courses in public policy, economics, and agriculture.

Special Requirements for the Ph.D. Degree

Each entering student, in consultation with the director of graduate studies (DGS), develops a specific program of courses, seminars, laboratory research, and independent reading tailored to the student’s interests, background, and goals. There are normally no foreign language requirements. All first-year students carry out two research rotations. Students have the option of a rotation over their first summer. Students must participate in (1) E&EB 500, Advanced Topics in Ecology and Evolutionary Biology; (2) E&EB 545b, a course on the responsible conduct of research; (3) weekly E&EB seminars; and (4) symposia of faculty and graduate student research. In addition, during their first two years of study, graduate students must enroll in a minimum of three additional graduate-level courses (numbered 500 and above); a grade of H must be earned in two of these. Teaching experience is regarded as an integral part of the graduate training program. All students are required to teach three courses, normally at a level 20, typically during their first two years of study.

By the middle of the fourth term of study, each student organizes a formal pre­prospectus consultative meeting with his/her advisory committee to discuss the planned dissertation research. Before the beginning of the fifth term, students present and defend their planned dissertation research at a prospectus meeting, at which the department determines the viability and appropriateness of the student’s Ph.D. proposal. A successful prospectus meeting and completion of course requirements results in admission to candidacy for the Ph.D. The remaining requirements include completion, presentation, and successful defense of the dissertation, and submission of copies of the dissertation to the Graduate School and to the Center for Science and Social Science Information.

In cases where the dissertation committee decides that preliminary field work during the summer after the fourth term is necessary prior to the prospectus, the prospectus meeting can be delayed by one term. A request for a delay must come from the dissertation committee adviser and must be approved by the DGS. In these exceptional cases admission to candidacy may not be required for registration for the third year of graduate study.

Honors Requirement

Students must meet the Graduate School’s requirement of Honors in two courses by the end of the fourth term of study. The E&EB department also requires an average grade of at least High Pass in course work during the first two years of study.

Master’s Degree

M.S. (en route to the Ph.D.) Students must pass ten graduate-level courses. At least four courses must be taken for a grade, and students must earn Honors in two courses and maintain an overall average of High Pass. Required courses are:

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

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

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

Courses

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

Topics to be announced. Graded Satisfactory/Unsatisfactory. M 2:30–4:30

[E&EB 510au/STAT 501au, Introduction to Statistics: Life Sciences]

E&EB 515aU, Conservation Biology Jeffrey Powell

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

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

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

E&EB 523Lbu, Laboratory for Evolution and Functional Traits  Marta Martínez Wells

Experimental approaches to organismal and population biology, including study of the diversity of life. TWTH 1:30–4:30

E&EB 525bu, Evolutionary Biology Thomas Near, Paul Turner

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

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

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

E&EB 530aU, Field Ecology Linda Puth

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

E&EB 535bU, Evolution and Medicine Stephen Stearns

Introduction to the ways in which evolutionary science informs medical research and clinical practice. Diseases of civilization and their relation to humans’ evolutionary past; the evolution of human defense mechanisms; antibiotic resistance and virulence in pathogens; cancer as an evolutionary process. Students view course lectures online; class time focuses on discussion of lecture topics and research papers. T 7–8:50

E&EB 545b, Responsible Conduct of Research

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

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

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

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

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

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

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

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

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

[E&EB 564bU, Ichthyology]

[E&EB 565LbU, 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 1–2:15

[E&EB 636b/SOCY 636b, Biosocial Science]

[E&EB 660bU, Conservation Genetics]

E&EB 672bU, Ornithology Richard Prum

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

E&EB 673LbU, Laboratory for Ornithology Richard Prum

Laboratory and field studies of avian morphology, diversity, phylogeny, classification, identification, and behavior.

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

E&EB 930a, Seminar in Systematics

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

By arrangement with faculty.

E&EB 960bU/EMD 695b, Studies in Evolutionary Medicine I Stephen Stearns

The first term of a two-term course that begins in January. Students learn the major principles of evolutionary biology and apply them to issues in medical research and practice by presenting and discussing original papers from the current research literature. Such issues include lactose and alcohol tolerance; the hygiene hypothesis and autoimmune disease; human genetic variation in drug response and pathogen resistance; spontaneous abortions, immune genes, and mate choice; parental conflicts over reproductive investment mediated by genetic imprinting; life history trade-offs and the evolution of aging; the evolution of virulence and drug resistance in pathogens; the evolutionary genetics of humans and their pathogens; the ecology and evolution of disease; the evolutionary origin of diseases; and the emergence of new diseases. Students develop a research proposal based on one of their own questions in the spring term, spend the summer on a research project related to their research proposal, and write a paper based on the results of their research in the fall term. Credit and grades are awarded for each term. Only students who have engaged in summer research projects may enroll in the fall term. Admission is by competitive application only. Forms are available on the E&EB department Web site.

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

Continuation of E&EB 960b. Students learn the major principles of evolutionary biology and apply them to issues in medical research and practice by presenting and discussing original papers from the current research literature. Such issues include lactose and alcohol tolerance; the hygiene hypothesis and autoimmune disease; human genetic variation in drug response and pathogen resistance; spontaneous abortions, immune genes, and mate choice; parental conflicts over reproductive investment mediated by genetic imprinting; life history trade-offs and the evolution of aging; the evolution of virulence and drug resistance in pathogens; the evolutionary genetics of humans and their pathogens; the ecology and evolution of disease; the evolutionary origin of diseases; and the emergence of new diseases. Students develop a research proposal based on one of their own questions in the spring term, spend the summer on a research project related to their research proposal, and write a paper based on the results of their research in the fall term. Credit and grades are awarded for each term. Only students who have engaged in summer research projects may enroll in the fall term. Prerequisite: E&EB 960b or permission of the instructor.

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Economics

28 Hillhouse Avenue, 203.432.3575

http://economics.yale.edu

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

Chair

Dirk Bergemann (28 Hillhouse, 203.432.3571)

Director of Graduate Studies

Truman Bewley (30 Hillhouse, Rm. 30, 203.432.3719, truman.bewley@yale.edu)

Professors Joseph Altonji, Donald Andrews, Dirk Bergemann, Steven Berry, Truman Bewley, Xiaohong Chen, Zhiwu Chen (Management), Ray Fair, Howard Forman (Public Health), John Geanakoplos, Pinelope Goldberg, Timothy Guinnane, Philip Haile, Johannes Hörner, Jonathan Ingersoll (Management), Gerald Jaynes, Dean Karlan, Yuichi Kitamura, Alvin Klevorick, Samuel Kortum, Naomi Lamoreaux, Richard Levin, Giovanni Maggi, Costas Meghir, Robert Mendelsohn (Forestry & Environmental Studies), Giuseppe Moscarini, William Nordhaus, Peter Phillips, Benjamin Polak, Mark Rosenzweig, Larry Samuelson, Robert Shiller, Anthony Smith, Aleh Tsyvinski, Christopher Udry, Edward Vytlacil, Ebonya Washington

Associate Professors Konstantinos Arkolakis, Eduardo Faingold, Amanda Kowalski, Nancy Qian

Assistant Professors Timothy Armstrong, David Atkin, José-Antonio Espín-Sánchez, Mitsuru Igami, Daniel Keniston, Ilse Lindenlaub, Michael Peters, Nicholas Ryan, Joseph Shapiro, Eric Weese

Fields of Study

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

Special Admissions Requirements

Please see http://economics.yale.edu/graduate/application-info.

Special Requirements for the Ph.D. Degree

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

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

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

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

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

Programs in Law and Economics

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

Master’s Degrees

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

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

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

Program materials are available on our Web site: http://economics.yale.edu.

Courses

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

Introduction to optimization methods and partial equilibrium. Theories of utility and consumer behavior production and firm behavior. Introduction to uncertainty and the economics of information, and to noncompetitive market structures.

ECON 501b, General Economic Theory: Microeconomics Johannes Hörner, Eduardo Faingold

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

[ECON 502a, Mathematics for Economists]

ECON 510a, General Economic Theory: Macroeconomics Anthony Smith, Michael Peters

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

ECON 511b, General Economic Theory: Macroeconomics Giuseppe Moscarini

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

ECON 520a, Advanced Microeconomic Theory I Johannes Hörner, Pauli Murto

A formal introduction to game theory and information economics. Alternative non­cooperative solution concepts are studied and applied to problems in oligopoly, bargaining, auctions, strategic social choice, and repeated games.

ECON 521b, Advanced Microeconomic Theory II Juuso Välimäki, Dirk Bergemann

Contracts and the economics of organization. Topics may include dynamic contracts (both explicit and implicit), career concerns, hierarchies, Bayesian mechanism design, renegotiation, and corporate control.

ECON 522a and 523b, Microeconomic Theory Lunch

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

[ECON 524a, Behavioral Applied Theory]

ECON 525a, Advanced Macroeconomics I Fatih Guvenen

Heterogeneous agent economics, investment, scrapping and firing, nonquadratic adjustment costs, financial constraints, financial intermediation, psychology of decision making under risk, optimal risk management, financial markets, consumption behavior, monetary policy, term structure of interest rates.

ECON 526b, Advanced Macroeconomics II Giuseppe Moscarini, Anthony Smith

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

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

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

ECON 530a, General Equilibrium Foundations of Finance and Macroeconomics John Geanakoplos

The course gives a careful mathematical description of the general equilibrium underpinnings of the main models of finance and the new macroeconomics of collateral and default. Part I is a review of Walrasian general equilibrium, including the mathematical techniques of fixed points and genericity, both taught from an elementary point of view. Part II covers general equilibrium with incomplete markets (GEI). Part III focuses on the special case of the capital asset pricing model (CAPM), including extensions to multi-commodity CAPM and multifactor CAPM. Part IV focuses on the Modigliani-Miller theorem and generic constrained inefficiency. Part V describes collateral equilibrium and the leverage cycle. Part VI covers default and punishment and adverse selection and moral hazard in general equilibrium. Part VII describes monetary equilibrium. W 4–7

[ECON 531b, Mathematical Economics II]

[ECON 535a and b, Prospectus Workshop in Mathematical Economics]

ECON 537a and 538b, Microeconomic Theory Workshop

Presentations by research scholars and participating students.

ECON 540a and 541b, Student Workshop in Macroeconomics

A course that gives third- and fourth-year students doing research in macroeconomics an opportunity to prepare their prospectuses and to present their dissertation work. Each student is required to make at least two presentations per term. For third-year students and beyond, at least one of the presentations in the first term should be a mock job talk.

ECON 542a and 543b, Macroeconomics Workshop 

A forum for presentation and discussion of state-of-the-art research in macroeconomics. Presentations by research scholars and participating students of papers in closed economy and open economy macroeconomics and monetary economics.

ECON 545a, Microeconomics Michael Boozer

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

ECON 546b, Growth and Macroeconomics

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.

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 Timothy Armstrong

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 Donald Andrews, Xiaohong Chen

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

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

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

ECON 554b, Econometrics V Xiaohong Chen, Timothy Armstrong

The first half of this course is about nonlinear parametric models. Specification, estimation, and testing within the Likelihood and Generalized Method of Moments frameworks. First-order asymptotics for both smooth and non-smooth objective functions. Efficiency and robustness. A short account of high-order asymptotics for smooth problems. The second part is on nonparametric and semiparametric methods. Nonparametric estimation by kernels, series, splines, and other methods. Bias reduction and bandwidth selection. The course of dimensionality and additive models. Specification and estimation of semiparametric models. U-statistics and asymptotic properties. Efficiency and adaptation.

[ECON 555a, Applied Econometrics II: Microeconometrics]

ECON 556a, Topics in Empirical Economics and Public Policy Costas Meghir, Philip Haile, Edward Vytlacil

[ECON 557a, Econometrics VI]

ECON 558a, Econometrics Michael Boozer

Application of statistical analysis to economic data. Basic probability theory, linear regression, specification and estimation of economic models, time series analysis, and forecasting. The computer is used. For IDE students.

ECON 559b, Development Economics (IDE) Michael Boozer

ECON 561bU, Computational Methods for Economics Anthony Smith

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

ECON 567a and 568b, Econometrics Workshop

A forum for state-of-the-art research in econometrics. Its primary purpose is to disseminate the results and the technical machinery of ongoing research in theoretical and applied fields.

ECON 570a and 571b, Prospectus Workshop in Econometrics

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

ECON 580a, General Economic History: Western Europe Timothy Guinnane José-Antonio Espín-Sánchez

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 Gavin Wright

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 591aU, Economics of Poverty Alleviation Dean Karlan

ECON 600a, Industrial Organization I Philip Haile, Mitsuru Igami

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

Examination of alternative modes of public control of economic sectors with primary emphasis on antitrust and public utility regulation in the U.S. economy. Public policy issues in sectors of major detailed governmental involvement.

ECON 606a and 607b, Prospectus Workshop in Industrial Organization

For third-year students in microeconomics, intended to guide students in the early stages of theoretical and empirical dissertation research. Emphasis on regular writing assignments and oral presentations.

ECON 608a and 609b, Industrial Organization Seminar

For advanced graduate students in applied microeconomics, serving as a forum for presentation and discussion of work in progress of students, Yale faculty members, and invited speakers.

ECON 630a, Labor Economics Costas Meghir

Topics include static and dynamic approaches to demand, human capital and wage determination, wage income inequality, unemployment and minimum wages, matching and job turnover, immigration and international trade, unions, implicit contract theory, and efficiency wage hypothesis.

ECON 631b, Labor Economics Joseph Altonji

Topics include static and dynamic models of labor supply, human capital wage function estimation, firm-specific training, compensating wage differentials, discrimination, household production, bargaining models of household behavior, intergenerational transfers, and mobility.

ECON 638a and 639b, Labor and Population Workshop

A forum primarily for graduate students to present their research plans and findings. Discussions encompass empirical microeconomic research relating to both high- and low-income countries.

ECON 640a/b, Prospectus Workshop in Labor Economics and Public Finance

Workshop for students doing research in labor economics and public finance.

ECON 670a/MGMT 740a, Financial Economics I Jonathan Ingersoll

Current issues in theoretical financial economics are addressed through the study of current papers. Focuses on the development of the problem-solving skills essential for research in this area.

ECON 671b/MGMT 741b, Financial Economics II Alan Moreira

Continuation of ECON 670a/MGMT 740a.

ECON 672b/MGMT 745b, Behavioral Finance Nicholas Barberis

Much of modern financial economics works with models in which agents are rational, in that they maximize expected utility and use Bayes’s law to update their beliefs. Behavioral finance is a large and active field that studies models in which some agents are less than fully rational. Such models have two building blocks: limits to arbitrage, which make it difficult for rational traders to undo the dislocations caused by less rational traders; and psychology, which catalogues the kinds of deviations from full rationality we might expect to see. We discuss these two topics and then consider a number of applications: asset pricing (the aggregate stock market and the cross-section of average returns); individual trading behavior; and corporate finance (security issuance, corporate investment, and mergers).

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

An elective doctoral course covering theoretical and empirical research on financial crises. The first half of the course focuses on general models of financial crises and historical episodes from the nineteenth and twentieth centuries. The second half of the course focuses on the recent financial crisis. Prerequisites: MGMT 740a and 741b (doctoral students in Economics may substitute the core microeconomics sequence), and permission of the instructor.

ECON 680a, Public Finance I Joseph Shapiro

ECON 681b, Public Finance II Joseph Shapiro

[ECON 702b, International Economics]

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

ECON 720a, International Trade I Konstantinos Arkolakis, Samuel Kortum

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

ECON 721b, International Trade II Konstantinos Arkolakis, Samuel Kortum

The course covers empirical topics in international trade with particular emphasis on current research areas. Topics include tests of international trade theories; studies of the relationship between international trade, labor markets, and income distribution; recent trade liberalization episodes in developing countries; empirical assessment of various trade policies, such as VERs and Anti-Dumping; productivity (and its relation to international trade liberalization); and exchange rates, market integration, and international trade. Methodologically, the course draws heavily on empirical models used in the fields of industrial organization and to a lesser degree labor economics; taking these courses is thus recommended though not required.

ECON 724b, International Finance Konstantinos Arkolakis

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

Development theory at both aggregate and sectoral levels; analysis of growth, employment, poverty, and distribution of income in both closed and open developing economy contexts.

ECON 731b, Economic Development II Nicholas Ryan, Dean Karlan

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, Advanced Economic Development Daniel Keniston

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.

[ECON 735bu, Economics of Agriculture]

[ECON 736au, Economics of Technology]

ECON 737bu, Economics of Natural Resources Robert Mendelsohn

Linking of abstract economic concepts to concrete policy and management decisions. Application of theoretical tools of economics to global warming, pollution control, fisheries, forestry, recreation, and mining.

ECON 738a or b, Workshop on Environmental and Natural Resources  William Nordhaus, Robert Mendelsohn

ECON 749a and 750b, Trade and Development Workshop

A forum for graduate students and faculty with an interest in the economic problems of developing countries. Faculty, students, and a limited number of outside speakers discuss research in progress.

ECON 756a/b, Prospectus Workshop in Development

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

[ECON 776bu, Economics of Population]

[ECON 788a, Political Competition]

ECON 790b, Political Economy I Ebonya Washington

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

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

ECON 794b, Political Economy II Giovanni Maggi

[ECON 795a, Topics in Political Economy]

ECON 899a or b, Individual Reading and Research

By arrangement with faculty.

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Electrical Engineering

Dunham Laboratory, 203.432.4252

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

Chair

Jung Han

Director of Graduate Studies

Hongxing Tang (hong.tang@yale.edu)

Professors Richard Barker (Emeritus), James Duncan, Jung Han, Roman Kuc, Tso-Ping Ma, A. Stephen Morse, Kumpati Narendra, Mark Reed, Peter Schultheiss (Emeritus), Lawrence Staib, Hemant Tagare, Leandros Tassiulas, J. Rimas Vaisnys, Yang Richard Yang

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

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

Fields of Study

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

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

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Engineering & Applied Science

Dunham Laboratory, 203.432.4252

http://seas.yale.edu

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

Dean

T. Kyle Vanderlick

Deputy Dean

Vincent Wilczynski

Programs of study are offered in the areas of applied mechanics, computer science, mechanical engineering and materials science, chemical and environmental engineering, electrical engineering, and biomedical engineering. All programs are under the School of Engineering & Applied Science.

Biomedical Engineering

Chair

Jay Humphrey

Director of Graduate Studies

Richard Carson (richard.carson@yale.edu)

Professors Richard Carson, Nicholas Christakis, James Duncan, Jay Humphrey, Fahmeed Hyder, Themis Kyriakides (Pathology), Andre Levchenko, Laura Niklason, Douglas Rothman, W. Mark Saltzman, Mark Schwartz, Fred Sigworth, Brian Smith, Lawrence Staib, Hemant Tagare, Paul Van Tassel, Steven Zucker (Computer Science)

Associate Professors Joerg Bewersdorf (Cell Biology), Robin de Graaf, Tarek Fahmy, Rong Fan, Evan Morris, Xenophon Papademetris, Corey Wilson

Assistant Professors Stuart Campbell, Michael Choma, Anjelica Gonzalez, Chi Liu, Kathryn Miller-Jensen, Michael Murrell, Steven Tommasini, Jiangbing Zhou

Fields of Study

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

Chemical & Environmental Engineering

Chair

Paul Van Tassel

Director of Graduate Studies

Menachem Elimelech (menachem.elimelech@yale.edu)

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

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

Assistant Professors Drew Gentner, Desirée Plata

Fields of Study

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

Computer Science

Chair

Joan Feigenbaum

Director of Graduate Studies

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

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

Associate Professor Daniel Abadi

Assistant Professors Ruzica Piskac, Frederick Shic (Child Study Center)

Senior Lecturer Stephen Slade

Lecturers Donya Quick, Ewa Syta [Sp], Kate Tsui [F]

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).

Electrical Engineering

Chair

Jung Han

Director of Graduate Studies

Hongxing Tang (hong.tang@yale.edu)

Professors Richard Barker (Emeritus), James Duncan, Jung Han, Roman Kuc, Tso-Ping Ma, A. Stephen Morse, Kumpati Narendra, Mark Reed, Peter Schultheiss (Emeritus), Lawrence Staib, Hemant Tagare, Leandros Tassiulas, J. Rimas Vaisnys, Yang Richard Yang

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

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

Fields of Study

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

Mechanical Engineering & Materials Science

Chair

Udo Schwarz

Director of Graduate Studies

Jan Schroers (jan.schroers@yale.edu)

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

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

Assistant Professors Eric Brown, Judy Cha, Madhusudhan Venkadesan

Lecturers Beth Anne Bennett, Kailasnath Purushothaman, Joseph Zinter

Fields of Study

Fluids and thermal sciences Dynamics and stability of drops and bubbles; dynamics of thin liquid films; macroscopic and particle-scale dynamics of emulsions, foams, and colloidal suspensions; electrospray theory and characterization; electrical propulsion applications; combustion and flames; computational methods for fluid dynamics and reacting flows; turbulence; particle tracking in fluid mechanics; laser diagnostics of reacting and nonreacting flows; and magnetohydrodynamics.

Soft matter/complex fluids Jamming and slow dynamics in gels, glasses, and granular materials; mechanical properties of soft and biological materials; and structure and dynamics of macromolecules. Several faculty in Mechanical Engineering are also affiliated with the Integrated Graduate Program in Physical and Engineering Biology (http://peb.yale.edu).

Materials science Studies of thin films; nanoscale effects on electronic properties of two-dimensional layered materials; amorphous metals and nanomaterials including nanocomposites, characterization of crystallization and other phase transformations; nanoimprinting; atomic-scale investigations of surface interactions and properties; classical and quantum nanomechanics; nanotribology; nanostructured energy applications; combinatorial materials science; and in situ transmission electron and scanning probe microscopy.

Robotics/mechatronics Machine and mechanism design; dynamics and control; robotic grasping and manipulation; human-machine interface; rehabilitation robotics; haptics; electromechanical energy conversion; biomechanics of human movement; and human-powered vehicles.

Integrated Graduate Program in Physical and Engineering Biology (PEB)

Students applying to the Ph.D. program in Biomedical Engineering, Chemical & Environmental Engineering, and Mechanical Engineering & Materials Science may also apply to be part of the PEB program. See the description under Non-Degree-Granting Programs, Councils, and Research Institutes for course requirements, and http://peb.yale.edu for more information about the benefits of this program and application instructions.

Special Requirements for the Ph.D. Degree

The online publication Qualification Procedure for the Ph.D. Degree in Engineering & Applied Science describes in detail all requirements in Biomedical Engineering, Chemical & Environmental Engineering, Electrical Engineering, and Mechanical Engineering & Materials Science. The student is strongly encouraged to read it carefully; key requirements are briefly summarized below. See Computer Science’s departmental entry in this bulletin for special requirements for the Ph.D. in Computer Science.

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

Biomedical Engineering Physiological Systems (ENAS 550), Physical and Chemical Basis of Bioimaging and Biosensing (ENAS 510). One of these courses may be taken in the second year. In addition, there is a math requirement that must be met by taking Mathematical Methods I (ENAS 500) or Advanced Engineering Mathematics (ENAS 505) in the first year.

Chemical & Environmental Engineering (Chemical track) Mathematical Methods I (ENAS 500), Classical and Statistical Thermodynamics (ENAS 521), Energy, Mass, and Momentum Processes (ENAS 603), Chemical Reaction Engineering (ENAS 602).

Chemical & Environmental Engineering (Environmental track) Aquatic Chemistry (ENAS 640), Biological Processes in Environmental Engineering (ENAS 641), Environmental Physicochemical Processes (ENAS 642). In addition, there is a math requirement that must be met by taking one of the following courses in the first year: Mathematical Methods I (ENAS 500), Applied Spatial Statistics (F&ES 781), Multivariate Statistical Analysis in the Environmental Sciences (F&ES 758), Introductory Data Analysis (STAT 530), or Multivariate Statistical Methods for the Social Sciences (STAT 660).

Computer Science See Computer Science’s departmental entry in this bulletin.

Electrical Engineering (Computer Engineering track) Introduction to VLSI System Design (ENAS 875), Computer Organization and Architecture (ENAS 967).

Electrical Engineering (Microelectronics track) Two of the following four courses: Photonics and Optical Electronics (ENAS 511), Heterojunction Devices (ENAS 718), Solid State Physics I (ENAS 850), Semiconductor Silicon Devices and Technology (ENAS 986).

Electrical Engineering (System and Signals track) Linear Systems (ENAS 902), Stochastic Processes (ENAS 502).

Mechanical Engineering & Materials Science Students must demonstrate competence in one of four areas: Fluid and Thermal Sciences, Soft Matter/Complex Fluids, Materials Science, or Robotics/Mechatronics. As a minimum requirement, students must take at least one of the following courses in the first year of study: Intelligent Robotics (CPSC 573), Classical and Statistical Thermodynamics (ENAS 521), Biological Physics (ENAS 541), Polymer Physics (ENAS 606), Synthesis of Nanomaterials (ENAS 615), Statistical Physics II (PHYS 628), Theoretical Fluid Dynamics (ENAS 704), Fundamentals of Combustion (ENAS 708), Solidification and Phase Transformations (ENAS 752), Introduction to Robot Analysis (ENAS 777), Forces on the Nanoscale (ENAS 787), Soft Condensed Matter Physics (ENAS 848), Solid State Physics I (ENAS 850), Solid State Physics II (ENAS 851), Linear Systems (ENAS 902)—if not used to satisfy the math requirement—and Systems and Control (ENAS 936). In addition, there is a math requirement that must be met by taking Mathematical Methods I (ENAS 500), Mathematical Methods of Physics (PHYS 506), or Linear Systems (ENAS 902), depending on the research area.

Honors Requirement

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

Master’s Degrees

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

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

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

Program materials are available upon request to the Office of Graduate Studies, School of Engineering & Applied Science, Yale University, PO Box 208267, New Haven CT 06520-8267; e-mail, engineering@yale.edu; Web site, http://seas.yale.edu.

Courses

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

ENAS 500a/APHY 500a, Mathematical Methods I Paul Van Tassel

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

[ENAS 501b, Mathematical Methods II]

ENAS 502bu, Stochastic Processes Amin Karbasi

A study of stochastic processes and estimation, including fundamentals of detection and estimation. Vector space representation of random variables, Bayesian and Neyman-Pearson hypothesis testing, Bayesian and nonrandom parameter estimation, minimum-variance unbiased estimators, and the Cramer-Rao bound. Stochastic processes. Linear prediction and Kalman filtering. Poisson counting process and renewal processes, Markov chains, branching processes, birth-death processes, and semi-Markov processes. Applications from communications, networking, and stochastic control. MW 1–2:15

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

This course examines probabilistic and computational methods for the statistical modeling of complex data. The emphasis is on the unifying framework provided by graphical models, a formalism that merges aspects of graph theory and probability theory. Graphical models: Markov random fields, Bayesian networks, and factor graphs. Algorithms: filtering, smoothing, belief-propagation, sum-product, and junction tree. Variational techniques: mean-field and convex relaxations. Markov processes on graphs: MCMC, factored HMMs, and Glauber dynamics. Some statistical physics techniques: cavity and replica methods. Applications to error-correcting codes, computer vision, bio-informatics, and combinatorial optimization. MW 2:30–3:45

[ENAS 505a, Advanced Engineering Mathematics]

[ENAS 506b, Ethics and Professional Development for Biomedical Engineers and Scientists]

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

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

ENAS 509au, Electronic Materials: Fundamentals and Applications Jung Han

Survey and review of fundamental issues associated with modern microelectronic and optoelectronic materials. Topics include band theory, electronic transport, surface kinetics, diffusion, materials defects, elasticity in thin films, epitaxy, and Si integrated circuits. TTH 9–10:15

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

Basic principles and technologies for imaging and sensing the chemical, electrical, and structural properties of living tissues and biological macromolecules. Topics include magnetic resonance spectroscopy, MRI, positron emission tomography, and molecular imaging with MRI and fluorescent probes. TTH 1–2:15

ENAS 511au, Physics and Devices of Optical Communication Hongxing Tang

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 2:30–3:45

ENAS 513au, Introduction to Analysis

Foundations of real analysis, including metric spaces and point set topology, infinite series, and function spaces. TTH 1–2:15

ENAS 514bu, Real Analysis Philip Gressman

The Lebesgue integral, Fourier series, applications to differential equations. TTH 1–2:15

ENAS 517b/MB&B 517b3/MCDB 517b3/PHYS 517b3, Methods and Logic in Interdisciplinary Research Lynne Regan, Julien Berro, Enrique De La Cruz, Eric Dufresne, Thierry Emonet, Paul Forscher, Jonathon Howard, Megan King, Simon Mochrie, Corey O’Hern, Thomas Pollard, Yongli Zhang, and staff

This half-term PEB class is intended to introduce students to integrated approaches to research. Each week, the first of two sessions is student-led, while the second 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. MW 5–7

ENAS 518a/MB&B 635au, Mathematical Methods in Biophysics Yong Xiong, Julien Berro

Applied mathematical methods relevant to analysis and interpretation of biophysical and biochemical data are covered. Students apply these methods (statistics and error analysis, differential equations, linear algebra, and Fourier transforms) to analyze data from research groups in MB&B. Prerequisites: MATH 120 (or equivalent) and MB&B 600a (or equivalent), or permission of the instructors. MWF 10:30–11:20

ENAS 521b, Classical and Statistical Thermodynamics Chinedum Osuji

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; Boltzmann statistics; Fermi-Dirac and Bose-Einstein statistics. Application to ideal monatomic and diatomic gases is covered.

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 530bU, Optimization Techniques Sekhar Tatikonda

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. Applications from engineering and the sciences. MW 2:30–3:45

ENAS 534aU, Biomaterials Anjelica Gonzalez

Introduction to materials, classes of materials from atomic structure to physical properties. Major classes of materials: metals, ceramics and glasses, and polymers, addressing their specific characteristics, properties, and biological applications. Throughout the presentation of the synthesis, characterization, and properties of the classes of materials, a connection is made to the selection of materials for use in specific biological applications by matching the material’s properties to those necessary for success in the application. Case studies address the successes and failures of particular materials from each of the classes in biological applications. MW 11:35–12:50

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

The course addresses the interactions between tissues and biomaterials, with an emphasis on the importance of molecular- and cellular-level events in dictating the performance and longevity of clinically relevant devices. In addition, specific areas such as biomaterials for tissue engineering and the importance of stem/progenitor cells, and biomaterial-mediated gene and drug delivery are addressed. TTH 9–10:15

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

An introduction to the physics of several important biological phenomena including transport in the cell cytoplasm, protein folding, DNA packaging, and thermodynamics of protein binding and aggregation. The material and approach are positioned at the interface of the physical and biological sciences, and involve significant computation. This course teaches the basics of computer programming necessary for quantitative studies of biological systems. We start with the foundations of programming in MATLAB. During the course, students perform sophisticated data analyses, view and analyze protein structures, and perform Monte Carlo and molecular dynamics simulations. No prior programming experience is needed. TTH 1–2:15

[ENAS 549b, Biomedical Data Analysis]

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

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

ENAS 551aU, Biotransport and Kinetics Kathryn Miller-Jensen

Creation and critical analysis of models of biological transport and reaction processes. Topics include mass and heat transport, biochemical interactions and reactions, and thermodynamics. Examples from diverse applications, including drug delivery, biomedical imaging, and tissue engineering. TTH 11:35–12:50

ENAS 553a, Immuno-Engineering Tarek Fahmy

An advanced class that introduces immunology principles and methods to engineering students. The course focuses on biophysical principles and biomaterial applications in understanding and engineering immunity. The course is divided into three parts. The first part introduces the immune system: organs, cells, and molecules. The second part introduces biophysical characterization and quantitative modeling in understanding immune system interactions. The third part focuses on intervention, modulation, and techniques for studying the immune system with emphasis on applications of biomaterials for intervention and diagnostics. MW 2:30–3:45

[ENAS 554bU, Continuum Biomechanics]

ENAS 555bU, Vascular Mechanics Jay Humphrey

This course is designed to enable students to apply methods of continuum biomechanics to study diverse vascular conditions and treatments, including aging, atherosclerosis, aneurysms, effects of hypertension, design of tissue-engineered constructs, and vein grafts from an engineering perspective. Emphasis is placed on ensuring that the mechanics is driven by advances in the vascular mechanobiology. TTH 2:30–3:45

[ENAS 557bU, Musculoskeletal Biomechanics]

ENAS 558aU, Introduction to Biomechanics Jay Humphrey

An introduction to the biomechanics used in biosolid mechanics, biofluid mechanics, biothermomechanics, and biochemomechanics. Diverse aspects of biomedical engineering, from basic mechanobiology to characterization of materials behaviors and the design of medical devices and surgical interventions. MW 11:35–12:50

ENAS 561a/AMTH 765a/CB&B 562a/MB&B 562aU/MCDB 562aU/PHYS 562a, Dynamical Systems in Biology Damon Clark, Jonathon Howard

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

[ENAS 563bu, Fault Tolerant Computer Systems] 

ENAS 564bu, Tissue Engineering Laura Niklason

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

ENAS 566aU, Engineering of Drug Delivery W. Mark Saltzman

Drug delivery is a field of biomedical engineering that aims to develop approaches and technologies for getting pharmaceutical agents into particular cells and tissues in the body for a biological effect, while minimizing unwanted toxic or side effects. The course describes two interrelated fields of study: (1) mathematical descriptions of the biological barriers to drug delivery (diffusion, permeation through membranes, lifetime of circulation); and (2) engineering design to improve drug delivery. Prerequisite: ENAS 551a. MW 9–10:15

ENAS 567bU, Systems Biology of Cell Signaling Andre Levchenko

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

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

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

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

An overview of computational vision with a biological emphasis. Suitable as an introduction to biological perception for computer science and engineering students, as well as an introduction to computational vision for mathematics, psychology, and physiology students. MW 2:30–3:45

[ENAS 576bu/AMTH 667b/CPSC 576bu, Advanced Computational Vision]

ENAS 580a, Clinical Research in Biomedical Engineering W. Mark Saltzman, James Duncan

The course is designed to provide graduate students in Biomedical Engineering with a broad perspective of research topics in their field, with a particular focus on topics directed toward clinically oriented research. Students attend a series of lectures by speakers from both inside and outside the Yale BME research community covering the areas of biomaterials/tissue engineering, drug delivery systems, biomechanics, and bioimaging. The week after each lecture, students gather to address questions posed by the lecturing faculty and the course organizers, with discussion led by the students themselves. In addition, each student picks a topic related to one of the lectures given during the term and submits an extended written analysis. T 4–5:50

ENAS 585au, Fundamentals of Neuroimaging Fahmeed Hyder, Douglas Rothman

The neuroenergetic and neurochemical basis of several dominant neuroimaging methods, including fMRI. Topics range from technical aspects of different methods to interpretation of the neuroimaging results. Controversies and/or challenges for application of fMRI and related methods in medicine are identified. W 3:30–5:30

[ENAS 600au, Computer-Aided Engineering]

[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 603a, Energy, Mass, and Momentum Processes Michael Loewenberg

Application of continuum mechanics approach to the understanding and prediction of fluid flow systems that may be chemically reactive, turbulent, or multiphase.

[ENAS 605b, Colloidal Chemical Engineering]

[ENAS 606b, Polymer Physics]

[ENAS 608b, Surface and Surface Processes]

ENAS 609b, Nanotechnology for Energy Lisa Pfefferle

This is a comprehensive course with content at the intersection of nanoscale science, engineering, and technology, including application areas and nanofabrication technique. Topics include nanoscaled photovoltaic cells, hydrogen storage, fuel cells, and nanoelectronics; layer-by-layer assembly; organic-inorganic mesostructures; colloidal crystals, organic monolayers, proteins, DNA and abalone shells; synthesis of carbon nanotubes, nanowire, and nanocrystals; microelectromechanical systems (MEMs) devices; photolithography, electron beam lithography, and scanning probe lithography; lithium-based batteries; and nanomanufacturing (roll to roll, nanoimprint lithography, inkjet printing).

ENAS 610au, Biomolecular Engineering Corey Wilson

A survey of the principles and scope of biomolecular engineering. Discussion of concepts at the interface of applied mathematics, biology, biophysical chemistry, and chemical engineering that are used to develop novel molecular tools, materials, and approaches based on biological building blocks and machinery. Modeling the physicochemical properties that confer function in biological systems; low- and high-resolution protein engineering; the design of synthetic interactomes.

ENAS 611au, Separation Processes Lisa Pfefferle

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.

[ENAS 612aU, Biomolecular Engineering Laboratory]

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

[ENAS 615a, Synthesis of Nanomaterials]

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

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

ENAS 626au, Chemical Engineering Process Control Eric Altman

Transient regime modeling and simulations of chemical processes. Conventional and state-space methods of analysis and control design. Applications of modern control methods in chemical engineering. Course work includes a design project.

[ENAS 628bu, Sensors and Biosensors]

[ENAS 638a, Water Chemistry]

[ENAS 639a, Management of Water Resources and Environmental Systems]

ENAS 640b/F&ES 707bu, Aquatic Chemistry Gaboury 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.

ENAS 641au, Biological Processes in Environmental Engineering Jordan Peccia

Fundamental aspects of microbiology and biochemistry, including stoichiometry, kinetics, and energetics of biochemical reactions, microbial growth, and microbial ecology, as they pertain to biological processes for the transformation of environmental contaminants; principles for analysis and design of aerobic and anaerobic processes, including suspended- and attached-growth systems, for treatment of conventional and hazardous pollutants in municipal and industrial wastewaters and in groundwater.

ENAS 642b, Environmental Physicochemical Processes Menachem Elimelech

Fundamental and applied concepts of physical and chemical (“physicochemical”) processes relevant to water quality control. Topics include chemical reaction engineering, overview of water and wastewater treatment plants, colloid chemistry for solid-liquid separation processes, physical and chemical aspects of coagulation, coagulation in natural waters, filtration in engineered and natural systems, adsorption, membrane processes, disinfection and oxidation, disinfection by-products. TTH 2:30–3:45

ENAS 643b, Transport and Fate of Organic Chemicals in the Environment  Desirée Plata

Fundamental chemical and physical processes controlling the distribution, transport, and transformation of anthropogenic organic chemicals in aqueous environments including soils, sediments, and groundwater. The course provides basic knowledge about the following: the use of chemical and physical principles to quantify the thermodynamics and kinetics of individual processes; the use of chemical structure to understand these processes at the molecular level; and a framework for evaluation of the relative importance of these processes so that the fate of a particular chemical in a particular environment may be predicted.

[ENAS 644b, Environmental Chemical Kinetics]

ENAS 645b/F&ES 884b, Industrial Ecology Thomas Graedel

Industrial ecology studies (1) the flows of materials and energy in industrial and consumer activities, (2) the effects of these flows on the environment, and (3) the influences of economic, political, regulatory, and social factors on the flow, use, and transformation of resources. The goals of the course are to define and describe industrial ecology; to demonstrate the relationships among production, consumption, sustainability, and industrial ecology in diverse settings, from firms to cities to international trade flows; to show how industrial ecology serves as a framework for the consideration of environmental and sustainability-related aspects of science, technology, and policy; and to define and describe tools, applications, and implications of industrial ecology. MW 1–2:15

[ENAS 646b/F&ES 714bU, Environmental Hydrology]

ENAS 648au, Environmental Transport Processes Menachem Elimelech

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.

ENAS 649a/MGT 611a, Policy Modeling Edward Kaplan

Building on earlier course work in quantitative analysis and statistics, Policy Modeling provides an operational framework for exploring the costs and benefits of public policy decisions. The techniques employed include “back of the envelope” probabilistic models, Markov processes, queuing theory, and linear/integer programming. With an eye toward making better decisions, these techniques are applied to a number of important policy problems. In addition to lectures, assigned articles and text readings, and short problem sets, students are responsible for completing a take-home midterm exam and a number of cases. In some instances, it is possible to take a real problem from formulation to solution, and compare the student’s own analysis to what actually happened. Prerequisites: Decision Analysis and Game Theory, Data Analysis and Statistics, or a demonstrated proficiency in quantitative methods.

[ENAS 655au, Environmental Risk Assessment]

[ENAS 658a, MEMS Design]

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

This hands-on course highlights 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. Students tackle current engineering and product design challenges in a series of class exercises and a final design project. MW 1–2:15

ENAS 673bU, Air Quality and Energy Drew Gentner

The production and use of energy are among the most important sources of air pollution worldwide. It is impossible to effectively address the impacts and regulation of air quality without understanding the impacts and behavior of emissions from energy sources. Through an assessment of emissions and physical/chemical processes, the course explores advanced topics (at the graduate level) on the behavior of pollutants from energy systems in the atmosphere. Topics include traditional and emerging energy technology, climate change, atmospheric aerosols, tropospheric ozone, as well as transport/modeling/mitigation. TTH 11:35–12:50

[ENAS 703aU, Introduction to Nanomaterials and Nanotechnology]

ENAS 704a, Theoretical Fluid Dynamics Juan de la Mora

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

[ENAS 705b/MB&B 715b/PHYS 705b, Numerical Simulations of Liquids]

[ENAS 708a, Fundamentals of Combustion]

[ENAS 711bU, Biomedical Microtechnology and Nanotechnology]

[ENAS 718au, Heterojunction Devices]

ENAS 747au, Applied Numerical Methods I Beth Anne Bennett

The derivation, analysis, and implementation of various numerical methods. Topics include root-finding methods, numerical solution of systems of linear and nonlinear equations, eigenvalue/eigenvector approximation, polynomial-based interpolation, and numerical integration. Additional topics such as computational cost, error analysis, and convergence are addressed in a variety of contexts. TTH 11:35–12:50

ENAS 748bu, Applied Numerical Methods II Beth Anne Bennett

The derivation, analysis, and implementation of numerical methods for the solution of ordinary and partial differential equations, both linear and nonlinear. Additional topics such as computational cost, error estimation, and stability analysis are studied in several contexts throughout the course. ENAS 747a is not a prerequisite. TTH 11:35–12:50

[ENAS 752a, Solidification and Phase Transformations]

[ENAS 758bU, Multiscale Models of Biomechanical Systems]

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

[ENAS 777, Introduction to Robot Analysis]

ENAS 787b, Forces on the Nanoscale Udo Schwarz

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

[ENAS 802au, Nano and Microsystem Technology]

ENAS 805bU, Biotechnology and the Developing World Anjelica Gonzalez

This interactive course explores how advances in biotechnology enhance the quality of life in the developing world. Implementing relevant technologies in developing countries is not without important challenges; technical, practical, social, and ethical aspects of the growth of biotechnology are explored. Readings from Biomedical Engineering for Global Health as well as recent primary literature; case studies, in-class exercises, and current events presentations. Guest lecturers include biotechnology researchers, public policy ethicists, preventive research physicians, public-private partnership specialists, and engineers currently implementing health-related technologies in developing countries. TTH 1–2:15

ENAS 806bu, Photovoltaic Energy Minjoo Lee

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

[ENAS 812b/NSCI 612b, Molecular Transport and Intervention in the Brain]

[ENAS 821bu, Physics of Medical Imaging]

ENAS 825b, Physics of Magnetic Resonance Spectroscopy in Vivo Graeme Mason, Robin de Graaf

The physics of chemical measurements performed with nuclear magnetic resonance spectroscopy, with special emphasis on applications to measurement studies in living tissue. Concepts that are common to magnetic resonance imaging are introduced. Topics include safety, equipment design, techniques of spectroscopic data analysis, and metabolic modeling of dynamic spectroscopic measurements. MW 11:35–12:50

ENAS 830b, Biomedical Optical Imaging Michael Choma

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

[ENAS 836au, Biophotonics and Optical Microscopy]

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

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

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

A two-term sequence covering the principles underlying the electrical, thermal, magnetic, and optical properties of solids, including crystal structures, phonons, energy bands, semiconductors, Fermi surfaces, magnetic resonance, phase transitions, and superconductivity. Fall: 2.5 HTBA; Spring: TTh 2:30–3:45

ENAS 866aU, CMOS Transistors and Beyond Tso-Ping Ma

This course covers the science and technology of current and future CMOS devices, including transistor physics, device processing, and characterization. In addition to weekly lectures, students are expected to make an in-depth study of a relevant topic (to be determined jointly with the instructor), write a term paper, and make an associated oral presentation to the class. T 3:30–5:30

[ENAS 875au, Introduction to VLSI System Design]

ENAS 880a/NSCI 523a, Imaging Drugs in the Brain Evan Morris, Kelly Cosgrove, Michelle Hampson

Seminar course to explore the uses of PET, SPECT, and fMRI to study the mechanisms of action and long-term effects of drugs (legal and illegal) on brain function. Basic research is the main focus, augmented by two class periods allotted to uses of imaging in drug development by Pharma. Syllabus is comprised of review articles, book chapters, and journal articles. Some class periods begin with a short lecture to cover methodological concepts, followed by discussion of reading material. Topics include basic understanding of imaging technology (physics, biochemistry, and mathematics) as it relates to imaging of drugs, receptors, neurotransmitters; understanding the primary outcomes of imaging experiments; imaging experiment design; recent findings related to drug abuse; common neurophysiological pathways of addictive drugs (how to image reward); and uses of imaging in drug development (what do drug companies want to measure?). T 3:30–5:20

ENAS 900b, Distributed Computation and Decision Making A. Stephen Morse

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

ENAS 902aU, Linear Systems A. Stephen Morse

Background linear algebra; finite-dimensional, linear-continuous, and discrete dynamical systems; state equations, pulse and impulse response matrices, weighting patterns, transfer matrices. Stability, Lyapunov’s equation, controllability, observability, system reduction, minimal realizations, equivalent systems, McMillan degree, Markov matrices. Recommended for all students interested in feedback control, signal and image processing, robotics, econometrics, and social and biological networks. MW 1–2:15

ENAS 907aU, Computers for Cognition Richard Lethin

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

[ENAS 912aU, Biomedical Image Processing and Analysis]

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

[ENAS 915b, Tracer Kinetics and Modeling]

[ENAS 920b, Programming for Image Analysis]

[ENAS 921a, Advanced Topics in Computer Engineering]

ENAS 930bU, Energy Semiconductor Fundamentals Jung Han

Topics to include semiconductor physics, optical properties, electrical transport properties, thermal properties, and piezoelectric properties. TTH 9–10:15

ENAS 936au, Systems and Control Kumpati Narendra

Design of feedback control systems with applications to engineering, biological, and economic systems. Topics include stat-space representation, stability, controllability, and observability of discrete-time systems; system identification; optimal control of systems with multiple outputs. TTH 11:35–12:50

ENAS 938bU, Neural Networks for Pattern Recognition, Identification, and Control  Kumpati Narendra

Following a brief introduction to the theory of artificial neural networks and linear adaptive control, the course discusses in detail adaptive identification and control problems in nonlinear dynamical systems. Students work on individual projects, and the final grade depends on their performance in the midterm, problem sets, and the final project report. Prerequisite: ENAS 936a or permission of the instructor. TTH 11:35–12:50

ENAS 944bU, Digital Communications Systems Wenjun Hu

An introduction to the rapidly expanding field of mobile and fixed, voice and data communications systems. A review of analog and digital signals and their time and frequency domain representations. Topics include modulation methods, including amplitude; frequency and time division multiplexing for continuous and discrete/digital signals; an overview of modern voice and data communications networks; and an overview of information theory, including entropy, the quantification of information, data rates, coding, and compression. Examples and demonstrations are drawn from radio, telephone, television, computer, cellular, and satellite communications networks. MW 9–10:15

ENAS 951bU, Wireless Communications Wenjun Hu

This course aims to weave together fundamental theory of wireless communications, its application, and the design and implementation of wireless network architectures. The concepts are illustrated using examples such as WiFi and LTE. Particular emphasis is placed on the interplay between concepts and their implementation in real systems. Students can expect to learn background knowledge of some everyday wireless technologies and how to design systems based on the fundamental communications concepts. MW 9–10:15

ENAS 954bU/STAT 664bU, Information Theory Andrew Barron

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

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

ENAS 962a, Theoretical Challenges in Network Science Amin Karbasi

This is an interdisciplinary course with a focus on the emerging science of complex networks and their mathematical models. Students learn about the recent research on the structure and analysis of such networks, and on models that abstract their basic properties. Topics include random graphs and their properties, probabilistic techniques for link analysis, centralized and decentralized search algorithms, random walks, diffusion and epidemic processes, and spectral methods. TTH 1–2:15

ENAS 963b, Network Algorithms and Stochastic Optimization Leandros Tassiulas

This course focuses on resource allocation models as well as associated algorithms and design and optimization methodologies that capture the intricacies of complex networking systems in communications computing as well as transportation, manufacturing, and energy systems. Max-weight scheduling, back-pressure routing, wireless opportunistic scheduling, time-varying topology network control, and energy-efficient management are sample topics to be considered, in addition to Lyapunov stability and optimization, stochastic ordering, and notions of fairness in network resource consumption. TTH 9–10:15

[ENAS 964b, Communication Networks]

ENAS 967aU, Computer Organization and Architecture Jakub Szefer

Introduction to computer architecture, including computer organization, microprocessors, caches and memory hierarchies, I/O, and storage. Issues involving performance, energy, and security; processor benchmarking. Selected readings from current academic literature. TTH 2:30–3:45

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

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

ENAS 990a and b, Special Investigations

Faculty-supervised individual projects with emphasis on research, laboratory, or theory. Students must define the scope of the proposed project with the faculty member who has agreed to act as supervisor, and submit a brief abstract to the director of graduate studies for approval.

ENAS 991b/MB&B 591b/MCDB 591b/PHYS 991b, Integrated Workshop  Lynne Regan, Joerg Bewersdorf, Stuart Campbell, Kathryn Miller-Jensen, Simon Mochrie, Corey O’Hern

This required course for students in PEB involves hands-on laboratory modules with students working in pairs. A biology student is paired with a physics or engineering student; a computation/theory student is paired with an experimental student. The modules are devised so that a range of skills is acquired, and students learn from each other. Modules are hosted in faculty laboratories.

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English Language and Literature

Linsly-Chittenden Hall, 203.432.2233

http://english.yale.edu

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

Chair

Langdon Hammer

Director of Graduate Studies

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

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

Associate Professors Jessica Brantley (on leave), Catherine Nicholson (on leave), Anthony Reed (on leave), Brian Walsh, R. John Williams (on leave)

Assistant Professors Ian Cornelius, Marta Figlerowicz (on leave), Benjamin Glaser (on leave), Justin Neuman, Jill Richards

Fields of Study

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

Special Admissions Requirements

Application should be accompanied by scores from the GRE and the GRE “Literature in English” subject test, a personal statement of purpose, and a writing sample of up to twenty pages.

Special Requirements for the Ph.D. Degree

In order to fulfill the basic requirements for the program, a student must:

  • 1. Complete twelve courses—six courses with at least one grade of Honors and a maximum of one grade of Pass by July 15 following the first year; at least twelve courses with grades of Honors in at least four of these courses and not more than one Pass by July 15 following the second year. One of these twelve courses must be The Teaching of English (ENGL 990). Courses selected must include one medieval, one early-modern, one eighteenth- and/or nineteenth-century, one twentieth- and/or twenty-first-century.
  • 2. Satisfy the language requirement by the end of the second year. Two languages appropriate to the student’s field: strong reading knowledge of one language, to be demonstrated either by (a) passing an advanced literature course at Yale (graduate or upper-level undergraduate), (b) passing a one-hour departmental exam without the use of a dictionary, or (c) passing both English 500 and English 501; and reading knowledge of a second language, to be demonstrated by passing a one-hour departmental exam with a dictionary.
  • 3. Pass the oral examination before or as early as possible in the fifth term of residence. The exam consists of questions on five topics, developed by the student in consultation with examiners and subject to approval by the DGS.
  • 4. Submit a dissertation prospectus, normally by January 15 of the third year.
  • 5. Teach a minimum of two terms.
  • 6. Submit a dissertation.

Upon completion of all predissertation requirements, including the prospectus, students are admitted to candidacy for the Ph.D. Admission to candidacy must take place by the end of the third year of study.

Combined Ph.D. Programs

English and African American Studies

The Department of English Language and Literature also offers, in conjunction with the Department of African American Studies, a combined Ph.D. degree in English Language and Literature and African American Studies. For further details, see African American Studies.

English and Film and Media Studies

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

English and Renaissance Studies

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

Master’s Degrees

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

M.A. (en route to the Ph.D.) Students enrolled in the Ph.D. program may receive the M.A. upon completion of seven courses with at least one grade of Honors and a maximum of one grade of Pass, and the passing of two of the languages by departmental examinations.

Terminal Master’s Degree Program Students enrolled in the master’s degree program must complete either seven term courses or six term courses and a special project within the English department (one or two of these courses may be taken in other departments with approval of the DGS). There must be at least one grade of Honors, and there may not be more than one grade of Pass. Students must also pass examinations in two languages, ancient or modern. Full-time students normally complete the program in one year.

Courses

For expanded course descriptions, please visit the English department Web site: http://english.yale.edu/courses.

ENGL 500a/LING 500a, Introduction to Old English Language and Literature  Roberta Frank

The essentials of the language, some prose readings, and close study of several celebrated Old English poems. TTH 9–10:15

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

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

ENGL 546a, Chaucer’s Canterbury Tales and Three Earlier Poems: Discourses of Dissent 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. TH 1:30–3:20

ENGL 549b, Boethius’s Consolation of Philosophy and Its Afterlife Ian Cornelius

Boethius’s Consolation of Philosophy and its tradition, with an emphasis on medieval and early modern England. A study of the commentary tradition, major translations, adaptations, and associated literary works. The Old English Boethius (ascribed to King Alfred), Alain de Lille’s Complaint of Nature, commentaries of William of Conches and Nicholas Trevet, Jean de Meun’s Romance of the Rose, Geoffrey Chaucer’s Troilus and Criseyde, John Walton’s verse translation, Robert Henryson’s Orpheus and Eurydice, Thomas More’s Dialogue of Comfort, and the translation of Queen Elizabeth I. Major topics include textual history, theory and practice of translation, literary form, and moral philosophy. M 3:30–5:20

ENGL 606a, History and Historical Drama in the Age of Shakespeare  Lawrence Manley

A study of the representation of history on the English stage in the reigns of Elizabeth I and James I. Plays by Shakespeare, Marlowe, Peele, Heywood, Ford, and others in relation to both nondramatic forms of historical writing and contemporary affairs. W 3:30–5:20

ENGL 672b/CPLT 672b, Milton John Rogers

This course studies Milton’s poetry and some of his controversial prose. We investigate the relation of the poetry to its historical contexts, focusing on the literary, religious, social, and political forces that shaped Milton’s verse. We survey and assess some of the dominant issues in contemporary Milton studies, examining the types of readings that psychoanalytic, feminist, Marxist, and historicist critics have produced. A brief oral report and a term paper (as well as a prospectus and preliminary bibliography for the term paper) required. T 9:25–11:15

ENGL 721b, Burke, England, and the French Revolution David Bromwich

A partial survey of the political writings of Burke in the context of the theory of empire and of revolution. We emphasize his writings on India and France, which reveal a common theme: innovation—sudden change in a way of life—always depends on violence, whether its agents are internal or external to the society. We touch on a wider subject: the birth of modern ideology, from the demand for systematic excuses to justify empire and revolution. M 9:25–11:15

ENGL 730b, Literature and Ecology in the Eighteenth Century Jonathan Kramnick

This is a course on three varieties of ecological representation during the long eighteenth century: countryside, city, and imperial periphery. We look at the role of several major literary genres—georgic, loco-descriptive, satire, the novel, the essay, epic, travel writing—in constituting a sense of place and environment, through developing ideas of landscape, wilderness, or the garden, of stranger sociability and urban publicity, and of the exotic or oceanic or savage. We pay particular attention to the relation between form and phenomenology in the depiction of ecological surround. Writers include Dryden, Wycherley, Rochester, Behn, Addison, Gay, Defoe, Ward, Swift, Haywood, Fielding, Pope, Cook, Boswell, and Burney, read alongside theory and history from Raymond Williams to the Anthropocene. W 3:30–5:20

ENGL 810bU, Victorian Poetry Leslie Brisman

The major Victorian poets, Tennyson and Browning, in the context of the romanticism they inherited and transformed. A selection of other Victorians whose genius or popularity warrants attention, including Morris, the Rossettis, Hardy, Swinburne, Hopkins, and Barrett Browning. MW 11:35–12:50

ENGL 828a, Nineteenth-Century Long Narrative Poetry Stefanie Markovits

A consideration of the long narrative poems of the nineteenth century, from The Prelude and Don Juan to works by Clough, Tennyson, Elizabeth Barrett Browning, and Robert Browning. We look at how these poems engage with competing genres and modes—including epic, the novel, drama, and lyric—in order to tell a story. M 3:30–5:20

ENGL 830b/HSAR 678b, Portraiture and Character from Hogarth to Woolf  Ruth Bernard Yeazell

Case studies in the visual and verbal representation of persons in Anglo-American painting and fiction, with particular attention to novels that themselves include portraits or address relations between the two media. Novelists tentatively to include Henry Fielding, Jane Austen, Henry James, Edith Wharton, Oscar Wilde, and Virginia Woolf. Painters to include William Hogarth, Joshua Reynolds, Thomas Gainsborough, Thomas Lawrence, James McNeill Whistler, John Singer Sargent, and Vanessa Bell. Selected readings in recent theories of fictional character and in the history and theory of portraiture. Whenever possible, we draw on paintings in Yale’s collections. TH 1:30–3:20

ENGL 833bU/AMST 723bU, The Nonhuman in Literature and Culture since 1800  Wai Chee Dimock

Nonhuman life forms in fiction and poetry from the nineteenth century to the twenty-first, including plants and animals, “legal persons” such as corporations, large-scale phenomena such as the market and the Internet, war and environmental catastrophes, as well as intelligent machines and extraterrestrial aliens. Authors include Herman Melville, Emily Dickinson, Upton Sinclair, Elizabeth Bishop, Louise Erdrich, Richard Powers, Don DeLillo, Cormac McCarthy, Philip K. Dick, Ursula Le Guin, Octavia Butler, Dave Eggers. Theorists include Giorgio Agamben, Jane Bennett, Jacques Derrida, Donna Haraway, N. Katherine Hayles, Fredric Jameson, Brian Massumi, Timothy Morton. W 1:30–3:20

ENGL 847a/AMST 710a, Colonial and National: American Literature to 1830  Michael Warner

An introduction to both the primary texts and the current scholarship in the field, including transatlantic and hemispheric perspectives; the public sphere; evangelicalism and the secular; the rise of African American public intellectuals; varieties of pastoral in contexts of settler colonialism; cultural geographies of literary capitals and the backcountry; nationalism; polite letters and popular genres; Native American literacies; the early American novel; and the modern social imaginary. Writers and preachers studied include Cotton Mather, Jonathan Edwards, Benjamin Franklin, Samson Occom, Ukawsaw Gronniosaw, Phillis Wheatley, John Marrant, Thomas Jefferson, Thomas Paine, Judith Sargent Murray, Timothy Dwight, and Charles Brown. The course ends with the generation of Washington Irving, William Cullen Bryant, James Fenimore Cooper, and Catharine Sedgwick. TH 9:25–11:15

ENGL 897a/AMST 897a, Networked Solitude Amy Hungerford

This seminar examines the American understanding of solitude in the context of social and nonhuman worlds. Topics include environment and solitude, celibacy, urban solitude, religiously or politically motivated social withdrawal, punitive isolation, physical solitude within virtual connectedness, and contagious loneliness. We examine how the practices of reading and writing, both prose and lyric, from the nineteenth century to the present, configure these forms of socially networked solitude. Including readings from Emerson, Thoreau, Dickinson, Poe, Sherwood Anderson, Ellison, Reisman, Thomas Merton, Jack Kerouac, Paul Bowles, Annie Dillard, Rebecca Solnit, Marilynne Robinson, Colson Whitehead, and Michael Clune. Additional readings include J.S. Mill and recent lyric theory; Simmel, Goffman, and Riesman; and readings on punitive and religious solitudes. M 1:30–3:20

ENGL 927b/AMST 662b, Prison Studies and Prison Literature Caleb Smith

Since the late 1960s, the U.S. prison system has expanded with unprecedented speed to become the largest in the world. Prisons, once seen as marginal zones of resocialization or containment for an unassimilable few, now appear central to the American political and social orders; we find ourselves in the presence of what critics have called “mass incarceration,” the “penal state,” and a “prison society” organized around a “new Jim Crow.” This seminar considers two intellectual traditions that have emerged in opposition to the new system—an interdisciplinary field of critical prison studies and a canon of prison literature. Approaching the prison from multiple perspectives, we read works in history (Foucault, Rothman); law (Feeley and Simon, Alexander); social science (Gilmore, Wacquant); and cultural studies (Rodriguez, Davis); as well as literary works by incarcerated and formerly incarcerated writers (Reed, Jackson, Baca). Key problems for discussion include disciplinary subject-formation and dehumanization, unfree labor and racialization, biopolitics and neoliberal governmentality, and the politics and poetics of literary testimony. T 1:30–3:20

ENGL 930a/AMST 685a, Disability: Representation, History, Ethics James Berger

This course provides an introduction to some key topics in contemporary disability studies. Students read sources on the history of the disability rights movement in the United States, and texts on modes of theorizing disability and how these theorizations intersect with and sometimes contest the movement’s political assertions. Encounters with artistic and other cultural representations of disability have been central to disability studies, so students read or view significant literary and cinematic accounts of disability. Finally, the class contends with important recent ethical issues pertaining to disability: questions of eugenics, genetic screening, euthanasia, the ethics of care, and disability in a global perspective. T 1:30–3:20

ENGL 937b/AFAM 850b, African Urban Cultures: Mediations of the City  Stephanie Newell

This course approaches the study of African cities and urbanization through the medium of diverse texts, including fiction, nonfiction, popular culture, film, and the arts, as well as scholarly work on African cities. Through these cultural “texts,” attention is given to everyday conceptualizations of the body and the environment, as well as to theoretical engagements with the African city. We study urban relationships as depicted in literature and popular media in relation to Africa’s long history of intercultural encounters, including materials dating back to the 1880s and the 1930s. T 9:25–11:15

ENGL 939a/AFAM 610a/AMST 725a, Making the African American Literary Anthology Elizabeth Alexander

In this research seminar, students work on the compilation of the Library of America’s historical anthology of African American poetry from the eighteenth century to the present. Debates about the canon inside and outside the academy have sharpened awareness of writers and works excluded from standard literary histories, and new archival discoveries have broadened our knowledge of material on black poetry at research centers such as the Schomburg Center, Boston University’s Gotlieb Archival Research Center, Yale’s Beinecke Library, and Emory University (Lucille Clifton papers), and also in privately held collections. Each student is responsible for extensive research on particular poets, periods, and/or eras in a series of short projects, and we work together on assembling the three-hundred-year anthology. Each student then designs an integrative archival project; because the anthology will have a visual component, students may also work with rare photographs, broadsides, recordings, and other ephemera. W 9:25–11:15

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

An examination of mid-twentieth-century African American literature and the rise of anti-Communist liberalism in American politics and life. We consider how black-authored fiction, drama, and poetry retheorized liberalism’s tenets of agency, subjectivity, property, autonomy, sociality, and governmentality. Rather than accept the persuasive and oft-argued position that black literature published during these decades was “integrationist” and therefore politically suspect, this course interrogates the aesthetic and political ends that the “black liberal imagination” served during these critical decades and into our present-day cultural moment. W 9:25–11:15

ENGL 951bU/AFAM 563bU/AMST 651bU, Ralph Ellison in Context Robert Stepto

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

ENGL 952bU/AFAM 743bU/AMST 654bU, American Artists and the African American Book Robert Stepto

Visual art in African American books since 1900. Artists include Winold Reiss, Aaron Douglas, E.S. Campbell, Tom Feelings, and the FSA photographers of the 1930s and ’40s. Topics include Harlem Renaissance book art, photography and literature, and children’s books. Research in collections of the Beinecke Library and the Yale Art Gallery is encouraged. W 1:30–3:20

ENGL 962a/AMST 677a/CPLT 914a, Modern Drama and Mass Culture  Joseph Roach

Taking account of the genealogy of modern drama in eighteenth-century performance, this seminar considers critical theories of the culture industry in relationship to selected canonical plays and popular theater-historical events from Oroonoko (1695) to Oroonoko, a new adaptation by Biyi Bandele (1999), and from The Beggar’s Opera (1728) to The Threepenny Opera (1928). Topics include the transformation of classical genres into the drame, the commercialization of leisure through the mass-marketing of vicarious experience, and the emerging culture of celebrity. Critical readings include selections from the Frankfurt School, Walter Benjamin, Bertolt Brecht, Raymond Williams, Roland Barthes, and Jean Baudrillard. Plays are drawn from popular comedies, Sheridan to Shaw (Pygmalion and My Fair Lady), and long-running bourgeois dramas, beginning with Lillo’s The London Merchant. Readings are supplemented by selected materials on theatrical production, acting, and management. W 9:25–11:15

ENGL 989a, Theory of the Lyric Today Langdon Hammer

This course investigates contemporary debates about the nature of lyric poetry, setting recent statements by Mutlu Blasing, Jonathan Culler, Virginia Jackson, Simon Jarvis, and Gillian White in a post-Romantic tradition in which lyric poetry, dramatic monologue, and avant-garde collage compete with and comment on each other. We read representative essays from the New Criticism, Deconstruction, Russian Formalism, and the Language movement, alongside modernist poetry by Wallace Stevens, T.S. Eliot, Ezra Pound, Marianne Moore, and Hart Crane, and new poetry by John Ashbery, Claudia Rankine, Srikanth Reddy, and Susan Howe. TH 1:30–3:20

ENGL 990a, The Teaching of English Alfred Guy

An introduction to the teaching of literature and writing with attention to the history of the profession and current issues in higher education. Weekly seminars address a series of issues about teaching: guiding classroom discussion; introducing students to various literary genres; formulating aims and assignments; grading and commenting on written work; lecturing and serving as a teaching assistant; preparing syllabuses and lesson plans. W 1:30–3:20

ENGL 992a, Advanced Pedagogy Janice Carlisle

Training for graduate students teaching introductory expository writing. Students plan a course of their own design on a topic of their own choosing, and they then put theories of writing instruction into practice by teaching a writing seminar. Prerequisite: open only to graduate students teaching ENGL 114.

ENGL 995a/b, Directed Reading

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

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European and Russian Studies

The MacMillan Center

332 Luce Hall, 203.432.3423

www.yale.edu/macmillan/europeanstudies

M.A.

Chair

Francesca Trivellato (History)

Director of Graduate Studies

Bruce Gordon (Divinity; History; Religious Studies; 334 Luce, 203.432.3423)

Professors Bruce Ackerman (Law), Julia Adams (Sociology), Rolena Adorno (Spanish & Portuguese), Vladimir Alexandrov (Slavic Languages & Literatures), Dudley Andrew (Film & Media Studies), Seyla Benhabib (Political Science; on leave [Sp]), Dirk Bergemann (Economics), R. Howard Bloch (French), Paul Bracken (Management), David Bromwich (English), Paul Bushkovitch (History), David Cameron (Political Science), Francesco Casetti (Humanities; Film & Media Studies), Katerina Clark (Slavic Languages & Literatures), Mirjan Damaška (Emeritus, Law), Carolyn Dean (History), Carlos Eire (History), Paul Franks (Philosophy; on leave [Sp]), Paul Freedman (History), Bryan Garsten (Political Science), John Geanakoplos (Economics), Harvey Goldblatt (Slavic Languages & Literatures), Bruce Gordon (Divinity; History; Religious Studies), Philip Gorski (Sociology), Timothy Guinnane (Economics), Benjamin Harshav (Comparative Literature), Stathis Kalyvas (Political Science), David Scott Kastan (English; on leave [F]), Paul Kennedy (History), John MacKay (Slavic Languages & Literatures), Lawrence Manley (English), Ivan Marcus (History; on leave [Sp]), Millicent Marcus (Italian), Stefanie Markovits (English), Robert Nelson (History of Art), Paul North (German), Steven Pincus (History), David Quint (English; on leave [Sp]), Susan Rose-Ackerman (Law), Nicholas Sambanis (Political Science; on leave [Sp]), Maurice Samuels (French; on leave), Frank Snowden (History; on leave [F]), Timothy Snyder (History), Alec Stone Sweet (Law), Peter Swenson (Political Science), Francesca Trivellato (History), Katie Trumpener (Comparative Literature), Miroslav Volf (Divinity), Kirk Wetters (German), James Whitman (History), Jay Winter (History), Keith Wrightson (History; on leave [Sp])

Associate Professors Karuna Mantena (Political Science), Douglas Rogers (Anthropology), Marci Shore (History), Peter Stamatov (Sociology)

Assistant Professors Marijeta Bozovic (Slavic Languages & Literatures), Molly Brunson (Slavic Languages & Literatures), Bella Grigoryan (Slavic Languages & Literatures), Sigrun Kahl (Political Science; Sociology), Isaac Nakhimovsky (History)

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

The European Studies Council promotes research programs about Europe’s culture, history, and current affairs. The geographical scope of the council’s activities extends from Ireland to Italy, and from Portugal to the lands of the former Soviet Union. The council’s definition of Europe transcends conventional divisions between Western, Central, and Eastern Europe, and includes the Balkans and Russia. The U.S. Department of Education has repeatedly designated the council a National Resource Center and a FLAS 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. Its requirements allow students to choose a particular national or thematic focus, geared to their individual interests and language skills, but also ensure that students 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 address Europe-wide problems or the countries of Central or Western Europe. The program is suited both to students who wish to pursue further academic studies and to students whose interests are policy-oriented.

Fields of Study

European languages and literatures; economics; history; political science; law; music; sociology and other social sciences.

Special Requirements for the M.A. Degree

When applying to the program, students will specify as an area of primary concentration either (1) Russia and Eastern Europe, or (2) Central and Western Europe. All students must complete sixteen term courses (or their equivalent) in the various fields related to European and Russian studies. E&RS 900, Europe: Who, What, When, Where?, is required in addition to the sixteen courses and should be taken in the first year of the program. E&RS 900 is taken as Satisfactory/Unsatisfactory and may not be taken for audit.

Students are required to take at least one course in at least three of the four fields relevant to the program, that is, history (including history of art, history of science, and history of music), literature, social sciences, and law. Students can fulfill this three-field requirement by taking Europe-related courses from across the University. One of the sixteen term courses may be taken for audit. With special approval under certain circumstances, a course graded Satisfactory/Unsatisfactory may count as one of the sixteen required courses. For students focusing on Russia and Eastern Europe, two of the sixteen required courses (excluding language courses) must concern the nations of Central and Western Europe. Conversely, for those focusing on Central and Western Europe, two courses must concern Russia and Eastern Europe.

For the purposes of this program, language courses in European languages count toward the sixteen required courses, even though they have undergraduate course numbers and undergraduate grade modes. If a student takes a language course to fulfill the 16-credit degree requirement, 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 at least L4 proficiency in two European languages other than English. Those wishing to focus on Russia and Eastern Europe will need to demonstrate knowledge of Russian or an Eastern European language; those focusing on Central and Western Europe will need to demonstrate knowledge of one of the appropriate languages. In all cases, students are required to demonstrate proficiency in two European languages by the end of the third term at Yale. The only exception to this rule is completion of the appropriate full sequence of Yale language classes, certified by the Yale instructor or the director of graduate studies. Students who wish to take Yale department examinations in French, German, Italian, Spanish, or other West European languages should register for a complete examination (with reading, oral, and grammar portions) with the appropriate Yale department. Students with Russian competence must receive the grade of 1+ or higher on the ACTFL/ETS Rating Scale as administered by the Slavic Languages and Literatures department at Yale, including reading, oral, and grammar portions. Students with competence in an East European language (such as Polish, Czech, Ukrainian, Hungarian, and others by special arrangement) or other European languages must take Yale department-administered examinations.

In all cases, students will comply with the Policies and Regulations of the Yale Graduate School of Arts and Sciences, especially regarding degree requirements and academic standing.

Through agreements negotiated by the MacMillan Center, the European Studies Council offers joint master’s degrees with the Law School, the School of Management, the School of Forestry & Environmental Studies, and the School of Public Health. Application for admission must be made to both the Graduate School and the applicable professional school, with notation made on each application that this is to be considered for the joint-degree program. Refer to www.yale.edu/macmillan/joint.htm and contact the European Studies director of graduate studies (DGS) for up-to-date information.

The Master’s Thesis

A master’s thesis is required. The master’s thesis is based on research in a topic approved by the DGS and advised by a faculty member with specialized competence in the chosen topic. M.A. students must register for E&RS 950, which may count toward the sixteen required courses. E&RS 950 may not be taken for audit. Students may register for an additional independent study to prepare topics and begin research. The master’s thesis must be prepared according to department guidelines and is due in two copies in the student’s second year on an early-April date as specified by the council.

Program materials are available upon request to the European Studies Council, Yale University, PO Box 208206, New Haven CT 06520-8206.

Courses

E&RS 648a/AMST 782a/GLBL 811a/HIST 788a, 1968: Social Movements in Comparative Perspective and Their Legacies Becky Conekin

In this seminar we explore post-WWII social movements and their legacies primarily across Western and Eastern Europe, North America, and Mexico. Analysis of other countries or regions in class discussions and final research papers is encouraged, based on student interest. Examining both the actuality and symbolic character of these movements in contemporary history, we analyze the political, social, and cultural meanings of protest and their impact on class, generational, gender, and racial relations. In addition, 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 look at the social movements that developed out of the 1960s, such as second-wave feminism and gay and lesbian rights. The course offers students historical insights into the civil rights and student movements of the turbulent sixties that will shed light on current youth organizing and protest around the world. W 1:30–3:20

E&RS 900a, Europe: Who, What, When, Where? Bruce Gordon

An interdisciplinary seminar designed to provide broad exposure to key topics in modern European studies. Special attention is given to Eastern and Western Europe as well as the humanities and social science disciplines. The seminar is framed by some key theoretical questions, including: What are Europe’s boundaries? When and where is “Europe”? Is there a narrative to European history? If so, what is it? What makes a European? The seminar also focuses on developing academic writing skills and examining research methodologies. Seminar meetings are combined with the Europe in/and the World Colloquia and feature speakers from the Yale faculty and from other academic institutions. The course is required of all first-year European and Russian Studies M.A. students but is open to all graduate and professional students. W 3:30–5:20

E&RS 940a or b, Independent Study

By arrangement with faculty.

E&RS 950a or b, Master’s Thesis

By arrangement with faculty.

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Experimental Pathology

140 Brady Memorial Laboratory, 203.785.3624

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

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

Chair

Jon Morrow

Director of Graduate Studies

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

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

Associate Professors Adebowale Adeniran, Marcus Bosenberg (Dermatology), Demetrios Braddock, Janet Brandsma (Adjunct; Comparative Medicine), Guoping Cai, Sandy Chang (Laboratory Medicine), Shawn Cowper (Dermatology), Liming Hao, Malini Harigopal, Steven Kleinstein, Yuval Kluger, Christine Ko (Dermatology), Diane Kowalski (Surgery/Otolaryngology), Michael Krauthammer, Gary Kupfer (Pediatrics), Rossitza Lazova (Dermatology), Kisha Mitchell-Richards, Gilbert Moeckel, Raffaella Morotti, Vinita Parkash, Antonio Subtil-Deoliveira (Dermatology), Alexander Vortmeyer, Zenta Walther, Qin Yan

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

Fields of Study

Fields include molecular and cellular basis of diseases, including cancer; biology, biochemistry, genetics, and pathology of molecules, cells, tissues, and organ systems, including plasma membrane dynamics, mitochondrial dysfunction, signal transduction, and response to stimuli of connective tissue; assembly of viruses and their interactions with animal cells; somatic cell genetics and birth defects; biology of endothelial cells; and computational and high-throughput approaches to understanding disease pathology.

Special Admissions Requirements

A strong background in basic sciences is recommended for applicants to the program, including biology, chemistry through organic and physical chemistry, mathematics through calculus, biochemistry, genetics, or immunology. GRE General Test or MCAT is required.

To enter the Ph.D. program, students apply to an interest-based track, usually the Molecular Medicine, Pharmacology, and Physiology track within the interdepartmental graduate program of Biological and Biomedical Sciences (BBS; see the entry on BBS, under Non-Degree-Granting Programs, Councils, and Research Institutes).

Special Requirements for the Ph.D. Degree

Course requirements Experimental Pathology students must pass PATH 650b, Cellular and Molecular Biology of Cancer, and PATH 690a, Molecular Mechanisms of Disease. Passes in three additional graduate-level, one-term courses are required, which can include courses in biochemistry, genetics, immunology, cell biology, and pathology, to be chosen in consultation with the director of graduate studies (DGS), according to the student’s background and interest. All requirements of the Graduate School of Arts and Sciences, including the Honors requirement, must be met. In year one, students must also take a seminar course (one in each term) and do three laboratory rotations. Prior to registering for a second year of study, students must successfully complete PATH 660, The Responsible Conduct of Research. In their fourth year of study, all students must successfully complete B&BS 503b, RCR Refresher for Senior BBS Students.

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

Qualifying examination The qualifying examination of the Experimental Pathology graduate program comprises: (1) two literature reading periods, (2) a research proposal broadly based on the proposed thesis research project, and (3) an oral exam in which the student is examined by the qualifying exam committee on the research proposal, the reading periods, and general knowledge of experimental pathology. This exam is usually taken in the second term of the second year and is described below.

  • 1. The qualifying examination committee, consisting of three faculty members, will be chosen to examine the student. At least one of the committee members must have a primary appointment in the Department of Pathology and the thesis adviser is not on the exam committee. The student will read with two committee members and write the research proposal with initial guidance from the third committee member. At the oral exam itself, one member of the committee will be selected as the chairperson responsible for documenting the results of the exam for submission to the DGS. Members of the exam committee should have expertise in areas chosen for reading. The exam committee and topics must be approved by the DGS.
  • 2. Prior to the examination, the student will prepare a research proposal of approximately ten pages in the general area of the thesis project. The proposal will consist of the following sections: Specific Aims, Background and Significance, Experimental Plan, and Literature Cited. The proposal should describe three years of work in the topic area by a single postdoctoral fellow (i.e., similar to an NIH postdoctoral fellowship application).
  • 3. All oral exams will follow the same general format. The oral examination will focus on the student’s ability to present and defend the research proposal. The student should come to the exam with a short (30–40 minute) presentation of the thesis-related proposal, with visual aids. The actual presentation will take longer since exam committee faculty will interrupt with questions. The committee can also ask questions on topics covered during the reading period and general topics in experimental pathology that will have been covered in courses. The final evaluation by the exam committee faculty takes into account the student’s performance on the examination and performance in lab (based on the adviser’s evaluation, solicited by the DGS). A written summary of the qualifying examination evaluation will be prepared by the examination committee chairperson and submitted to the DGS. If the student does not pass the exam, the committee has the option of recommending an additional course of reading and/or written work. The DGS has final discretion in approving or modifying the recommendations of the committee.

Prospectus Upon successful completion of the qualifying examination, the student will constitute a dissertation committee including at minimum three members in addition to the dissertation/thesis adviser. At least two of the committee members must be Pathology department faculty. The membership of the committee must be approved by the DGS. The student will prepare a written thesis prospectus, consisting of a summary of background information in the field of interest, the specific questions to be answered, a rationale for choosing those questions, and a research plan for addressing those questions. Upon completing the course requirement with at least two terms of Honors, passing the qualifying examination, and submitting a thesis prospectus, students will be admitted to candidacy. This should take place by the end of the third year, and preferably in the second year. Students must then submit a written thesis describing the research and present a thesis research seminar.

Additional requirements There is no foreign language requirement. In accordance with the BBS program, Ph.D. students are expected to participate in two terms (or the equivalent) of teaching. Students are not expected to teach during their first year. Teaching assignments in fulfillment of the requirement must be approved in advance by the DGS.

M.D./Ph.D. Students

M.D./Ph.D. students must satisfy the requirements listed above for the Ph.D. with the following modifications: Two laboratory rotations are required. Assisting in teaching of one course is required. Four courses are required for the Ph.D., including PATH 650b, Cellular and Molecular Biology of Cancer, and PATH 690a, Molecular Mechanisms of Disease. In addition, students are required to register for School of Medicine courses in OCS (Online Course Selection), https://students.yale.edu/ocs.

Master’s Degrees

M.Phil. See Degree Requirements under Policies and Regulations. Awarded only to students who are continuing for the Ph.D. Students are not admitted for this degree.

M.S. Students are not admitted for this degree. On a case-by-case basis and subject to faculty vote, students who are not continuing for the Ph.D. may be considered for this degree if they have successfully completed the course requirements for the Ph.D. degree (three laboratory rotations, PATH 650b, PATH 660, PATH 690a, three elective courses, and two seminar courses), and received a grade of Honors in at least one core course (i.e., excluding rotations and seminar courses).

Program materials are available upon request to the Director of Graduate Studies, Department of Experimental Pathology, Yale University, PO Box 208023, New Haven CT 06520-8023; Web site, http://medicine.yale.edu/pathology/education/graduateprogram.

Courses

PATH 600, Pathological Basis of Human Disease Robert Homer and staff

Fundamental principles underlying the pathological alterations in function and structure that constitute the reaction of the organism to injury. Pathology of diseases involving neoplasia and special organs and systems. Correlation of the clinical and anatomical manifestations is emphasized. For Public Health graduate students and MSTP students who are required to take PATH 100 for graduate credit. Note: PATH 600 is geared toward medical students but may be taken by graduate students with the permission of the instructor.

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

Laboratory rotations for first-year graduate students.

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

The course addresses the interactions between tissues and biomaterials, with an emphasis on the importance of molecular- and cellular-level events in dictating the performance and longevity of clinically relevant devices. In addition, specific areas such as biomaterials for tissue engineering and the importance of stem/progenitor cells, and biomaterial-mediated gene and drug delivery are addressed. TTH 9–10:15

PATH 650b, Cellular and Molecular Biology of Cancer David Stern, Qin Yan

A comprehensive survey of cancer research from the cellular to the clinical level. The relation of cancer to intracellular and intercellular regulation of cell proliferation is emphasized, as are animal models for cancer research. Background in molecular genetics and cell biology is assumed. Open to advanced undergraduates with permission of the organizers. MWF 1–2

PATH 660/C&MP 650/PHAR 580, The Responsible Conduct of Research  Barbara Ehrlich, Demetrios Braddock

Organized to foster discussion, the course is taught by faculty in the Pharmacology, Pathology, and Physiology departments and two or three senior graduate students. Each session is based on case studies from primary literature, reviews, and two texts: Francis Macrina’s Scientific Integrity and Kathy Barker’s At the Bench. Each week, students are required to submit a reaction paper discussing the reading assignment. Students take turns leading the class discussion; a final short paper on a hot topic in bioethics is required. TH 11–12:15

PATH 670b, Biological Mechanisms of Reaction to Injury S. David Hudnall, Joanna Gibson, Joseph Madri, Jon Morrow, Jeffrey Sklar

An introduction to human biology and disease as a manifestation of reaction to injury. Topics include organ structure and function, cell injury, circulatory and inflammatory responses, disordered physiology, and neoplasia. TTH 11:35–12:50

PATH 680a/C&MP 630a/PHAR 502a, Seminar in Molecular Medicine, Pharmacology, and Physiology Don Nguyen, Titus Boggon

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

PATH 690a, Molecular Mechanisms of Disease Narendra Wajapeyee

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

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Film and Media Studies

53 Wall Street, Rm. 216, 203.436.4668

http://filmstudies.yale.edu

M.Phil., Ph.D.

Chair

Francesco Casetti

Director of Graduate Studies

Dudley Andrew (53 Wall St., Rm. 219, dudley.andrew@yale.edu)

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

Associate Professors Karen Nakamura, R. John Williams (on leave)

Senior Lecturer Ronald Gregg*

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

*Member of the Graduate Committee

Fields of Study

Film and Media Studies is an interdisciplinary field drawing on the study of the history of art, national cultures and literatures, literary theory, philosophy, anthropology, feminist and queer studies, race and representation, and other areas. To study film at Yale, every doctoral student must be accepted into a combined program involving another discipline. Film and Media Studies offers a combined Ph.D. with African American Studies, American Studies, Comparative Literature, East Asian Languages and Literatures, English, French, German, History of Art, Italian, and Slavic Languages and Literatures. In addition to acquiring a firm grounding in the methods and core material of both film studies and another discipline, the candidate is advised to coordinate a plan of study involving comprehensive knowledge of one or more areas of specialization. Such areas include:

  • 1. Historiography, including archival history, history of technology, silent film.
  • 2. Aesthetics: theories of the image, adaptation, film/philosophy, avant-garde film.
  • 3. European film: British-Irish, French, German and Nordic, Italian, Slavic.
  • 4. American culture: Hollywood, independent film, African American cinema.
  • 5. World film: global image exchange; cinema in Asia, Latin America, and Africa.
  • 6. Documentary as an aesthetic, cultural, and ideological practice.
  • 7. Cinema in its relations with other arts and other media.
  • 8. Screen cultures, screened images, post-cinema, theory and history of media.

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

Special Admissions Requirements

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

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

Special Requirements for the Ph.D. Degree

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

  • 1. Qualifying examinations follow the regulations of the participating department with at least one member of the Film and Media Studies Graduate Committee participating.
  • 2. The dissertation prospectus is presented to a faculty committee or the entire faculty of the participating department. The prospectus is also circulated to the entire Film and Media Studies Graduate Committee for their information and ratification.
  • 3. A defense of method occurs when the dissertation is nearing completion, one or two terms before submission. The purpose of this defense is to provide guidance and feedback at a critical stage, in order to enhance the dissertation conclusion and final form overall. At least three faculty readers meet with the student; the DGS of Film and Media Studies and the DGS of the participating department are also invited to participate. At least one examiner of the dissertation must be a member of the Film and Media Studies Graduate Committee and one must be from the participating department.

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

Master’s Degree

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

Courses

FILM 601a/CPLT 917a, Films and Their Study Aaron Gerow

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 this seminar is meant to convey, films themselves take the lead in our discussions. TTH 11:35–12:50

FILM 604b, The Film Archive Brian Meacham

The history, theory, and working activities of a film archive. The materiality of film, the types of film elements held in film archives, and the policies and procedures of collection development, cataloging, access, exhibition, conservation, and preservation. Film archives in light of the transition to digital in production, consumption, and distribution of films. Students learn film inspection and take a film print through the archival process from acquisition to public screening.

FILM 612a, Technical Images: Transformations of Visuality in the Digital Era  Francesco Casetti

The seminar explores the new forms of vision elicited by the so-called technical images, as first defined by Vilém Flusser at the dawn of the digital revolution. The first part of the seminar is devoted to a close reading of the authors who have been more sensitive in capturing the ongoing transformation of images. The second part discusses the main character of new visuality, like fragmentation, tactility, performativity. The seminar ends with a mention of a possible “archaeology” of new forms of visions. T 9:25–11:15

FILM 615b, Mediascapes: Toward a Media Ecology Francesco Casetti

The possibility of accessing media everywhere and all the time gives us the illusion of being emancipated from any temporal or spatial constraint. And yet, if it is true that images, sounds, and words circulate (apparently) without any restriction, it is also true that they always “land” somewhere. We experience them in an environment—at home, in a public square, on a train, in a classroom, even in the “personal bubble” in which we shelter. Messages, as well as the media that deliver them, are always located. This seminar explores the subtle relations between media and their surroundings: in particular, the way in which they develop a reciprocal influence, merge, and co-evolve (including the capacity of the media to become environments in themselves). The concept of mediascape reflects these processes and dynamics. T 9:25–11:15

FILM 729bU/CPLT 716bU/GMAN 730bU, New Waves: East/West Germany in Cold War Europe Katie Trumpener

Before 1961, Berlin was the best place in Europe to follow both Eastern and Western Europe’s emerging cinematic New Waves. And first in East, then in West Germany, young filmmakers developed distinctive approaches to political and documentary filmmaking, to the Nazi past and the Cold War, to class, gender, and social transformation. This course juxtaposes the two German New Waves, focusing on aesthetic ferment, institutional barriers, and transformation. Features, documentaries, and experimental films by Gerhard Klein, Konrad Wolf, Alexander Kluge, Herbert Vesely, Edgar Reitz, Jean-Marie Straub and Danièle Huillet, Jürgen Böttcher, Heiner Carow, Frank Beyer, Wim Wenders, Rainer Werner Fassbinder, Helke Sander, Helke Misselwitz, read against other Eastern and Western New Wave films (i.e., by Lindsay Anderson, Karel Reisz, Andrzej Munk, Alain Resnais, Mikhail Kalatozov, Milos Forman). T 1:30–3:20

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

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

FILM 755aU/CPLT 935aU, French Cinema through the New Wave Dudley Andrew

This seminar uses a sample of twenty films (with clips from many others) to survey four decades of the tradition of French cinema crowned by the privileged moment of the New Wave. Graduate students are asked to challenge the idea of “national cinema” by reporting on some non-canonical or marginal film before midterm. Keeping the culture industry in view, we question the extent to which such a consistently robust cinema has been bound to—or remained partly independent of—a nation that from 1930 to 1970 underwent a depression, a socialist experiment, an occupation, a liberation, and the humiliations of decolonization abroad and social unrest (May ’68) at home. In addition to the midterm contribution, graduate students write a substantial term paper. MW 11:35–12:50, screenings T 7

FILM 778b/RUSS 695b, Russian Literature and Film in the 1920s and 1930s  Katerina Clark

This course presents a historical overview, incorporating some of the main landmarks of the 1920s and 1930s including works by Pilnyak, Bakhtin, the Formalists, Platonov, Mayakovsky, Bulgakov, Zoshchenko, Eisenstein, Protazanov, Pudovkin, the Vasilyev “brothers,” and G. Aleksandrov. TH 3:30–5:20

FILM 806a/HSAR 709a, Introduction to Sound Studies J.D. Connor

How does sound become an object for history? for philosophy? for art? In recent decades an explosion of scholarly work has made sound studies an essential part of cultural and aesthetic history. We examine crucial dimensions of the critical field: the phenomenology and structure of the soundscape, models of technological history, philosophies of sound in the arts, the study of “listening cultures,” sound and film, and taping. TH 3:30–5:20, screenings T 7:30

FILM 808b/HSAR 713b, The Movement of Images: Modern Cinema and the Museum Thomas Elsaesser

Over the past two decades, the cinema has redefined itself in several ways: as a photographic medium, as popular entertainment, and as a significant public sphere. But it has also entered the museum and gallery spaces: classic directors like Renoir and Hitchcock are granted museum retrospectives, and contemporary filmmakers receive commissions for new work, or curate shows that cast a fresh light on film, its prehistories, alternative histories, and post-histories. This might signal that the cinema has finally come of age as the art form of the twentieth century, and thus has earned the right to enter into the traditional institutions of patronage, artistic heritage, and cultural patrimony. Or does this move into the museum merely confirm the “death” of cinema, and is it even predicated on the cinema’s demise, making it ready to be preserved and embalmed? How complementary or contradictory are the “black box” and the “white cube” in such a new arrangement of space, spectator, and dispositif? The course looks at some of the major exhibitions and retrospectives devoted to “the moving image” from the mid-1990s to the present and asks what theoretical shifts, perspective corrections, and critical readjustments accompany these displacements, on the side of cinema studies as well as on the part of art history.

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

We study a series of written works and their cinematic adaptations, considering first the texts in autonomous, literary terms, and then their transformation into audiovisual spectacles. In most cases we screen the film on Tuesday evening and do a comparative study in the Thursday class period, making extensive use of video clips to do close visual analysis of scenes in the light of their corresponding textual sources. Rather than develop a general theory of adaptation, we construct methodological approaches on an ad hoc basis, taking each instance of adaptation as a case study amenable to a variety of methodologies—psychoanalytic, feminist, ideological, generic, semiotic, and so forth. The class is conducted as a seminar, and active student participation is expected. There are two papers—one shorter one of a critical nature at midterm and a final research paper (approximately 15–20 pages). Films examined include (tentatively) Pasolini’s Medea and Decameron, the Tavianis’ Padre padrone, Visconti’s Death in Venice, Rosi’s Three Brothers, Salvatores’s I’m Not Afraid, and De Sica’s Two Women. Writing assignments comprise 75 percent of the final grade and class participation 25 percent. TH 3:30–5:20, screenings T 7–10

FILM 840a/CPLT 840a/GMAN 652a/HSAR 687a/RUSS 712a, Moscow/Berlin: Leftist Avant-Gardes and Interwar Modernism Katerina Clark, Katie Trumpener

From 1918 to the mid-1930s, Moscow and Berlin were central gathering points for left-wing modernists. Each city developed its own modes of modernism, yet in sustained dialogue, given massive Russian emigration to Berlin after 1918, the Weimar obsession with early Soviet aesthetics (and cinema), intellectuals traveling in both directions, and the large-scale emigration of German leftists to the Soviet Union after 1933. And in the late 1940s and ’50s, Soviet intellectuals (and German emigrants returning from Moscow) shaped a “late modernism” in East Berlin. Centered on literature and film, the course also considers a wide array of art forms (including painting, photography, architecture, music, and aesthetic theory). Works by modernists such as Eisenstein, Pudovkin, Vertov, Nabokov, Shklovsky, El Lissitzky, Rodchenko, Malevich, Tretiakov, Lukács, Moholy-Nagy, Benjamin, Brecht, Richter, Beckmann, Grosz, Heartfield, Höch, Lang, Döblin, Ruttmann, Mies van der Rohe, Eisler, Busch, Konrad Wolf, Peter Weiss. T 1:30–3:20

FILM 872b/EALL 580bU, East Asian Martial Arts Cinema Aaron Gerow

An investigation of the martial arts films of East Asia (Japan, China, Hong Kong, Korea, Taiwan), including the samurai film, kung-fu and karate film, and wuxia film, and the roles they play in constructing nationalism and transnationalism, gender, stardom, spirituality, and mediality. MW 2:30–3:45, screenings T 7

FILM 881aU/EALL 571aU, Japanese Cinema after 1960 Aaron Gerow

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

FILM 900, Directed Reading

FILM 901, Individual Research

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Forestry & Environmental Studies

Kroon Hall, 203.432.5100

http://environment.yale.edu

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

Dean

Sir Peter Crane

Director of Doctoral Studies

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

Professors Mark Ashton, Michelle Bell, Gaboury Benoit, Graeme Berlyn, Benjamin Cashore, Sir Peter Crane, Michael Dove, Daniel Esty, Timothy Gregoire, Matthew Kotchen, Xuhui Lee, Robert Mendelsohn, Chadwick Oliver, Peter Raymond, James Saiers, Oswald Schmitz, Karen Seto, David Skelly, John Wargo, Julie Zimmerman

Associate Professors Robert Bailis, Mark Bradford, Marian Chertow

Assistant Professors Craig Brodersen, Liza Comita, Justin Farrell, Alexander Felson, Eli Fenichel, Kenneth Gillingham, Karen Hébert, Nadine Unger

Fields of Study

Fields include agroforestry; biodiversity conservation; biostatistics and biometry; climate science; community ecology; ecosystems ecology; ecosystems management; environmental anthropology; environmental biophysics and meteorology; environmental chemistry; environmental ethics; environmental governance; environmental health risk assessment; environmental history; environmental law and politics; environmental and resource policy; forest ecology; hydrology; industrial ecology; industrial environmental management; plant physiology and anatomy; pollution management; population ecology; resource economics; energy and the environment, silviculture, social ecology; stand development, tropical ecology and conservation; urban planning; water resource management; environmental management and social ecology in developing countries; urban ecology.

Special Admissions Requirements

Applicants should hold a bachelor’s or master’s degree in a field related to natural resources, such as forestry, or in a relevant discipline of the natural or social sciences, such as biology, chemistry, economics, or mathematics. The GRE General Test is required but Subject Tests are optional.

Special Requirements for the Ph.D. Degree

Students are required to take Doctoral Student Seminar and Responsible Conduct of Research (F&ES 900a) in the first year of their program. Aside from this requirement, there is no required curriculum of credit courses and no formal language requirement. Courses of study are individually designated through consultation between degree candidates and their advisers and dissertation committees. The amount of course work required will depend on the previous training of the student, but the normal requirement for a student with no previous graduate training is three or four courses per term for four terms. The program of each student will be evaluated at the end of the first year of residence. At least two term grades of Honors are required in the first two years of study; however, it is anticipated that grades of Honors or High Pass will be achieved in two-thirds of all courses taken. A written and oral qualifying examination is required upon completion of the course requirements. Students are expected to take the examination by the end of their second year, although this can be extended to the third year in cases with appropriate extenuating circumstances. At the time of the qualifying examination, the student must present a prospectus of the research work proposed for the dissertation. Successful completion of the qualifying examination and submission of the prospectus will result in admission to candidacy. Upon completion of the dissertation, the candidate must make unbound copies of the dissertation available to the faculty and appear for an oral examination at a time and place designated by the director of doctoral studies. Copies of the approved dissertation must be submitted to the Graduate School. Depending upon the nature of the dissertation topic, completion of the Ph.D. degree normally requires four years.

Teaching and research experiences are regarded as integral parts of the graduate training program in Forestry & Environmental Studies. All students are required to serve as teaching fellows (10 hours per week) for four terms. The nature of the teaching assignment is determined in cooperation with the student’s major adviser and the director of doctoral studies. With the permission of the director of doctoral studies, the total teaching requirement may be reduced for students who are awarded fellowships supported by outside funding. Regardless of outside funding, all doctoral students must serve as teaching fellows for a minimum of two terms.

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 500aU, Landscape Ecology]
  • F&ES 505a, Economics of the Environment
  • F&ES 510a, Introduction to Statistics in the Environmental Sciences
  • F&ES 510Ea, Introduction to Statistics in the Environmental Sciences
  • F&ES 515a, Physical Sciences for Environmental Management
  • F&ES 520a/ANTH 581a, Society and Environment: Introduction to Theory and Method
  • [F&ES 525a, The Politics and Practice of Environmental and Resource Policy]
  • F&ES 530a, Ecosystems and Landscapes
Professional Skills Courses
  • F&ES 575a, PSC: Foundations of Environmental Leadership and Management
  • F&ES 576a, PSC: Collaboration and Conflict Resolution Skills for Environmental Professionals
  • F&ES 577b, PSC: Environmental Communicator
  • F&ES 578b, PSC: Financial Concepts for Environmental Managers
Integrative Frameworks
  • [F&ES 600b, Linkages of Sustainability]
  • F&ES 610a, Science to Solutions
  • F&ES 620b, Integrative Assessment
Capstone
  • F&ES 950a, Life Cycle Assessment Practicum
  • F&ES 953a,b, Business and the Environment Consulting Clinic
  • F&ES 954a, Management Plans for Protected Areas
  • F&ES 955a,b, Seminar in Research Analysis and Communication in Forest Ecology
  • [F&ES 963b, Payments for Ecosystem Services]
  • F&ES 964b, Large-Scale Conservation: Integrating Science, Management, and Policy
  • F&ES 965b/ANTH 598b, Advanced Readings: Social Science of Development and Conservation
  • [F&ES 966a, The Entrepreneurial Approach to Environmental Problem Solving]
  • [F&ES 969b, Rapid Assessments in Forest Conservation]
  • F&ES 970a,b/LAW 30164, Environmental Protection Clinic
  • F&ES 971b, Land Use Clinic
  • F&ES 972a,b/LAW 30165, Advanced Environmental Protection Clinic
  • F&ES 976b, Cities in Hot Water: Urban Climate Mitigation and Adaptation
Ecology
Community and Ecosystem Ecology
  • F&ES 681a, Ethnobotany
  • F&ES 717b, Tropical Field Ecology
  • [F&ES 731b, Tropical Field Botany]
  • [F&ES 733b, Synthesizing Environmental Science for Policy]
  • F&ES 734b, Biological Oceanography
  • F&ES 741b, Introduction to Indigenous Silviculture
  • F&ES 752a, Ecology and Conservation of Tropical Forests
  • F&ES 768a, Pests, Pathogens, and Parasites in Natural and Managed Systems
Wildlife Ecology and Conservation Biology
  • [F&ES 736b, Ecology Seminar]
  • [F&ES 738aU, Aquatic Ecology]
  • [F&ES 739b, Species and Ecosystem Conservation: An Integrated, Interdisciplinary Approach]
  • [F&ES 740b, Dynamics of Ecological Systems]
  • F&ES 744b, Conservation Science
Environmental Education and Communication
  • F&ES 745a, Environmental Writing
  • F&ES 746b, Archetypes and the Environment
  • F&ES 747a, Global Communication Skills
  • F&ES 750a, Writing the World
  • F&ES 796a, Toward Science Communications with Impact
  • F&ES 900a, Doctoral Student Seminar and Responsible Conduct of Research
Forestry
Forest Biology
  • [F&ES 650b, Fire: Science and Policy]
  • [F&ES 651b, Forest Ecosystem Health]
  • F&ES 654a/MCDB 660a, Structure, Function, and Development of Trees and Other Vascular Plants
  • [F&ES 655b, Research Methods of the Anatomy and Physiology of Trees]
  • F&ES 656b, Physiology of Trees and Forests
  • F&ES 671a, Natural History and Taxonomy of Trees
  • F&ES 682a, Multifunctional Carbon-Sequestering Agroforestry
Forest Management
  • F&ES 657b, Managing Resources
  • [F&ES 658a, Global Resources, International Resource Exchanges, and the Environment]
  • F&ES 659b, Principles in Applied Ecology: The Practice of Silviculture
  • F&ES 660a, Forest Dynamics: Growth and Development of Forest Stands
  • [F&ES 661b, Analysis and Development of Silvicultural Prescriptions]
  • F&ES 663b, Invasive Species: Ecology, Policy, and Management
  • F&ES 668b, Field Trips in Forest Resource Management and Silviculture
  • F&ES 669b, Forest Management Operations
  • F&ES 670b, Southern Forest and Forestry Field Trip
  • F&ES 680a, Forest and Ecosystem Finance
  • F&ES 683b, Seminar in Tropical Forest Restoration in Human-Dominated Landscapes
Physical Sciences
Atmospheric Sciences
  • F&ES 700b, Alpine, Arctic, and Boreal Ecosystems Seminar
  • F&ES 701b, Climate Change Policy and Science Seminar
  • [F&ES 702b, Climate Change Seminar]
  • F&ES 703b, Climate and Society
  • F&ES 704a, Workshop on Remote Sensing with Drones
  • [F&ES 705b, Climate and Air Pollution]
  • [F&ES 722a, Boundary Layer Meteorology]
  • [F&ES 771a, Climate Modeling]
Environmental Chemistry
  • [F&ES 706aU, Organic Pollutants in the Environment]
  • F&ES 707bU/ENAS 640b, Aquatic Chemistry
  • [F&ES 708a, Biogeochemistry and Pollution]
  • F&ES 711aU, Atmospheric Chemistry
  • [F&ES 715b, Advanced Reading in Biogeochemistry]
Soil Science
  • [F&ES 709a, Soil Science]
Water Resources
  • F&ES 690a, Plant Hydraulics
  • F&ES 710b, Coastal Governance
  • F&ES 712b, Water Resource Management
  • F&ES 713a, Coastal Ecosystems
  • [F&ES 714bU/ENAS 646b, Environmental Hydrology]
  • F&ES 719a, River Processes and Restoration
  • [F&ES 724b, Watershed Cycles and Processes]
  • F&ES 729b, Caribbean Coastal Development: Cesium and CZM
Quantitative and Research Methods
  • F&ES 550a, Natural Science Research Methods
  • F&ES 551a, Mixed Methods for Social Science Research: Qualitative, Network Science, and Digital Text
  • F&ES 552b, Master’s Student Research Colloquium
  • [F&ES 725b, Remote Sensing of Land Cover and Land Use Change]
  • F&ES 726b/ARCG 762bU/EMD 548b/G&G 562bU, Observing Earth from Space
  • F&ES 751b, Sampling Methodology and Practice
  • F&ES 753a, Regression Modeling of Ecological and Environmental Data
  • F&ES 754a, Geospatial Software Design
  • F&ES 755b, Modeling Geographic Space
  • F&ES 756a, Modeling Geographic Objects
  • [F&ES 757b, Statistical Design of Experiments]
  • F&ES 758b, Multivariate Statistical Analysis in the Environmental Sciences
  • F&ES 762a, Applied Math for Environmental Studies (AMES)
  • [F&ES 780b, Seminar in Forest Inventory]
  • F&ES 781b/STAT 674b, Applied Spatial Statistics
  • F&ES 794b, Confronting Models with Data
Social Sciences
Economics
  • F&ES 795b, Nature as Capital: Merging Ecological and Economic Models
  • [F&ES 800b, Energy Economics and Policy Analysis]
  • [F&ES 802b, Valuing the Environment]
  • F&ES 803b, Green Markets: Voluntary and Information Approaches to Environmental Management
  • F&ES 804b, Economics of Natural Resource Management
  • F&ES 805a,b, Seminar in Environmental and Natural Resource Economics
  • [F&ES 904a, Doctoral Seminar in Environmental Economics]
  • [F&ES 905b, Doctoral Seminar in Environmental and Energy Economics]
Environmental Policy
  • F&ES 718a, IPCC AR5 Assessment: The Physical Science Basis
  • F&ES 759b/MGT 697b/PLSC 727bU, Capitalism: Success, Crisis, and Reform
  • F&ES 775a, Sustainable Sites
  • F&ES 799a, Sustainable Development Goals and Implementation
  • F&ES 807a/MGT 688a, Corporate Environmental Management and Strategy
  • [F&ES 808b/LAW 21107/REL 926b, Law, Environment, and Religion: A Communion of Subjects]
  • F&ES 814a/MGT 563a, Energy Systems Analysis
  • F&ES 815a, The New Corporate Social Responsibility: Public Problems, Private Solutions, and Strategic Responses
  • F&ES 816b, Electric Utilities: An Industry in Transition
  • F&ES 817a, Urban, Suburban, and Regional Planning Practice
  • F&ES 818a/MGT 561a, Energy Technology Innovation
  • F&ES 819b, Strategies for Land Conservation
  • F&ES 820b, Land Use Law and Environmental Planning
  • F&ES 821b, Private Investment and the Environment: Legal Foundations and Tools
  • [F&ES 824b/LAW 21033, Environmental Law and Policy]
  • F&ES 825b, International Environmental Law
  • F&ES 826a, Foundations of Natural Resource Policy and Management
  • F&ES 828b, Comparative Environmental Law in Global Legal Systems
  • [F&ES 829bU, International Environmental Policy and Governance]
  • F&ES 835a, Seminar on Land Use Planning
  • F&ES 837b, Seminar on Leadership in Natural Resources and the Environment
  • F&ES 840b, Climate Change and Green Energy
  • [F&ES 841b/LAW 21720, A Critical History of U.S. Energy Law and Policy]
  • F&ES 843b/AMST 839b/HIST 743b/HSHM 744b, Readings in Environmental History
  • [F&ES 849b, Natural Resource Policy Practicum]
  • F&ES 850b, International Organizations and Conferences
  • F&ES 851b, Environmental Diplomacy Practicum
  • F&ES 853b, The Political Economy of Global Energy Policy
  • F&ES 855a, Climate Change Mitigation in Urban Areas
  • F&ES 860b, Understanding Environmental Campaigns and Policy Making: Strategies and Tactics
  • [F&ES 866b/LAW 21566, The Law of Climate Change]
Social and Political Ecology
  • F&ES 738Eb, Himalayan Diversities: Environment, Livelihood, and Culture
  • F&ES 760b, Conservation in Practice: An International Perspective
  • [F&ES 763b, Translating the Science of Wildlife Conservation into Practice]
  • F&ES 764b, The American West: A Case Study in Social Structure, Culture, and Politics
  • F&ES 767b, Building a Conservation Toolkit: From Project Design to Evaluation
  • F&ES 772a, Social Justice in the Sustainable Food System
  • F&ES 774a/NELC 774aU, Agriculture: Origins, Evolution, Crises
  • F&ES 783Ea,b, Introduction to Religions and Ecology
  • [F&ES 784Ea, Western Religions and Ecology]
  • [F&ES 785Eb, East Asian Religions and Ecology]
  • F&ES 787E, Thomas Berry: Life and Thought
  • F&ES 789E, Journey of the Universe
  • F&ES 793b/ANTH 773bU/ARCG 773bU/NELC 588bU, Abrupt Climate Change and Societal Collapse
  • 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 839a/ANTH 597a, Social Science of Development and Conservation
  • F&ES 846b, Perspectives on Environmental Injustices
  • F&ES 854b, Institutions and the Environment
  • [F&ES 857b, Urbanization, Global Change, and Sustainability]
  • F&ES 869b/ANTH 572b, Disaster, Degradation, Dystopia: Social Science Approaches to Environmental Perturbation and Change
  • F&ES 877b/ANTH 561b, Anthropology of the Global Economy for Development and Conservation
  • [F&ES 878a, Anthropology of Climate Change]
  • F&ES 882a/ANTH 582a, The Black Box of Implementation: Households, Communities, Gender
  • F&ES 892a/ARCH 4021a, Introduction to Planning and Development
Health and Environment
  • [F&ES 727a, The Future of Food]
  • F&ES 736Eb, Environmental Ethics
  • F&ES 765b, Technological and Social Innovation in Global Food Systems
  • F&ES 889a, Environmental Risk Assessment (ERA)
  • F&ES 893b/EHS 511b, Applied Risk Assessment
  • F&ES 896a/EHS 503a, Introduction to Toxicology
  • F&ES 897b/EHS 508b, Assessing Exposures to Environmental Stressors
  • [F&ES 898a/EHS 585a, The Environment and Human Health]
  • F&ES 899b, Sustainable Development in Post-Disaster Context: Haiti
Industrial Ecology, Environmental Planning, and Technology
  • [F&ES 782a/ARCH 4216a, Globalization Space: International Infrastructure and Extrastatecraft]
  • F&ES 788b, Applied Urban Ecology
  • [F&ES 881a, FT: Field Experience in Industrial Operations]
  • F&ES 883b, Advanced Industrial Ecology Seminar
  • F&ES 884b/ENAS 645b, Industrial Ecology
  • F&ES 885b/ENAS 660bU, Green Engineering and Sustainability
  • F&ES 888a/ARCH 4226a, Ecological Urban Design
  • F&ES 894a, Green Building: Issues and Perspectives

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French

82-90 Wall Street, 3d floor, 203.432.4900

http://french.yale.edu

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

Chair

Alice Kaplan

Director of Graduate Studies

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

Professors R. Howard Bloch, Ardis Butterfield (English; on leave [F]), Carolyn Dean (History), Edwin Duval, Marie-Hélène Girard (Visiting), Alice Kaplan, Christopher L. Miller, Maurice Samuels (on leave)

Assistant Professors Morgane Cadieu, Thomas Connolly (on leave), Christopher Semk

Lecturer Natasha Lee

Affiliated Faculty Dudley Andrew (Film & Media Studies), Carol Armstrong (History of Art), John Merriman (History)

Fields of Study

Fields include French literature, criticism, theory, and culture from the early Middle Ages to the present, and the French-language literatures of Africa, the Caribbean, and the Maghreb.

Special Admissions Requirements

A thorough command of French is expected, as well as a good preparation in all fields of French literature. Applicants should submit a twenty-page writing sample in French. This can consist of one twenty-page paper or several shorter papers that total twenty pages.

Special Requirements for the Ph.D. Degree

(1) Candidates must demonstrate proficiency in two languages (in addition to English and French). Proficiency is defined as the successful completion of one year of study at the college level or reading proficiency at the graduate level. Students must fulfill one language requirement no later than the beginning of their third term of study. The second language requirement must be satisfied before the prospectus can be approved. (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 an approved language course taken as a means of fulfilling one of the language requirements, and as many as four graduate-level term courses outside the department. A grade of Honors must be obtained in at least four of the sixteen courses, two or more of which must be in courses offered by the department. (3) A qualifying oral examination takes place during the sixth term. The examination is designed to demonstrate students’ mastery of the French language, their knowledge and command of selected topics in literature, and their capacity to present and discuss texts and issues. (4) After having successfully passed the qualifying oral examination, students are required to submit a dissertation prospectus for approval, normally no later than the end of the term following the oral examination.

In order to be admitted to candidacy for the Ph.D., students must complete all predissertation requirements, including the prospectus. Students must be admitted to candidacy by the end of the seventh term.

Teaching is considered an integral part of the preparation for the Ph.D. degree, and all students are required to teach for at least one year. Opportunities to teach undergraduate courses normally become available to candidates in their third year, after consideration of the needs of the department and of the students’ capacity both to teach and to fulfill their final requirements. Prior to teaching, students take a language-teaching methodology course.

Combined Ph.D. Program

The French department also offers three combined Ph.D.s: one in French and African American Studies (in conjunction with the Department of African American Studies), one in French and Renaissance Studies (in conjunction with the Renaissance Studies Program), and one in French and Film and Media Studies (in conjunction with the Film and Media Studies Program). Students in all of these combined degree programs are subject to all the requirements for a Ph.D. in French. In addition, they must fulfill certain requirements particular to the conjoined program.

The combined Ph.D. in French and African American Studies is most appropriate for students who intend to concentrate in and write a dissertation on the literature of the francophone Caribbean. Students must complete two core courses in African American Studies and a third-year colloquium. Students in the combined degree program should fulfill the French department’s language requirements by gaining proficiency in either a Creole language of the Caribbean or Spanish, as well as by demonstrating competence in a second foreign language that is directly relevant to the study of the Caribbean. The students’ oral examinations normally include two topics of African American content. The dissertation prospectus must be approved by the director of graduate studies both in the French department and in African American Studies, and final approval of the dissertation must come from both departments. For further details see African American Studies.

Students in the combined Ph.D. program in French and Renaissance Studies will take nine courses in French and seven in Renaissance Studies. Students must learn Latin and Italian. The oral examination will consist of seven topics: four in French and three in Renaissance Studies. Both the dissertation prospectus and the final dissertation must be approved by the French department and the program in Renaissance Studies. For further details see Renaissance Studies.

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

Master’s Degrees

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

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

Program materials are available on the department’s Web site at http://french.yale.edu/academics/graduate-program.

Courses

FREN 610a, Old French R. Howard Bloch

An introduction to the Old French language, medieval book culture, and the prose romance via study of manuscript Yale Beinecke 229, The Death of King Arthur, along with a book of grammar and an Old French dictionary. Primary and secondary materials are available on DVD. Work consists of a weekly in-class translation and a final exam comprised of a sight translation passage, a familiar passage from Yale 229, and a take-home essay. No previous study of Old French necessary, although a knowledge of French is essential. Conducted in English. W 1:30–3:20

FREN 812b, The Old French Fable and Fabliaux R. Howard Bloch

A study of Marie de France’s 103 animal tales and some of the anonymous “Ysopets” as well as of the 170 comic verse tales whose veins of satire, parody, comedy of language, situation, character, and farce are at the root of the European comic tradition. We read the fables and the fabliaux against the background of twelfth- and thirteenth-century social, religious, and literary culture. Fables to be read in the bilingual (Old French and English) edition of Harriet Speigel and fabliaux in the recently published bilingual edition, with translations by Ned Dubin. Conducted in English. W 9:25–11:15

FREN 821b, Montaigne and d’Aubigné Edwin Duval

A study of Montaigne’s Essais and d’Aubigné’s Tragiques, two unprecedented and unclassifiable works begun in the 1570s and augmented over decades, diametrically opposed in every respect yet equally faithful to the spirit and culture of a waning Renaissance in the time of the Wars of Religion. Conducted in French. W 1:30–3:20

FREN 859b, Theater Controversy Christopher Semk

This course is a study of seventeenth-century theater, with particular attention to the controversies and scandals that shaped the theory and practice of “classical” theater. Today, the canonicity of Corneille, Molière, and Racine tends to obscure the many “querelles” (du Cid, de Théodore, du Tartuffe, d’Alceste,…) in which playwrights, theorists, clergy, and secular authorities vied for influence over the development of theater. We examine such topics as the relationship between acting and oratory, the Aristotelian unities, religious anti-theatrical polemics, the representation of the passions, and the moral utility of theater. Readings include works by Corneille, Chapelain, Scudéry, Rotrou, Molière, Racine, Quinault, D’Aubignac, Nicole, and Lamy. Conducted in French. M 9:25–11:15

FREN 863a, Identity and Difference in Eighteenth-Century France Natasha Lee

In the decades before the French Revolution, debates about identity and difference, diversity and equality, and the shifting categories of sex, race, and class announced the stakes of the democracy to come. This course asks how political, scientific, and religious discourses marked individuals as “others” in the eighteenth century. What strategies of resistance did individuals, in turn, employ to define themselves? The Enlightenment’s colonial and postcolonial legacy is also explored. Authors to be studied include Montesquieu, Voltaire, Rousseau, Diderot, Olympe de Gouges, and Raynal. Conducted in French. M 3:30–5:20

FREN 930a/CPLT 734a, Fact and Fiction in the Archives Alice Kaplan

The turn to archival research in French literary studies; theoretical and personal essays on the archive (Derrida, Davis, Farge, Coeuré); and fiction that includes archival digging as part of a larger investment in memory. We are interested in archival research both as a writer’s practice and as a critic’s scholarly activity. The focus this year is on Occupied France. Includes practical work with newspapers and archives, both paper and digital. Conducted in English. T 1:30–3:20

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

Observing the recent centenary of Aimé Césaire’s birth, this seminar examines the totality of the poet-statesman’s work. Each student takes responsibility for a work or topic and leads the class for one session. Conducted in English; reading knowledge of French required. TH 1:30–3:20

FREN 958b/WGSS 783b, Social Mobility in Contemporary French Literature  Morgane Cadieu

Mobility in the French social landscape and representations of class in contemporary French literature. The question of social change through gender, sexuality, and race; the representation of work and the workplace; the interaction between social class and literary style. Works by Ernaux, Genet, Duras, Eribon, Louis, Angot, Marivaux, Balzac, Mirbeau. Theoretical readings by Rancière, Marx, Bourdieu, Angela Davis, Foucault. Conducted in French. F 1:30–3:20

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

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

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Genetics

Sterling Hall of Medicine I313, 203.785.5846

http://medicine.yale.edu/genetics

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

Chair

Richard Lifton

Director of Graduate Studies

Antonio Giraldez

Professors Allen Bale, Susan Baserga (Molecular Biophysics & Biochemistry), W. Roy Breg, Jr. (Emeritus), Lynn Cooley, Daniel DiMaio, Patrick Gallagher (Pediatrics), Joel Gelernter (Psychiatry; Neurobiology), Antonio Giraldez, Peter Glazer (Therapeutic Radiology), Jeffrey Gruen (Pediatrics), Murat Gunel (Neurosurgery), Karen Hirschi (Internal Medicine/Cardiology), Arthur Horwich, Kenneth Kidd, Richard Lifton (Internal Medicine/Nephrology; Molecular Biophysics & Biochemistry), Haifan Lin (Cell Biology), Maurice Mahoney, Charles Radding (Emeritus), Margretta Seashore, Nenad Sestan (Neurobiology), Gerald Shadel (Pathology), Carolyn Slayman, Stefan Somlo (Internal Medicine/Nephrology), Joann Sweasy (Therapeutic Radiology), Peter Tattersall (Laboratory Medicine), Sherman Weissman, Tian Xu, Hongyu Zhao (Public Health; Biostatistics)

Associate Professors Martina Brueckner (Pediatrics/Cardiology), Keith Choate (Dermatology), Valentina Greco, Natalia Ivanova, Mustafa Khokha (Pediatrics), Peining Li, Jun Lu, Arya Mani (Internal Medicine), Michael Nitabach (Cellular & Molecular Physiology), James Noonan, Valerie Reinke, Zhaoxia Sun, Scott Weatherbee

Assistant Professors Kaya Bilguvar, Chris Cotsapas (Neurology), Mark Hammarlund, Janghoo Lim, In-Hyun Park, Curt Scharfe, Michele Spencer-Manzon, Andrew Xiao, Hui Zhang

Fields of Study

Molecular Genetics: chromosome structure and function, genetic recombination, viral genetics, DNA damage repair, ribosome biogenesis, protein folding, neurodegenerative diseases, non-coding RNA function, and the regulation of gene expression. Genomics: genome mapping, genome modification, high-throughput technology, evolutionary genetics, and functional genomics. Cellular and Developmental Genetics: limb development, kidney development, cilia function, stem cell development, genetic control of the cytoskeleton, cell death, aging, cell fate determination, cell cycle progression, cell migration, cell signaling, and growth control. Cancer Genetics: oncogenesis and tumor suppression, tumor progression and metastasis. Model Organism Genetics: forward genetic screens in Drosophila, C. elegans, yeast, zebrafish, frogs, and mouse, transposon and insertional mutagenesis, gene and protein trapping, mosaic genetics. Medical Genetics: genetic basis of human disease, chromosome rearrangements, population and quantitative genetics.

Special Admissions Requirements

The department welcomes applicants who have a bachelor’s or master’s degree in biology, chemistry, or a related field, with experience (from course work and/or research) in the field of genetics. GRE General Test scores are required. A pertinent Subject Test in Biochemistry and Molecular Biology, Biology, or Chemistry is recommended.

To enter the Ph.D. program, students apply to the Molecular Cell Biology, Genetics, and Development (MCGD) track within the interdepartmental graduate program in the Biological and Biomedical Sciences (BBS).

Special Requirements for the Ph.D. Degree

The Ph.D. program in Genetics is designed to provide the student with a broad background in general genetics and the opportunity to conduct original research in a specific area of genetics. The student is expected to acquire a broad understanding of genetics, spanning knowledge of at least three basic areas of genetics, which include molecular, cellular, organismal, and population genetics. Normally this requirement is accomplished through the satisfactory completion of formal courses, many of which cover more than one of these areas. Students are required to pass at least five graduate-level courses that are taken for a grade. Advanced graduate study becomes increasingly focused on the successful completion of original research and the preparation of a written dissertation under the direct supervision of a faculty adviser along with the guidance of a thesis committee.

A qualifying examination is given during the second year of study. This examination consists of a period of directed reading with the faculty followed by the submission of two written proposals and an oral examination. Following the completion of course work and the qualifying examination, the student submits a dissertation prospectus and is admitted to candidacy for the Ph.D. degree. There is no language requirement. An important aspect of graduate training in genetics is the acquisition of communication and teaching skills. Students participate in presentation seminars and two terms (or the equivalent) of teaching at the TF-10 level. 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. In their fourth year of study, all students must successfully complete B&BS 503b, RCR Refresher for Senior BBS Students.

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) or Genomic Methods for Genetic Analysis (GENE 760b); Graduate Student Seminar: Critical Analysis and Presentation of Scientific Literature (2 terms; GENE 675a and b, graded Satisfactory/Unsatisfactory); Ethics: Scientific Integrity in Biomedical Research (as part of GENE 901b, graded Satisfactory/Unsatisfactory).

Recommended courses: Advanced Eukaryotic Molecular Biology (GENE 743b); Biochemical and Biophysical Approaches in Molecular and Cellular Biology (MCDB 630b); Molecules to Systems (CBIO 502); Molecular and Cellular Basis of Human Disease (CBIO 601).

Electives: Other courses may be taken in a wide variety of fields relevant to the biological and biomedical sciences.

Laboratory rotations One or more rotations are necessary to identify a thesis adviser. No set number of research rotations is required.

Teaching One term of teaching is required. Previous teaching while enrolled at the Yale School of Medicine may count toward this requirement at the discretion of the DGS.

Qualifying exam M.D./Ph.D. students take their qualifying exam in the term following the completion of their course work. The structure of the qualifying exam is identical to that for other Ph.D. students in Genetics. Students read with three faculty members for five weeks, one of whom supervises the reading on the thesis research topic, but who is not the thesis adviser. The following two weeks are devoted to writing two research proposals, one on the student’s thesis research. An oral exam follows in the eighth week.

Prospectus M.D./Ph.D. students submit their prospectus once their qualifying exam has been completed, but no later than the 30th of June following their exam.

Candidacy M.D./Ph.D. students will be admitted to candidacy once they have completed their course work, obtained two Honors grades, passed their qualifying exam, and submitted their dissertation prospectus.

Thesis committee M.D./Ph.D. students are required to have one thesis committee meeting per year, beginning the term after passing their qualifying exam. However, students are strongly encouraged to consider having additional meetings if they feel their project could benefit from the assistance of members of the thesis committee.

Master’s Degrees

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

M.S. Students are not admitted for this degree. They may receive this recognition if they leave Yale without completing the qualifying exam but have satisfied the course requirements as described above, as well as the Graduate School’s Honors requirement.

Prospective applicants are encouraged to visit the BBS Web site (http://bbs.yale.edu), MCGD Track.

Courses

GENE 625a/MB&B 625au/MCDB 625au, Basic Concepts of Genetic Analysis  Tian Xu and staff

The universal principles of genetic analysis in eukaryotes are discussed in lectures. Students also read a small selection of primary papers illustrating the very best of genetic analysis and dissect them in detail in the discussion sections. While other Yale graduate molecular genetics courses emphasize molecular biology, this course focuses on the concepts and logic underlying modern genetic analysis. MW 11:35–12:50

GENE 645b/BIS 645b/CB&B 647b, Statistical Methods in Human Genetics  Hongyu Zhao and 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, linkage analysis, quantitative trait analysis, association analysis, haplotype analysis, population structure, whole genome genotyping platforms, copy number variation, pathway analysis, and genetic risk prediction models. Prerequisites: genetics; BIS 505a and b; STAT 541 or equivalent; or permission of the instructor.

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

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

GENE 675a and b, Graduate Student Seminar: Critical Analysis and Presentation of Scientific Literature Valentina Greco and staff

Students gain experience in preparing and delivering seminars and in discussing presentations by other students. A variety of topics in molecular, cellular, developmental, and population genetics are covered. Required of all second-year students in Genetics. Graded Satisfactory/Unsatisfactory. W 1:30–3

GENE 703b, The Mouse in Biomedical Research Caroline Zeiss

This course describes aspects of comparative genomics, construction of genetically altered mice, mouse phenotyping, and study design relevant to the use of mice in the study of human disease. Prerequisites: undergraduate-level knowledge of genetics and mammalian anatomy and physiology.

GENE 734a/MB&B 734a/MBIO 734a, Molecular Biology of Animal Viruses  Brett Lindenbach

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

GENE 743b/MB&B 743bu/MCDB 743b, Advanced Eukaryotic Molecular Biology  Mark Hochstrasser, Karla Neugebauer, Matthew Simon, 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, I. George Miller, Andrew Miranker, Karla Neugebauer, David Schatz, Thomas Steitz, and staff

Consideration of examples of recent discoveries in basic science that have elucidated the molecular origins of disease or that have suggested new therapies for disease. Emphasis is placed on the fundamental principles on which these advances rely. Reading is from the primary scientific and medical literature, with emphasis on developing the ability to read this literature critically. Aimed primarily at undergraduates. Prerequisite: biochemistry or permission of the instructor. MW 1–2:15

GENE 760b, Genomic Methods for Genetic Analysis James Noonan

Introduction to the analysis and interpretation of genomic datasets. The focus is on next-generation sequencing (NGS) applications including RNA-seq, ChIP-seq, and exome and whole genome sequencing. By the end of the course, each student will be able to process and analyze large-scale NGS datasets and interpret the results. This course is intended only for graduate students who are interested in applying genomic approaches in their thesis research. At a minimum, students must have basic familiarity with working in a UNIX/Linux computing environment. Prior experience with shell scripting or a scripting language such as Perl, Python, or Ruby is strongly recommended. Interested students must contact the instructor early in the fall term to discuss their prior experience and expectations for the course. Enrollment limited to twenty. Prerequisite: permission of the instructor.

GENE 777b/MCDB 677b, Mechanisms of Development Valerie Reinke and staff

An advanced course on mechanisms of animal 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. W 1:30–3:20

GENE 840a and b, Medical Genetics Margretta Seashore

Clinical rotation offering medical and graduate students the opportunity to participate in the Genetic Consultation Clinic, genetic rounds, consultation rounds, and genetic analysis of clinical diagnostic problems.

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

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

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

Ethics and laboratory rotation talks for Molecular Cell Biology, Genetics, and Development track students. TH 4:15–5:45

GENE 911a/CBIO 911a/MCDB 911a, First Laboratory Rotation Craig Crews

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

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

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

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

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

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

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

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Geology and Geophysics

Kline Geology Laboratory, 203.432.3124

http://earth.yale.edu

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

Chair

Jay Ague

Director of Graduate Studies

Alexey Fedorov [F]

Jeffrey Park [Sp]

Professors Jay Ague, David Bercovici, Ruth Blake, Mark Brandon, Derek Briggs, Peter Crane, David Evans, Alexey Fedorov, Debra Fischer, Jacques Gauthier, Shun-ichiro Karato, Jun Korenaga, Mark Pagani, Jeffrey Park, Peter Raymond, Danny Rye, James Saiers, Ronald Smith, John Wettlaufer

Associate Professors William Boos, Kanani Lee, Mary-Louise Timmermans

Assistant Professors Bhart-Anjan Bhullar, Pincelli Hull, Maureen Long, Noah Planavsky, Trude Storelvmo, Nadine Unger

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 of all applicants for whom English is a second language.

Special Requirements for the Ph.D. Degree

There is no formal language requirement and no required curriculum. Students plan their course of study in consultation with their adviser to meet individual interests and needs and to lay the foundations for dissertation research. At the end of the first year the faculty reviews the standing of each student. A student recommended for continuation in the Ph.D. program will be so notified. Some students may be encouraged at that time to pursue only the M.S. degree. At the end of the second year the faculty reviews each student’s overall performance to determine whether he or she is qualified to continue for the Ph.D. degree. In order to qualify, a student must have met the Graduate School Honors requirement and maintained a better than passing record in the areas of concentration. Also, a student must have satisfied the requirements of the Qualifying Exam by having completed two Research Discourses termed (according to their degree of development) the Minor and the Major Discourses. The Major Discourse will be presented at the Qualifying Presentation, followed by an extended question period wherein the student must successfully defend both Discourses. Remaining degree requirements include a dissertation review in the third year; the preparation and defense of the dissertation; and the submission of the dissertation to the Graduate School. The department requires that an additional copy, for which the student will be reimbursed, be deposited with the librarian of the Kline Geology Library.

Teaching experience is regarded as an integral part of the graduate training program in Geology and Geophysics. For that reason all students are required to serve as teaching fellows (5 hours per week) for two terms during the course of their predoctoral training.

In addition to all other requirements, students must successfully complete G&G 710b, Responsible and Ethical Conduct of Research, prior to the end of their first year of study.

Master’s Degrees

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

M.S. Awarded only to students who are not continuing for the Ph.D. Students are not admitted for this degree. Minimum requirements include satisfactory performance in a course of study (typically six or more courses with at least one Honors grade in a graduate-level class) that is approved by the director of graduate studies (DGS), and a research project with the approval of the DGS and the student’s thesis committee.

Program materials are available at www.geology.yale.edu or upon request to the Director of Graduate Studies, Department of Geology and Geophysics, Yale University, PO Box 208109, New Haven CT 06520-8109; e-mail, dgs@geology.yale.edu.

Courses

[G&G 500bu, Mineral Deposits]

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

[G&G 502au, Introduction to Geochemistry]

[G&G 504au, Minerals and Human Health]

[G&G 507a, Experimental Methods in Earth Sciences]

[G&G 508b, The Global Carbon Cycle]

[G&G 510a, Introduction to Isotope Geochemistry]

[G&G 511a, Stratigraphic Principles and Applications]

[G&G 512au, Structure and Deformation of the Lithosphere]

[G&G 513au, Invertebrate Paleontology: Evolving Form and Function]

[G&G 515bu, Paleobotany]

[G&G 518au, Trace Fossil Analysis]

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

Basic principles that control the physical and chemical properties of Earth materials. Equation of state, phase transformations, chemical reactions, elastic properties, diffusion, kinetics of reaction, and mass/energy transport. TTh 1–2:15

G&G 521bu, Geophysical Fluid Dynamics David Bercovici

An examination of the equations governing rotating stratified flows with application to oceanic and atmospheric circulation as well as climate. Mathematical models are used to illustrate the fundamental dynamical principles of geophysical fluid phenomena such as waves, boundary layers, flow stability, turbulence, and large-scale flows. The course aims to provide a general theoretical framework for understanding the structure and circulation of the ocean and the atmosphere. MW 11:35–12:50

G&G 522au, Physics of Weather and Climate Trude Storelvmo

The climatic system; survey of atmospheric behavior on time scales from days (i.e., weather) to decades (i.e., climate); formulation of mathematical equations describing weather and climate with selected applications to small- and large-scale phenomena. TTH 1–2:15

G&G 523bU, Climate Dynamics Alexey Fedorov

A survey of fluid dynamics with application to circulation in the ocean and atmosphere, as well as mantle and core. Mathematical models are used to illustrate the fundamental dynamical principles of geophysical fluid phenomena such as convection, waves, boundary layers, flow stability, turbulence, and large-scale flows. The course aims to provide a general theoretical framework for understanding the structure and circulation of the ocean, atmosphere, and Earth’s interior. MW 11:35–12:50

[G&G 524a, Mathematical Methods in Geophysics]

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

G&G 526au, Introduction to Earth and Planetary Physics Jun Korenaga

An introduction to the structure and dynamics of Earth and other planets in the context of cosmic evolution. Review of basic physical principles and their applications to geophysics and planetary physics. Star formation and nucleosynthesis; planetary accretion and the birth of the solar system; heat flow, plate tectonics, and mantle dynamics; seismology and geodesy; core dynamics, geomagnetism, and planetary magnetism. Prerequisites: PHYS 181b and MATH 120a or b or equivalents. MW 9–10:15

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

[G&G 529b, Introduction to Geodynamics]

[G&G 533au, Paleogeography]

G&G 535au, Physical Oceanography Alexey Fedorov

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

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

[G&G 540au, Methods in Geomicrobiology]

[G&G 545a, Marine Micropaleontology]

G&G 555aU, Thermodynamics 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. MW 9–10:15

[G&G 556aU, Introduction to Seismology]

[G&G 557b, Advanced Seismology]

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

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

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

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

G&G 602bu, Paleoclimates 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. TTH 11:35–12:50

[G&G 610bu, Advanced Topics in Macroevolution]

[G&G 611a, Advanced Stratigraphy] 

[G&G 616a, Advanced Petrology] 

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

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

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

G&G 621b, Geochemistry of Heavy and Radioactive Isotopes in Rock Systems  Danny Rye

The principles and application of radioactive and radiogenic isotopes to geological materials.

G&G 631a, Vertebrate Paleontology: Phylogeny of Vertebrates Jacques Gauthier

The seminar offers a detailed look at current issues in the phylogeny, anatomy, and evolution of fossil and recent vertebrates. Lectures review the broad outline of vertebrate phylogeny and evolution. Lab section is required. HTBA

[G&G 644b, Mantle Dynamics and Geochemistry]

[G&G 650bu, Deformation of Earth Materials]

G&G 655au, Extraordinary Glimpses of Past Life Derek Briggs

Study of exceptionally well preserved fossil deposits (lagerstaetten) that contain nonmineralized animal skeletons and casts of the soft parts of organisms. Examples such as the Burgess Shale and Solnhofen limestones; what they can reveal about the history and evolution of life, ancient lifestyles and environments, and preservational processes. MW 11:35–12:50

[G&G 657a, Marine, Atmospheric, and Surficial Geochemistry]

G&G 658b, Seismic Data Analysis Jeffrey Park

Topics in the interpretation of seismic data from earthquakes, explosions, and other seismic phenomena. Estimation of travel times, whole-earth seismic profiles, waveform cross-correlation, seismic noise processing, receiver functions, shear-wave birefringence, and tomography.

[G&G 659a, Time Series Analysis with Geoscience Applications]

[G&G 660a, Diagenesis, Weathering, and Geochemical Cycles]

G&G 666b/AMTH 666b/ASTR 666b, Classical Statistical Thermodynamics  John Wettlaufer

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

[G&G 675b, Quantitative Tectonics]

G&G 690a and b, Directed Research in Geology and Geophysics

By arrangement with faculty.

G&G 691a or b, Independent Research

In addition to the seminars noted below, others on special topics like evolution, invertebrate and vertebrate paleontology, statistical mechanics and spectroscopy, structural geology and tectonics, petrology, volcanology, and physics of oceans and atmospheres are offered according to student interest, by arrangement with departmental faculty. Seminars are often organized around the research interests of visiting faculty as well. Prerequisite: approval of DGS and adviser.

G&G 703a and b, Seminar in Systematics Jacques Gauthier

3 HTBA

G&G 710a, Responsible and Ethical Conduct of Research Alexey Fedorov

A 5-to-6-week lecture course (1 hour) that is required of all graduate students and must be completed within the first year. Course topics include record keeping and data management/retention; plagiarism and fraud; collaboration, coauthorship, and ownership of research materials and intellectual property; laboratory dynamics and sexual harassment. G&G 710a is in addition to the existing online ethics module, “The Yale Guide to Professional Ethics” (https://www.sis.yale.edu/pls/rcr/login_c_pkg.go_to_front_door), that must be completed by all GSAS students within the first term of study, regardless of source of financial support.

G&G 719b, Topics in Mineral Physics Kanani Lee

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

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

[G&G 735a, Principles in Organic Geochemistry]

[G&G 740a, Student Research Seminar]

[G&G 742a, Seminar in Polar Processes and Climate]

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

T 4–5:30

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

G&G 747a or b, Topics in Geochemistry

[G&G 757b, Studies in Global Geoscience]

G&G 767b, Seminar in Ice Physics John Wettlaufer

We bring together the basic thermodynamics and statistical mechanics of crystal growth, surface phase transitions, metastability, and instability to explore the many faces of the surface of ice. These processes control the macroscopic growth shapes of ice crystals, underlie the enigma of the snowflake, and have implications in, inter alia, the atmosphere, the oceans, basic materials science, and astrophysics.

G&G 775a and b, Seminar in Lithosphere and Surface Processes Noah Planavsky, Mark Brandon

The seminar focuses on advanced topics in the evolution and structure of the lithosphere. The theme for the seminar changes each term, covering topics such as the restoration of continents in deep time, true polar wander, lithospheric instabilities, orogenesis at convergent plate boundaries, interactions between climate and tectonics. Meetings are for 1.5 hours, once a week, and are organized around readings from the primary research literature.

G&G 800a or b, Tutorial in Paleobiology

[G&G 805a or b, Fossil Floras]

G&G 810a or b, Tutorial in Structural Geology and Tectonics or Solid Earth Geophysics

G&G 820a or b, Tutorial in Meteorology, Oceanography, or Fluid Dynamics

G&G 830a or b, Tutorial in Geochemistry, Petrology, or Mineralogy

G&G 840a or b, Tutorial in Sedimentology

G&G 860a or b, Tutorial in Remote Sensing

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Germanic Languages and Literatures

W. L. Harkness Hall, 203.432.0788

http://german.yale.edu

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

Chair

Rüdiger Campe

Director of Graduate Studies

Carol Jacobs (WLH 310, carol.jacobs@yale.edu)

Professors Rüdiger Campe, Carol Jacobs, Rainer Nägele, Paul North, Brigitte Peucker (on leave [F]), Henry Sussman (Visiting), Kirk Wetters

Affiliated Faculty Jeffrey Alexander (Sociology), Seyla Benhabib (Political Science; Philosophy; on leave [Sp]), Karsten Harries (Philosophy; on leave [Sp]), Gundula Kreuzer (Music; on leave), Patrick McCreless (Music), Steven Smith (Political Science), David Sorkin (History), Nicola Suthor (History of Art), Katie Trumpener (Comparative Literature; English), Jay Winter (History)

Fields of Study

German literature and culture from the Middle Ages to the twenty-first century in Germany, Austria, and Switzerland; literary and cultural theory; literature and philosophy; literature and science; media history and theory; visuality and German cinema.

Special Admissions Requirement

All students must provide evidence of mastery of German upon application.

Requirements for the Ph.D. Degree

Students are required to demonstrate, besides proficiency in German, a reading knowledge of one other foreign language by the beginning of the third term of study. French is recommended, although occasionally, on consultation with the director of graduate studies (DGS), other relevant languages may be substituted. The faculty in German considers teaching to be essential to the professional preparation of graduate students. Four terms of teaching are required beginning in the third year of study. Students normally teach undergraduate language courses under supervision for at least three terms. Other teaching experiences are available thereafter in literature, theory, film, etc.

In the first two years of study, students take four courses per term. Three of these sixteen courses in the first four terms may be audited.

Oral examinations must be passed in the fifth and sixth terms of study, and a dissertation prospectus should be submitted no later than the end of the sixth term. All students will be asked to defend the prospectus in an informal discussion with the faculty. The defense will take place before the prospectus is officially approved, usually in May of the sixth term. Students are admitted to candidacy for the Ph.D. upon completion of all predissertation requirements, including the prospectus.

After the submission of the prospectus, the student’s time is devoted mainly to the preparation of the dissertation. A dissertation committee will be set up for each student at work on the dissertation. It is expected that students will periodically pass their work along to members of their committee, so that faculty members in addition to the dissertation adviser can make suggestions well before the dissertation is submitted. Drafts of each chapter must be submitted in a timely fashion to all members of the student’s committee: The first chapter should be submitted to the committee by February 1 of the fourth year of study; the second chapter should be submitted by January 1 of the fifth year. There will be a formal review of the first chapter.

Two concentrations are available to graduate students: Germanic Literature and German Studies. There is a special combined degree with Film and Media Studies; see below.

Special Requirements for the Germanic Literature Concentration

During the first two years of study, students are required to take sixteen term courses, four of which may be taken outside the department. Three courses may be audited.

Special Requirements for the German Studies Concentration

During the first two years of study, students are required to take sixteen term courses, seven of which may be taken outside the department. Three of those courses may be audited. Students are asked to define an area of concentration and will meet with appropriate advisers from both within and outside the department.

Combined Ph.D. Program with Film and Media Studies

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

Master’s Degrees

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

M.A. (en route to the Ph.D.) Students enrolled in the Ph.D. program may qualify for the M.A. degree upon completion of a minimum of eight graduate term courses and the demonstration of reading knowledge in either Latin or French.

Further information is available upon request to the Registrar, Department of Germanic Languages and Literatures, Yale University, PO Box 208210, New Haven CT 06520-8210; e-mail, german@yale.edu.

Courses

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

Franz Kafka’s writings viewed as a site for the radical questioning and dislocation of Western systems, institutions, and mores of the early twentieth century. Attention to the shorter fiction, the novels, the letters, and their strategic interrelations; examination of the fields of knowledge, ideological presumptions, and aesthetic and cultural experiments that Kafka touched, and to some degree deranged, with his writing. W 1:30–3:20

GMAN 558aU/CPLT 575aU/JDST 694aU, Georg Lukács: Literature and Politics  Kirk Wetters, Hannan Hever

Lukács is presented through his complex and multifaceted development as a crucial and enigmatic figure, at once a leading Jewish intellectual and perhaps the most important of all twentieth-century Marxist theorists. Following the Second World War, while he was still alive, his legacy had already become polarized in terms of “young Lukács” vs. “old Lukács,” East vs. West, romantic vs. realist vs. modernist, revolutionary vs. reactionary. Though Lukács’s influence rose and fell in conjunction with the Cold War, key critical terms and methods (such as “reification”) survived and are very much a part of current political problems and contemporary critical approaches (e.g., Jameson, Moretti, Honneth). TH 1:30–3:20

GMAN 560bU/CPLT 586bU, Knowing Fiction Carol Jacobs

Fiction and related prose pieces in which the relationships between narration, fiction, understanding, and knowing play a critical role. Focus on works by Western writers of the nineteenth century through the present. The texts’ theoretical implications and implicit self-definitions; the import of concepts such as truth, fiction, self-consciousness, perception, science, and narrative. M 1:30–3:20

GMAN 563bU/CPLT 629bU/PHIL 645bU, Nietzsche and His Readers Paul North

Reading and discussion of Friedrich Nietzsche’s major texts, as well as critiques and interpretations by some of his most influential twentieth-century readers. T 3:30–5:20

GMAN 565a, Nothing Paul North

European thought has concerned itself historically with “things” and occasionally with the highest and most permanent things such as the world, the soul, and God. Yet in order to articulate what these things are and do, philosophers and artists often turned to a concept of nothing. Leibniz, for example, formulated the most fundamental philosophical question as “Why is there something rather than nothing?” And yet the meaning and function of nothing remain obscure. What kind of thing is it? Is there just one kind of nothing? How does “no” operate on this special kind of “thing” to give it such power? In this course we study the moments when “nothing” becomes crucial to philosophical, religious, political, and artistic projects. Other negativities will be important too, such as those signaled by the little words “no,” “not,” “non-,” “never,” “nor,” “-less,” “in-” and “un-,” “void,” and “null.” Authors read include Plato, Gorgias, Philo, Duns Scotus, Meister Eckhart, Shakespeare, Kant, Bergson, Heidegger, Walser, Beckett, and Sartre. M 3:30–5:20

GMAN 584bU, Medieval German Lyric Mary Paddock

This course offers a comprehensive introduction to the courtly poetry of the German High Middle Ages (12th–13th centuries), focusing on the woman’s voice as a performance device in the lyric of major artists of that era. Attention is given to the language and formal conventions of a wide range of lyric subgenres and to the development of the woman’s role in the lyric of other European cultures of the time. TH 3:30–5:20

GMAN 589aU, Hegel and Dialectical Thought Henry Sussman

By necessity, this course is a recursion to German idealism’s unparalleled innovation. It is also the chronicle of the rise and fate of a powerful philosophical operating system. Beginning with a careful inventory of the engine-room of Hegelian dialectics, the seminar trains its camera on the astonishingly broad swathe of philosophical and literary projects arising in the wake of the dialectical adventure—up to the twentieth-century postwar period. Additional readings in Schlegel, Kierkegaard, Marx, Freud, Kafka, Benjamin, and Blanchot. Students are encouraged to do German, Danish, and French readings in the original. W 3:30–5:20

GMAN 600aU/CPLT 787aU, Novels of the Institution Rüdiger Campe

Close reading of novels of institutions—school, law court, administration, hospital—from ca. 1900. The shift of focus from the individual to the institution; consequences of this shift for the concept and form of the novel. Works by R. Walser, Joyce, Kafka, Musil, and Thomas Mann; readings in social and aesthetic theory by Simmel, Lukács, and Benjamin. T 1:30–3:20

GMAN 605aU/CPLT 517aU, Interpretation and Authority Carol Jacobs

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

GMAN 619aU/CPLT 530aU, The Question of Form Carol Jacobs

The concept of art in relation to form and deformation. Starting with Plato (The Republic), we then trace its echoes in modern literature (Keats, Shelley, Hardy, Kleist, Kafka) and film (Godard, Egoyan, Dreyer, Sun Zhou, Wong Kar-Wai). W 1:30–3:20

GMAN 630bU/CPLT 533bU, Illegitimacy Kirk Wetters

Theoretical exploration of legitimacy as a fundamental historical, legal, and political concept; works by Weber, Schmitt, Blumenberg, and Luhmann. Literary readings on illegitimacy in the specific sense “born out of wedlock”; authors include Shakespeare, Goethe, Kleist, Dostoevsky, and Gide. W 3:30–5:20

GMAN 645bU/CPLT 589bU, Walter Benjamin and the Modernization of Nineteenth-Century Paris Henry Sussman

The radical modernization of Paris under the Second Empire (1851–70) as seen through the eyes of Walter Benjamin. Focus on Benjamin’s Arcades Project, a compendium that charted developments such as Parisian mass transit and streamlined traffic, the construction of apartment houses, and the dissemination of mass media. Readings from other literary texts on the same events include works by Balzac, Zola, and Aragon. M 3:30–5:20

GMAN 651aU/PHIL 672aU/PLSC 583aU, Contemporary Critical Theory  Seyla Benhabib

A careful examination of Hegel’s theory of the modern state and its elaboration by Habermas and Honneth. W 9:25–11:15

GMAN 652a/CPLT 840a/FILM 840a/HSAR 687a/RUSS 712a, Moscow/Berlin: Leftist Avant-Gardes and Interwar Modernism Katerina Clark, Katie Trumpener

From 1918 to the mid-1930s, Moscow and Berlin were central gathering points for left-wing modernists. Each city developed its own modes of modernism, yet in sustained dialogue, given massive Russian emigration to Berlin after 1918, the Weimar obsession with early Soviet aesthetics (and cinema), intellectuals traveling in both directions, and the large-scale emigration of German leftists to the Soviet Union after 1933. And in the late 1940s and ’50s, Soviet intellectuals (and German emigrants returning from Moscow) shaped a “late modernism” in East Berlin. Centered on literature and film, the course also considers a wide array of art forms (including painting, photography, architecture, music, and aesthetic theory). Works by modernists such as Eisenstein, Pudovkin, Vertov, Nabokov, Shklovsky, El Lissitzky, Rodchenko, Malevich, Tretiakov, Lukács, Moholy-Nagy, Benjamin, Brecht, Richter, Beckmann, Grosz, Heartfield, Höch, Lang, Döblin, Ruttmann, Mies van der Rohe, Eisler, Busch, Konrad Wolf, Peter Weiss. T 1:30–3:20

GMAN 677b/CPLT 595b/HSAR 644b, Passions, 1600–1800 Rüdiger Campe, Nicola Suthor

Theories of passion from Descartes, Spinoza, and Hobbes to Burke, Adam Smith, and Kant. The relationship between passion and its representation in art and literature: Alberti, Raphael, Rembrandt; Shakespeare; Poussin, Marino; Sandrart, LeBrun; Greuze, Diderot, Lessing, Goethe, and others. In the background, discussion of contemporary history and theory of emotion. T 1:30–3:20

GMAN 730bU/CPLT 716bU/FILM 729bU, New Waves: East/West Germany in Cold War Europe Katie Trumpener

Before 1961, Berlin was the best place in Europe to follow both Eastern and Western Europe’s emerging cinematic New Waves. And first in East, then in West Germany, young filmmakers developed distinctive approaches to political and documentary filmmaking, to the Nazi past and the Cold War, to class, gender, and social transformation. This course juxtaposes the two German New Waves, focusing on aesthetic ferment, institutional barriers, and transformation. Features, documentaries, and experimental films by Gerhard Klein, Konrad Wolf, Alexander Kluge, Herbert Vesely, Edgar Reitz, Jean-Marie Straub and Danièle Huillet, Jürgen Böttcher, Heiner Carow, Frank Beyer, Wim Wenders, Rainer Werner Fassbinder, Helke Sander, Helke Misselwitz, read against other Eastern and Western New Wave films (i.e., by Lindsay Anderson, Karel Reisz, Andrzej Munk, Alain Resnais, Mikhail Kalatozov, Milos Forman). T 1:30–3:20

GMAN 900a,b, Directed Reading

By arrangement with the faculty.

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Global Affairs

Jackson Institute for Global Affairs

Horchow Hall, 203.432.3418

http://jackson.yale.edu/academics

M.A.S., M.A.

Director

James Levinsohn (Global Affairs; School of Management)

Director of Graduate Studies

Lloyd Grieger (Sociology)

Director of Student Affairs

Cristin Siebert (203.432.5954, cristin.siebert@yale.edu)

Professors Julia Adams (Sociology), Elizabeth Bradley (Public Health), John Gaddis (History), Jeffrey Garten (School of Management), Jacob Hacker (Political Science; on leave [Sp]), Oona Hathaway (Law), Stathis Kalyvas (Political Science), Paul Kennedy (History), James Levinsohn (School of Management), A. Mushfiq Mobarak (School of Management), Catherine Panter-Brick (Anthropology; on leave [F]), W. Michael Reisman (Law), Susan Rose-Ackerman (Political Science; Law), Peter Schott (Economics; School of Management), Ian Shapiro (Political Science), Timothy Snyder (History), Aleh Tsyvinski (Economics), Christopher Udry (Economics), Steven Wilkinson (Political Science), Elisabeth Wood (Political Science), Ernesto Zedillo (International Economics & Politics)

Associate Professors Patrick Cohrs (History), Ana De La O Torres (Political Science), Susan Hyde (Political Science), Kaveh Khoshnood (Public Health), Jason Lyall (Political Science), Nuno Monteiro (Political Science; on leave), Nancy Qian (Economics)

Assistant Professors Costas Arkolakis (Economics), David Atkin (Economics), Katharine Baldwin (Political Science), Lorenzo Caliendo (Economics; School of Management), Zack Cooper (Public Health), Alexandre Debs (Political Science), Lloyd Grieger (Sociology), Daniel Keniston (Economics), Thania Sanchez (Political Science; on leave [Sp]), Tariq Thachil (Political Science), Jonathan Wyrtzen (Sociology; International Affairs)

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

Lecturers Michael Boozer (Economics), Robert Hecht, Robert Hopkins, William Casey King, Matthew Kocher (Political Science), Alice Miller (Public Health; Law), Sean Smith, Kristina Talbert-Slagle (Public Health), Edward Wittenstein

Visiting Professors* Nicoli Nattrass, Robert Trager

Senior Fellows* Sigga Benediktsdottir, David Brooks, Howard Dean, Rosemary DiCarlo, Robert Ford, Thomas Graham, Unni Karunakara, Michele Malvesti, Stanley McChrystal, John Negroponte, Stephen Roach, Emma Sky, Matthew Spence

*For a complete list of visiting professors and senior fellows, see the Jackson Institute Web site.

The Jackson Institute for Global Affairs nurtures degree programs and scholarship with a strong interdisciplinary and policy-oriented international focus. The programmatic interests of the institute focus on development and security.

The Jackson Institute for Global Affairs administers the two-year Master of Arts (M.A.) and the one-year Master of Advanced Study (M.A.S.) degrees in Global Affairs. The fifty to sixty students in the M.A. program combine fundamental training in core disciplines in Global Affairs with an individualized concentration that has relevance to current international issues. Students in the M.A.S. program select courses based on their individual academic and professional goals. In addition to courses in the Global Affairs program, students take courses throughout the Yale Graduate School of Arts and Sciences and Yale’s professional schools.

Fields of Study

The programs are designed to combine breadth of knowledge of the basic disciplines of global affairs with depth of specialization in a particular academic discipline, geographic area, specialized functional issue, and/or professional field. The M.A. program is designed primarily for students seeking an advanced degree before beginning a career in global affairs; joint degrees are offered with the School of Forestry & Environmental Studies, the Law School, the School of Management, and the School of Public Health. The M.A.S. program is aimed at midcareer professionals with extensive experience in a field of global affairs such as, but not limited to, international security, diplomacy, and development.

Special Admissions Requirements

Applicants to either program must take the GRE General Test; students whose native language is not English and who did not earn their undergraduate degree at an English-language university must take the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS). The minimum score on the TOEFL is 610 on the paper-based test or 102 on the Internet-based test. Entering M.A. students are strongly encouraged to have taken introductory courses in microeconomics and macroeconomics prior to matriculation.

Special Requirements for the M.A. Degree

The M.A. in Global Affairs requires two years of graduate study at Yale. To complete the degree, students must pass sixteen courses that fulfill the core and concentration requirements, demonstrate proficiency in a modern language, complete a summer internship or project, and maintain the grade average specified below.

Core Students take GLBL 801, 802, and 803 during the first term of enrollment.

Concentration Beyond the core courses and courses taken in fulfillment of the language requirement, each student must identify and demonstrate the academic integrity of a coherent set of courses as a proposed concentration for approval by the director of graduate studies (DGS). Students are able to develop concentrations based on a topical, regional, or disciplinary focus, or a combination of a topical and regional focus. Sample concentrations are available from the Jackson Institute Web site.

Language requirement The equivalent of four terms of language study at Yale is required to graduate. This competence must be demonstrated through successful completion of a Yale L4 class or by testing into a Yale L5 class. International students who completed secondary school or a university degree in a language other than English will be considered to have met the language requirement. Students may study language as part of their Yale program.

Summer internship requirement All students enrolled in the Global Affairs M.A. program are required to use the summer between the first and second years of the program to further their professional or academic education. It is expected that this requirement be fulfilled by obtaining experience through full-time employment or a full-time internship. The requirement may also be fulfilled by completing language study, other relevant course work, or independent research on an approved topic.

Each first-year student must file a form with the director of career services before June 1 stating the nature of his or her summer internship or approved alternative and submit a self-evaluation form by September 1.

Expectation of academic performance M.A. candidates are required to achieve at least two grades of Honors, while maintaining a High Pass average. To remain in good academic standing at the end of the first year, M.A. students are expected to complete half of the course work required for the degree, with at least a High Pass average and one grade of Honors. Students who do not have at least a High Pass average or the required number of courses at the end of the first year will not be allowed to continue in the program.

Special Requirements for the M.A.S. Degree

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

Special Requirements for the M.A. Joint-Degree Programs

Joint-degree candidates must fulfill all of the requirements of both programs in which they are enrolled before receiving either degree. Joint-degree students must take at least twelve graduate-level courses in Arts and Sciences departments or in professional schools other than the one granting the joint degree toward the Global Affairs program requirements. Three of these will be GLBL 801, 802, and 803, though the DGS may waive a portion of the Core for a joint-degree candidate. Two of the twelve courses may be language courses. Under no circumstances will students be allowed a Global Affairs concentration in the functional area in which they will be receiving a joint degree.

Applicants to the joint-degree programs must apply separately, by the appropriate deadline, to the Graduate School for the Global Affairs M.A. program and to the professional school involved. Decisions on admissions and fellowship support are made independently by each school. Students are encouraged to apply to both programs simultaneously. They may also apply during their first year at Yale to the second program for a joint degree. If accepted into the new program, they must receive approval for credit allocation upon registration from both degree programs.

For more information, visit http://jackson.yale.edu/academics, e-mail jackson.institute@yale.edu, or call 203.432.3418.

Courses

GLBL 504bU, International Economics Peter Schott

Introduction to conceptual tools useful for understanding the strategic choices made by countries, firms, and unions in a globalized world. Prerequisite: two terms of introductory economics.

GLBL 529a/CDE 585a/LAW 20568, Sexuality, Gender, Health, and Human Rights  Alice Miller

This course explores the application of human rights perspectives and practices to issues in regard to sexuality and health. Through reading, interactive discussion, paper presentation, and occasional outside speakers, students learn the tools and implications of applying rights and law to a range of sexuality and health-related topics. The overall goal is twofold: to engage students in the world of global sexual health and rights policy making as a field of social justice and public health action; and to introduce them to conceptual tools that can inform advocacy and policy formation and evaluation. Class participation, short reaction papers, and a final paper required. TH 9:25–11:15

GLBL 539bU/PLSC 758bU, 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 introduces 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.

GLBL 543b/MGT 672b, Practicum in Data Analysis Using Stata Justin Thomas

This course provides students with practical hands-on instruction in the analysis of survey data using the statistical package Stata. It serves as a bridge between the theory of statistics/econometrics and the practice of social science research. Throughout the term students learn to investigate a variety of policy and management issues using data from the United States as well as several developing countries. The course assumes no prior knowledge of the statistical package Stata. Prerequisite: graduate course in statistics.

GLBL 554bU, Violence: State and Society Matthew Kocher

The course examines violence that occurs mainly within the territory of sovereign states. We focus on violence as an object of study in its own right. For the most part, we look at violence as a dependent variable, though in some instances it functioned as an independent variable, a mechanism, or an equilibrium. We ask why violence happens, how it “works” or fails to work, why it takes place in some locations and not others, why violence takes specific forms (e.g., insurgency, terrorism, mass killing), what explains its magnitude (the number of victims), and what explains targeting (the type or identity of victims). Special attention to connecting theoretical literatures in the social sciences with policy-relevant debates in government and nongovernmental service.

GLBL 555a/PLSC 665aU, Causes of War Allan Dafoe

Examination of social, symbolic, and psychological aspects of international relations, with emphasis on the roles of perception and reputation in militarized conflict. Topics include deterrence, honor, prestige, signaling, audience costs, and international law. Rationalist, psychological, and cultural perspectives. Some attention to research design.

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

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

GLBL 591b/LAW 21651, The Law of the Sea W. Michael Reisman

This seminar considers intensively some current problems concerning combating piracy; protection of the marine environment and conservation; maritime boundary delimitation; procedures for determining the boundaries of outer continental shelves; the Seabed Authority; rights and obligations of states not party to the U.N. Convention on the Law of the Sea; the Arctic and the controversy on whaling. There will also be a workshop on using ArcGIS. Follows Law School academic calendar. M 4:10–6

GLBL 592aU, Intelligence, Espionage, and American Foreign Policy  John Negroponte, Edward Wittenstein

The discipline, theory, and practice of intelligence; the relationship of intelligence to American foreign policy and national security decision making. Study of the tools available to analyze international affairs and to communicate that analysis to senior policy makers. Case studies of intelligence successes and failures from World War II to the present.

GLBL 597a/LAW 20626, Decision Making under Conditions of Uncertainty  Robert Post, Tim Collins

The course focuses on government and private decision making under conditions of high normative diversity and uncertainty. It uses as a case example how policy makers ought to respond to the unpredictable events now overtaking the Ukraine. Each week the course features a visitor who discusses how he or she went about making decisions under conditions of deep uncertainty. 0.5 GSAS credits. Follows Law School academic calendar.

GLBL 601a, International and Macro Economics Sigga Benediktsdottir

GLBL 618aU/MGT 911a, The Next China Stephen Roach

Born out of necessity in the post-Cultural Revolution chaos of the late 1970s, modern China is about reforms, opening up, and transition. The Next China will be driven by the transition from an export- and investment-led development model to a pro-consumption model. China’s new model could unmask a dual identity crisis—underscored by China’s need to embrace political reform and the West’s long-standing misperceptions about China. Prerequisite: basic undergraduate macroeconomics. MW 10:30–11:20, 1 HTBA

GLBL 627b, Complex Emergencies: The Case of South Sudan Unni Karunakara

This seminar is designed to provide an understanding of complex emergencies. Using South Sudan as a case, we examine a long-standing humanitarian context and discuss the impact of history, politics, economics, and the environment on human security and suffering. T 9:25–11:15

GLBL 690b, Operating in Difficult Environments Emma Sky

GLBL 724a, National Security Decision Making: Theory and Practice  Michele Malvesti

This seminar examines national security decision making both from a theoretical perspective and from its execution in practice. The seminar focuses on how decisions are made rather than on national security policy or strategy or theories of international relations. It is divided into three sections. The first—drawn, in part, from the instructor’s nearly six years on the National Security Council staff—introduces students to the current structures, processes, institutions, and primary actors involved in national security decision making. The second section delves into analytic and theoretical models of decision making. The seminar concludes with discussions on practical application and execution, has students participate in a crisis simulation, and explores possible reforms. Emphasis throughout is placed on the national security decision-making system of the United States (and particularly the executive branch), but seminar participants are encouraged to examine the systems of other states as well. W 3:30–5:20

GLBL 765b, Contemporary Issues in American Diplomacy and National Security  John Negroponte

The seminar addresses key issues in U.S. foreign policy and how they are being addressed by the current administration. Readings and discussion deal with selected regional and functional topics, with emphasis on those with the most pressing national security implications. The course is taught from the perspective of a diplomatic practitioner with additional experience in other aspects of national security. M 9:25–11:15

GLBL 781a, Financial Stability in Peripheral Economies Sigga Benediktsdottir

GLBL 790b, Leadership Stanley McChrystal

This course examines the practical execution of leadership in today’s environment. Using a combination of historical case studies and recent events, we review how dramatic changes in technology, society, politics, media, and globalization have increased the complexity of the tasks facing modern leaders. Although the course includes the military aspects of leadership, the overall objective is to study leadership in a wider context, identifying the common factors shared by politics, business, education, warfare, and other fields. Specific topics include the changing leadership environment; the role of the leader; driving change; making difficult decisions; dealing with risk; coping with failure; navigating politics; and the effect of modern media. Application and course dates at http://jackson.yale.edu/glbl-790-leadership-seminar-application.

GLBL 791b, Moral Dilemmas in Humanitarian Action Unni Karunakara

This course discusses cases that examine ethical and moral dilemmas in the delivery of humanitarian assistance at the organizational, operational and individual levels. W 9:25–11:15

GLBL 799a or b, Independent Project

By arrangement with Jackson Institute Senior Fellows.

GLBL 801a, Economics: Principles and Applications James Levinsohn, Zack Cooper

This course deals with the application of basic microeconomic analysis to public policy issues. The principal goal is to teach students the process of economic reasoning and how to apply that reasoning to policy issues in the real world. The course covers the basic topics in microeconomic theory: consumer theory, production theory, market models from competition to monopoly, theories of labor and capital markets, and models of externalities and other common market failures. Some calculus will be used without apology along with a great deal of algebra and graphical analysis. TTH 2:30–3:45, 1 HTBA

GLBL 802a, Applied Methods of Analysis Lloyd Grieger

The course focuses on useful analytical approaches in public policy and the social sciences. The first part of the course focuses on mathematical skills. The second part focuses on methods for analyzing empirical data and builds on the mathematical skills from the first part of the course. Special focus is devoted to developing the skills necessary to synthesize and evaluate empirical evidence from the social sciences. Students leave the class with an applied understanding of how quantitative methods are used as tools for analysis in public affairs. MW 1–2:15, 1 HTBA

GLBL 803a, History of the Present Timothy Snyder

The first half of the course presents some of the major diplomatic (and sometimes military) confrontations of the twentieth century, beginning with the First Balkan War, including the breakdowns of the late 1930s and progressing through the end of the Cold War. The second half introduces the history of Ukraine and closes with a case study of the Russian invasion of Ukraine’s south and east as the end of the post-cold war order. In both parts emphasis is placed upon a close reading of primary documents and upon the reconstruction of possible alternatives. W 3:30–5:20

GLBL 811a/AMST 782a/E&RS 648a/HIST 788a, 1968: Social Movements in Comparative Perspective and Their Legacies Becky Conekin

In this seminar we explore post-WWII social movements and their legacies primarily across Western and Eastern Europe, North America, and Mexico. Analysis of other countries or regions in class discussions and final research papers is encouraged, based on student interest. 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 addition, 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 look at the social movements that developed out of the 1960s, such as second-wave feminism and gay and lesbian rights. This course offers students historical insights into the civil rights and student movements of the turbulent sixties that will shed light on current youth organizing and protest around the world. W 1:30–3:20

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

A biocultural perspective on debates in medical anthropology and global health that focus on health disparities and equity. The intersection of biological and cultural issues in matters of health research and intervention. Application of theoretical frameworks to case studies in global health inequality. M 3:30–5:20

GLBL 849b, Big Data and Global Policies William Casey King

Cell phones, twitter accounts, human genetic sequencing, trade figures, Web content, video surveillance, drone-collected bits and bytes, national security, and investigative sifting have generated a massive and ever-growing torrent of information. The term “big data” has recently been coined to capture this shift in the way we live and think. This course defines big data, investigates big data analytical and visualization methods, and explores implications of big data analyses on a variety of sectors including global policy, human trafficking, national security, global capitalism, and global health and finance.

GLBL 885b, World Order Charles Hill

Henry Kissinger’s major book analyzing the ideas, institutions, wars, and peace-making diplomacy of the modern era is studied along with his 1950 thesis, “The Meaning of History,” in the context of the international state system and its fate. Open to graduate and undergraduate students with permission of the instructor.

GLBL 887a/HIST 787a, Classic and New Approaches to International History  Patrick Cohrs

This reading seminar appraises both classic and new approaches to international history. It focuses on a close reading of influential contributions to the methodology and writing of international, diplomatic, comparative, global, and transnational history from Thucydides to recently influential attempts to interpret the evolution of the international system and international society. The underlying aim is to discuss which approaches have advanced our understanding of fundamental questions and problems in a field that in the eyes of some has become increasingly amorphous, and which trends may have had the opposite effect. On this basis, the seminar seeks to explore what are the new frontiers of scholarship. M 3:30–5:20

GLBL 902b, 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. (formerly INRL 650)

GLBL 903b/HIST 785b, The Making of a Connected World Patrick Cohrs

This course has two parts. The first explores a process that has transformed the modern world: globalization. The course analyzes its origins, distinctive stages, and the consequences of what it engendered—not only accelerating global interconnectedness but also, and crucially, different forms of regional and global interdependence. The focus is on the political, economic, and cultural forces that spurred, or impeded, what ultimately became an unstoppable historical development. Globalization’s dynamics are traced from the era of imperialist competition in the nineteenth century to the aftermath of the twentieth century’s global cold war. The course’s second part examines the history of attempts to establish more durable systems of regional and eventually global order, particularly after crises and wars that had worldwide repercussions. It highlights fundamental changes in the sphere of classic international politics; the growing importance of nongovernmental actors and transnational attempts to create a global community; and the relevance of supranational institutions and regimes of international law. It thus seeks to illuminate longer-term learning processes and to show which aspirations to meet the challenges of a connected world have decisively influenced the international (dis)order of the twenty-first century. M 3:30–5:20

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

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

GLBL 999a or b, Directed Reading

By arrangement with faculty.

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History

240 Hall of Graduate Studies, 203.432.1366

http://history.yale.edu

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

Chair

Naomi Lamoreaux

Director of Graduate Studies

Carolyn Dean (236 HGS, 203.432.1361)

Professors Jean-Christophe Agnew, Abbas Amanat, Ned Blackhawk, David Blight, Daniel Botsman (on leave [Sp]), Paul Bushkovitch, George Chauncey, Henry Cowles, Stephen Davis, Carolyn Dean, John Demos (Emeritus), Carlos Eire, Laura Engelstein, John Mack Faragher, Paul Freedman, Joanne Freeman, Reinaldo Funes (Visiting), John Gaddis, Beverly Gage, Glenda Gilmore, Bruce Gordon, Valerie Hansen, Robert Harms, Jonathan Holloway, Matthew Jacobson, Gilbert Joseph, Paul Kennedy, Benedict Kiernan, Jennifer Klein, Naomi Lamoreaux, Kathryn Lofton, Mary Lui, J.G. Manning, Ivan Marcus (on leave [Sp]), John Merriman, Joanne Meyerowitz (on leave), Alan Mikhail (on leave [Sp]), Peter Perdue, Steven Pincus, Stephen Pitti (on leave), Lamin Sanneh, Stuart Schwartz (on leave [Sp]), Frank Snowden (on leave [F]), Timothy Snyder, David Sorkin (on leave [F]), Harry Stout, Francesca Trivellato, John Harley Warner (on leave [Sp]), Anders Winroth (on leave [F]), Keith Wrightson (on leave [Sp])

Associate Professors Paola Bertucci (on leave), Patrick Cohrs, Fabian Drixler, Crystal Feimster (on leave), Daniel Magaziner, Naomi Rogers, Edward Rugemer (on leave [F]), Paul Sabin, Marci Shore, Eliyahu Stern (on leave)

Assistant Professors Jennifer Allen, Rosie Bsheer, Rohit De, Alejandra Dubcovsky-Joseph, Marcela Echeverri (on leave), Anne Eller (on leave), Denise Ho, Isaac Nakhimovsky, Joanna Radin, William Rankin, Julia Stephens, Jenifer Van Vleck

Lecturers* Adel Allouche, Annping Chin (Senior Lecturer), Becky Conekin (Senior Lecturer), Ivano Dal Prete, William Metcalf, Chitra Ramalingam, Stuart Semmel (Senior Lecturer)

*For a complete list of lecturers, see the undergraduate bulletin, Yale College Programs of Study.

Fields of Study

Fields include ancient, medieval, early modern, and modern Europe (including Britain, Russia, and Eastern Europe), United States, Latin America, East Asia, Southeast Asia, Middle East, Africa, Jewish history; and diplomatic, environmental, ethnic, intellectual, labor, military, political, religious, social, and women’s history, as well as the history of science and medicine (see the section in this bulletin on the History of Science and Medicine).

Special Admissions Requirements

The deadline for submission of the application for the History graduate program is December 15.

The department requires a short book review (maximum 1,000 words) to accompany the application. It should cover the book that has most shaped the applicant’s understanding of the kind of work he or she would like to do as a historian.

In addition, the department requires submission of an academic writing sample of not more than 25 pages, double spaced. Normally, the writing sample should be based on research in primary source materials.

Special Requirements for the Ph.D. Degree

Language Requirements

All students must pass examinations in at least one foreign language by the end of the first year. Students are urged to do everything in their power to acquire adequate linguistic training before they enter Yale and should at a minimum be prepared to be examined in at least one language upon arrival. Typical language requirements for major subfields are as follows:

African Either (1) French and German or Portuguese or Dutch-Afrikaans; or (2) French or German or Portuguese and Arabic; or (3) French or German or Portuguese or Dutch-Afrikaans and an African language approved by the director of graduate studies (DGS) and the faculty adviser.

American One language relevant to the student’s research interests.

Ancient French, German, Greek, and Latin.

Chinese Chinese and Japanese; additional languages like French, Russian, or German may be necessary for certain dissertation topics.

East European The language of the country of the student’s concentration plus two of the following: French, German, Russian, or an approved substitution.

Global/International Two languages to be determined by the DGS in consultation with the adviser.

Japanese Japanese and French or German; Chinese may be necessary for certain fields of Japanese history.

Jewish Modern Hebrew and German, and additional languages such as Latin, Arabic, Yiddish, Russian, or Polish, as required by the student’s areas of specialization.

Latin American Spanish, Portuguese, and French.

Medieval French, German, and Latin.

Middle East Arabic, Persian, or Turkish (or modern Hebrew, depending on area of research) and a major European research language (French, German, Russian, or an approved substitute).

Modern Western European (including British) French and German; substitutions are permitted with the approval of the DGS.

Russian Russian plus French or German with other languages as required.

Southeast Asian Choice of Dutch, French, Spanish, Portuguese, Chinese, Sanskrit, or Arabic, plus one or more Southeast Asian language (e.g., Bahasa Indonesian, Burmese, Khmer, Lao, Malay, Tagalog, Thai, Tetum, or Vietnamese). In certain cases, Ph.D. dissertation research on Southeast Asia may also require knowledge of a regional or local language, e.g., Balinese or Cham.

Foreign students whose native language is not English may receive permission during their first year to hand in some written work in their own language. Since, however, the dissertation must be in English, they are advised to bring their writing skills up to the necessary level at the earliest opportunity.

Additional Requirements

These new regulations will be observed by students admitted in 2013 and following years. Students admitted earlier may opt to observe either the new or the old regulations.

During the first year of study, students normally take six term courses, including Approaching History (HIST 500). During the second year of study, they may opt to take four to six term courses, with the approval of their adviser and the DGS. Students who plan to apply for outside grants at the beginning of their third year are recommended to take the Prospectus Tutorial (HIST 995) during their second year, and it is required for students in European history. The tutorial should result in a full draft of the dissertation prospectus. The ten courses taken during the first two years should normally include at least six chosen from those offered by the department. Students must achieve Honors in at least two courses in the first year, and Honors in at least four courses by the end of the second year, with a High Pass average overall. Courses graded in the Satisfactory/Unsatisfactory mode count toward the course work requirement but do not count toward the Honors requirement.

Two of the ten courses must be research seminars in which the student produces an original research paper from primary sources. The Prospectus Tutorial does not count as a research seminar. All graduate students, regardless of field, will be required to take two seminar courses in a time period other than their period of specialty.

Students in their second year should choose their courses so that at least one course will prepare them for a comprehensive examination field in their third year. Some fields offer reading seminars specifically designed to help prepare students for examination; others encourage students to sign up for examination tutorials (HIST 994) with one of their examiners.

By the end of their fifth term, at the latest, students are expected to take comprehensive examinations. Students will have a choice of selecting three or four fields of concentration: a major field and either two or three minor fields. The examination must contain one minor field that deals 50 percent or more with the historiography of a region of the world other than the area of the student’s major field. The examination will have a written component that will be completed before the oral component. For their major field, students will write a historiographical essay of maximum 8,000 words. For each of the minor fields, the student will prepare a syllabus for an undergraduate lecture class in the field. All of these are to be written over the course of the examination preparation process and will be due on a definite, uniform date toward the end of the students’ fifth term, typically on the Friday before Thanksgiving break (or on a corresponding date in the spring term). The oral examination examines the students on their fields and will, additionally, include discussion of the materials produced for the written component of the examination. If the student selects the four-field option, the major field will be examined for thirty minutes. If the student selects the three-field option, the major field will be examined for sixty minutes and each minor field for thirty minutes.

By the end of their sixth term, at the latest, students are expected to hold a prospectus colloquium, but those who took the Prospectus tutorial (HIST 995) during their second year are encouraged to hold the colloquium at the beginning of their third year. The prospectus colloquium offers students an opportunity to discuss the dissertation prospectus with their dissertation committee in order to gain the committee’s advice on the research and writing of the dissertation and its approval for the project. The dissertation prospectus provides the basis of grant proposals.

Completion of ten term courses (including HIST 500), the language requirements of the relevant field, the comprehensive examinations, and the prospectus colloquium will qualify a student for admission to candidacy for the Ph.D., which must take place by the end of the third year of study.

It is also possible for students who have completed extensive graduate work prior to entering the Yale Ph.D. program to complete course work sooner. Students may petition for course waivers based on previous graduate work (up to three term courses) only after successful completion of the first year.

Students normally serve as teaching fellows during four terms to acquire professional training. Ordinarily students would be expected to teach in their third and fourth years, but with the approval of the DGS and their adviser, students may teach in the second year in areas of particular value to their professional development, or if they have received course waivers and completed course work early. During their first term of teaching, students must attend training sessions run by the Graduate Teaching Center. Students may teach, normally in their fourth term of teaching, as seminar fellows, teaching an undergraduate seminar in conjunction with a faculty member, if such positions are available.

By the end of their ninth term, students are required to submit a chapter of their dissertation to the dissertation committee. This chapter will then be discussed with the student by the committee, in a chapter conference, to give the student additional advice and counsel on the progress of the dissertation. This conference is designed to be an extension of the conversation begun in the prospectus colloquium and is not intended as a defense: its aim is to give students early feedback on the research, argument, and style of the first writing accomplished on the dissertation. No less than one month before students plan to submit their dissertations, a relatively polished full draft of the dissertation should be discussed with the student by the dissertation committee, in a dissertation defense of one to two hours, to give the students additional advice and counsel on completing the dissertation or on turning it into a book, as appropriate. Students are required to submit the draft to their committee in sufficient time for the committee to be able to read it. This defense is designed to give students advice on the overall arguments and the final shape of the dissertation or book, and to leave time for adjustments coming out of the discussion.

The fellowship package offered to Ph.D. students normally includes two terms of the University Dissertation Fellowship (UDF), which finances a full year of research and writing without any teaching duties. Students may choose to take the UDF at any point after they have advanced to candidacy and before the end of their sixth year. They may choose to take the UDF in consecutive terms or in two separate terms. They should apply for the fellowship in the term prior to that in which they wish to receive it. Students may not serve as teaching fellows when they are on the UDF. The department strongly recommends that students apply for a UDF only after completing the first chapter conference and that they have drafted at least two chapters before starting the fellowship.

Students who have not submitted the dissertation by the end of the sixth year need not register in order to submit. If, however, students wish to register for a seventh year for good academic reason, they may petition the Graduate School for extended registration. The petition, delivered through the History DGS, will explain the academic reasons for the request. Only students who have completed the first chapter conference will be considered for extended registration.

Combined Ph.D. Programs

History and African American Studies

The Department of History also offers, in conjunction with the Department of African American Studies, a combined Ph.D. in History and African American Studies. For further details, see African American Studies.

History and Renaissance Studies

The Department of History also offers, in conjunction with the Renaissance Studies Program, a combined Ph.D. in History and Renaissance Studies. For further details, see Renaissance Studies.

Master’s Degrees

M.Phil. Students who have completed all requirements for admission to candidacy for the Ph.D. may receive the M.Phil. degree. Additionally, students in History are eligible to pursue a supplemental M.Phil. degree in Medieval Studies. For further details, see Medieval Studies.

M.A. (en route to the Ph.D.) Students enrolled in the Ph.D. program may qualify for the M.A. degree upon completion of a minimum of seven graduate term courses at Yale, of which two must have earned Honors grades and the other five courses must average High Pass overall. Students must also pass an examination in one foreign language. A student in the American Studies program who wishes to obtain an M.A. in History, rather than an M.A. in American Studies, must include in the courses completed at least two research seminars in the History department.

Terminal Master’s Degree Program For this terminal master’s degree, students must pass seven term courses, four of which must be in History; substantial written work must be submitted in conjunction with at least two of these courses, and Honors grades are expected in two courses, with a High Pass average overall. All students in this program must pass an examination in one foreign language. Financial aid is not available for this program.

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

Courses

HIST 500a, Approaching History: Problems, Methods, and Theory  Daniel Botsman, Jennifer Klein

An introduction to the professional study of history, which offers new doctoral students an opportunity to explore (and learn from each other about) the diversity of the field, while also addressing issues of shared concern and importance for the future of the discipline. By the end of the term participants have been exposed to some of the key methodological and theoretical approaches historians have developed for studying different time periods, places, and aspects of the human past. Required of all first-year doctoral students. T 9:25–11:15

HIST 502b/ANTH 741b/ARCG 741b/CLSS 841b/NELC 841b, Frontier and Province in the Premodern World Andrew Johnston, William Honeychurch

From Achaemenid India or Han China to Roman Gaul and Egypt to Iraqi Kurdistan, the province and its organizational equivalents (e.g., nomes in Egypt, commanderies in China) have long constituted one of the fundamental building blocks of states, ancient and modern, and a fascinatingly complex site of cultural and political negotiation in imperial encounters. The aim of this year’s core seminar is to explore social equilibria between governance and the governed in the premodern world, via the interaction—religious, artistic, linguistic, administrative, economic—between local units and large imperial frameworks. As an object of comparative study, the province, representing the intersection of imperial power and local communities, allows us to combine “top-down” and “bottom-up” approaches to the ancient world, to investigate some of the key practices and discourses of empire while attempting to recover the agency and voices of subaltern provincial actors. It offers as well a chance to reconsider the “center-periphery” paradigm taken over from world-systems theory, and to propose new models for understanding the complex relationships between an imperial “center” and the governance of territories. This interdisciplinary seminar examines a wide range of aspects of the province as a transhistorical phenomenon—law, economy, art, literature, religion, monumentality, urbanism, and politics—across the ancient Mediterranean world and beyond, making use of the unique resources and collections at Yale, especially the Art Gallery and Beinecke Library.

HIST 505b/CLSS 853b, Hellenistic Civilization J.G. Manning

Survey of trends and recent developments and research in Hellenistic history; connections to other historical periods. F 1:30–3:20

HIST 536a, Cartularies, Charters, and Archives Paul Freedman

A survey of medieval documents and their preservation. Looks at routine documents including sales, wills, leases, loans, and other records illustrative of social history. Also church privileges, immunities, litigation, and other ecclesiastical documentation. We look at original records in the Beinecke Library and published cartularies (collections of documents put together in order to register, organize, and defend property and rights). The different kinds of archives, their organization, and their accessibility are also discussed. T 1:30–3:20

HIST 542b/MDVL 555b, 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 on learning the technical skills necessary. Prerequisite: facility with Latin or another relevant medieval language. M 9:25–11:15

HIST 563a/CPLT 812a/ITAL 600a/RNST 500a, The Renaissance in Italy  David Quint

An introduction to the Renaissance in Italy, focused on reading and analyzing key texts. TH 9:25–11:15

HIST 564b/RNST 500b, Introduction to Renaissance Studies Carlos Eire

An introduction to the Renaissance beyond Italy, focused on reading and analyzing key texts. W 3:30–5:20

HIST 579a/RLST 679a, Popular Religion in Europe, 1300–1700 Carlos Eire

Readings and discussion in recent scholarship on the history of religion in the Christian West in the late medieval and early modern periods. TH 3:30–5:20

HIST 582a/AMST 705a/RLST 705a, Readings in Religion in American Society, 1600–2015 Kathryn Lofton, Harry Stout

This seminar explores intersections of religion and society in American history from the colonial period to the present as well as methodological problems important to their study. T 3:30–5:20

HIST 585bU/RLST 694bU, Enlightenment and Religion David Sorkin

This course explores the relationship between the Enlightenment and religion. We probe two related issues. First, how did the philosophes view religion? We then ask the less conventional question of the uses theologians or clergy made of the Enlightenment. The course crosses national borders (England, France, German states, and Habsburg empire) and confessional boundaries (Protestantism, Catholicism, Judaism). Our focus is Western and Central Europe. W 3:30–5:20

HIST 595b/JDST 844b/RLST 692b, Introduction to Modern Jewish History: History and Historiography David Sorkin

This course introduces students to European Jewish history since approximately 1648. It teaches the major historiographical traditions as well as the major themes of European Jewish history. Its audience is students specializing in Jewish history but also other historians who wish to add an understanding of Jewish history to their understanding of Europe. M 3:30–5:20

HIST 596aU/JDST 761aU/RLST 773aU, Jewish History and Thought to Early Modern Times Ivan Marcus

A broad introduction to the history of the Jews from biblical beginnings until the European Reformation and the Ottoman Empire. Focus on the formative period of classical rabbinic Judaism and on the symbiotic relationships among Jews, Christians, and Muslims. Jewish society and culture in its biblical, rabbinic, and medieval settings. TTH 11:35–12:50

HIST 601a/JDST 790a/RLST 776a, Jewish History, Thought, and Narratives in Medieval Societies Ivan Marcus

Research seminar that focuses on the two medieval Jewish subcultures of Ashkenaz (northern Christian Europe) and Sefarad (mainly Muslim and Christian Spain). TH 9:25–11:15

HIST 617b, 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. It emphasizes methodological as well as substantive questions. The course is appropriate for historians of any period or area, as well as for graduate students in related disciplines. T 9:25–11:15

HIST 628a, Microhistories Keith Wrightson

A research seminar. The first weeks are devoted to reading and discussing a number of outstanding microhistorical studies of individuals, families, communities, incidents, and processes, principally (though not exclusively) drawn from the literature on the early modern period. Particular attention is paid to questions of sources and their use. Thereafter members of the class undertake individual microhistorical studies on subjects of their choice and present work-in-progress papers to the seminar. TH 9:25–11:15

HIST 631a, Micro/Macro: Perspectives from Early Modern Europe  Francesca Trivellato

How do changes in the temporal and geographical scale of analysis affect the sources, methods, and interpretations of historians’ work? Are microhistory and global history compatible? Whom do we gain or lose from adopting a comparative perspective or from writing connected histories? Influential studies of early modern Europe and the world, 1500–1800, allow us to probe these methodological questions of large import for all historians. Topics include environmental history, popular culture, state building, China and Europe, as well as a host of theoretical interventions. T 5:30–7:20

HIST 632b, Readings in Late Medieval and Early Modern Italy Francesca Trivellato

Classic and recent works in the history of the Italian peninsula (ca. 1200–1600). Topics include the rise of communes and state building, family and gender, business and trade, conflicts and exchanges with the Ottoman Empire. The class has two primary goals: to reflect on the changes in focus and approach among historians of the Italian peninsula over the past half century and, for those students who have reading knowledge of Italian, to reflect on the convergences and differences between scholars writing in English and those writing in Italian. Knowledge of Italian is helpful but not required. T 5:30–7:20

HIST 641a, British and Iberian Atlantic Steven Pincus, Stuart Schwartz

This reading 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 649a, Emergence of Modern Paris John Merriman

This reading and discussion course emphasizes the evolution of modern Paris since the late Ancien Régime to the present. Salient themes include the concomitants of population increase; the emerging social geography of nineteenth-century Paris, center and periphery; radical political challenges; the literature and painting of changing Parisian life; migration and mobility; Paris during the World Wars; and urban form and planning. A knowledge of French is helpful but not absolutely necessary. M 1:30–3:20

HIST 664b, Historiography of Modern Germany Jennifer Allen

This reading seminar surveys major themes in German history since unification. Through readings of both classic and recent research, students familiarize themselves with key debates that have shaped historical understanding of modern Germany. W 9:25–11:15

HIST 667a/WGSS 667a, History of Sexuality in Modern Europe Carolyn Dean

This reading class provides an introduction to the various lines of inquiry informing the history of sexuality. The course asks how historians and others constitute sexuality as an object of inquiry and addresses different arguments about the evolution of sexuality in Europe, including the relationship between sexuality and the state and sexuality and gender. T 1:30–3:20

HIST 683b, Global History of Eastern Europe Timothy Snyder

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

HIST 687a, Russia, the USSR, and the World, 1855–1945 Paul Bushkovitch

Political and economic relations of Russia/Soviet Union with Europe, the United States, and Asia from tsarism to socialism. W 1:30–3:20

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

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

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

This course is designed as an introduction to the historiography of early America from about 1500 to the American Revolution. It provides an overview of critical debates within the field and acquaints students with some of the most influential works of both recent and “classic” historians. T 1:30–3:20

HIST 724b/AMST 767b, 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

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

A 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. W 3:30–5:20

HIST 734b/AMST 780b, Class and Capitalism in Twentieth-Century United States  Jennifer Klein

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

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

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

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

Readings 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

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

This sampling of U.S. cultural history from the early national period to the present is designed to unfold on two distinct planes. The first is a rendering of U.S. culture itself—a survey, however imperfect, of the major currents, themes, and textures of U.S. culture over time, including its contested ideologies of race and gender, its organization of productivity and pleasure, its media and culture industries, its modes of creating and disseminating “information” and “knowledge,” its resilient subcultures, and its reigning nationalist iconographies and narratives. The second is a sampling of scholarly methods and approaches, a meta-history of “the culture concept” as it has informed historical scholarship in the past few decades. The cultural turn in historiography since the 1980s has resulted in a dramatic reordering of “legitimate” scholarly topics, and hence a markedly different scholarly landscape, including some works that seek to narrate the history of the culture in its own right (Kasson’s history of the amusement park, for instance), and others that resort to cultural forms and artifacts to answer questions regarding politics, nationalism, and power relations (Melani McAlister’s Epic Encounters). In addition to providing a background in U.S. culture, then, this seminar seeks to trace these developments within the discipline, to understand their basis, to sample the means and methods of “the cultural turn,” and to assess the strengths and shortcomings of culture-based historiography as it is now constituted. T 1:30–3:20

HIST 748a, American Conservatism in the Twentieth Century Beverly Gage

An examination of historical and historiographical problems in the study of American conservatism. Topics include electoral and institutional politics, social movements, business and labor, mass politics, free-market ideology, neoconservatism, anticommunism, and the Christian right. TH 3:30–5:20

HIST 750a/AFAM 802a/AMST 804a, Readings in African American History since 1865 Glenda Gilmore

Students read major secondary works alongside key primary sources on African American history from 1865 to the present. The course covers Reconstruction; the Jim Crow era; the Long Civil Rights Movement, including its classical phase; African American transnationalism; and urban, political, and labor history from the African American perspective. The course emphasizes gender and racial formation. Students read thematically within the course, make class presentations, and write a historiographical paper. W 1:30–3:20

HIST 755a/AMST 777a, Research on the United States and the World  Jenifer Van Vleck

This research seminar is designed to enable students to produce an original, article-length paper based on primary research. Questions considered include: What does it mean to work across geographical borders (or, indeed, disciplinary borders), conceptually and methodologically? Why might an international/transnational perspective enrich our understanding of U.S. history? How can we historicize the relationship between “domestic” U.S. history and the history of U.S. foreign relations? During the first four weeks of class, we read recent historiography on the United States’ role in the world. Remaining weeks are devoted to a series of writing workshops, in which students share and discuss their work at various stages of the research and writing process. We also discuss practical strategies for publishing articles in academic journals, using seminar papers to advance work on the dissertation, and finding archival collections and sources at Yale that are relevant to the United States’ international history. W 3:30–5:20

HIST 761b/LAW 21063, American Legal History Claire Priest

This course examines the foundations of the American legal, political, and economic order from the colonial period through the early twentieth century. We analyze the emergence of American property law, slavery, women’s legal history, intellectual property, and corporate law as well as federalism, the Constitution, and judicial review. The course readings consist of contemporary sources, recently published works, and classics in the field. Self-scheduled examination or paper option. Follows Law School academic calendar. TTH 2:10–3:30

HIST 769aU/AMST 686aU, Introduction to Documentary Studies  Matthew Jacobson

This mixed graduate/undergraduate seminar surveys documentary work in three media—film, photography, and sound—since the 1930s, focusing on the documentary both as a cultural form with a history of its own and as a parcel of skill sets and storytelling and production practices to be studied and mastered. Readings and discussions cover important scholarly approaches to documentary as a genre, as well as close readings of documentaries themselves and practitioners’ guides to various aspects of documentary work. Topics include major trends in documentary practice across the three media, documentary ethics, aesthetics and truth-claims, documentary’s relationship to the scholarly disciplines and to journalism, and documentary work as political activism. Class meetings include screenings/viewings/soundings of documentary works, and practitioners’ panels and workshops with Yale documentarians (including Charles Musser, Zareena Grewal, Elihu Rubin, Gretchen Berland, and Laura Wexler) and local New Haven documentarians such as Jake Halpern (Yale ’97, This American Life). Students’ final projects may take the form of a traditional scholarly paper on some aspect of documentary history or a particular documentary producer, or an actual piece of documentary work—a film treatment, a brief video, a set of photographs, a sound documentary, or script. MW 2:30–3:45

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

Selected topics in the history of sexuality, especially the emergence of the category of “sexuality” itself and how it has been articulated with hierarchies of gender, race, class, age, nation, and empire. The course also considers sexuality as a source of public and personal identity; a component of social organization and subcultural social life; an object of scientific study, government management, and legal regulation; and a site of political and cultural conflict. W 1:30–3:20

HIST 785b/GLBL 903b, The Making of a Connected World Patrick Cohrs

This course has two parts. The first explores a process that has transformed the modern world: globalization. The course analyzes its origins, distinctive stages, and the consequences of what it engendered—not only accelerating global interconnectedness but also, and crucially, different forms of regional and global interdependence. The focus is on the political, economic, and cultural forces that spurred, or impeded, what ultimately became an unstoppable historical development. Globalization’s dynamics are traced from the era of imperialist competition in the nineteenth century to the aftermath of the twentieth century’s global cold war. The course’s second part examines the history of attempts to establish more durable systems of regional and eventually global order, particularly after crises and wars that had worldwide repercussions. It highlights fundamental changes in the sphere of classic international politics; the growing importance of nongovernmental actors and transnational attempts to create a global community; and the relevance of supranational institutions and regimes of international law. It thus seeks to illuminate longer-term learning processes and show which aspirations to meet the challenges of a connected world have decisively influenced the international (dis)order of the twenty-first century. M 3:30–5:20

HIST 787a/GLBL 887a, Classic and New Approaches to International History  Patrick Cohrs

This reading seminar appraises both classic and new approaches to international history. It focuses on a close reading of influential contributions to the methodology and writing of international, diplomatic, comparative, global, and transnational history from Thucydides to recently influential attempts to interpret the evolution of the international system and international society. The underlying aim is to discuss which approaches have advanced our understanding of fundamental questions and problems in a field that in the eyes of some has become increasingly amorphous, and which trends may have had the opposite effect. On this basis, the seminar seeks to explore what are the new frontiers of scholarship. M 3:30–5:20

HIST 788a/AMST 782a/E&RS 648a/GLBL 811a, 1968: Social Movements in Comparative Perspective and Their Legacies Becky Conekin

In this seminar we explore post-WWII social movements and their legacies primarily across Western and Eastern Europe, North America, and Mexico. Analysis of other countries or regions in class discussions and final research papers is encouraged, based on student interest. 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 addition, 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 look at the social movements that developed out of the 1960s, such as second-wave feminism and gay and lesbian rights. This course offers students historical insights into the civil rights and student movements of the turbulent sixties that will shed light on current youth organizing and protest around the world. W 1:30–3:20

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

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

HIST 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 822a, Environmental History of the Caribbean Reinaldo Funes

An environmental history of the Caribbean since European arrival, presenting a regional perspective from an ecological perspective that rejects the current vision of political, social, and cultural fragmentation. Emphasis on tropical ecology, plantation systems, and the ecological implications of U.S. economic and political interest in the region. T 3:30–5:20

HIST 833b/AFST 833b, Agrarian History of Africa Robert Harms

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

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

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

HIST 838a/AFST 838a, Ideology in African History Daniel Magaziner

This course in African intellectual history considers ways that various African peoples have made sense of their world, in ways both conscious and unconscious, ascribed and articulated, successful and failed, and how historians have developed interpretations of the continent’s intellectual history. Topics to be considered include political theory, health and healing regimes, rainmaking, nationalism, Marxism, Christianity, Islam, and prophetic movements. Students work on a historiographical essay and facilitate discussion. Readings include monographs, novels, and other media. TH 3:30–5:20

HIST 848b, Urban Places, Contested Spaces: Cities of the Middle East  Rosie Bsheer

This seminar examines how cities have been planned and inhabited, stratified and resisted, destroyed and reimagined. We aim to better understand how urban environments are defined by the populations that inhabit them, move through them, and depart them. Conversely, we examine how space influences identity politics, nation and state building, social life and cultural production. This course explores how identity and urban space functioned symbiotically from the nineteenth to the twenty-first century, a period of rapidly increasing global contact, colonial expansion and studies, urban studies, and architecture. A significant proportion of the material is on the Middle East and North Africa, but the readings draw on several Asian and Western cities. TH 3:30–5:20

HIST 860a/NELC 830a, From Medina to Constantinople: The Middle East from 600 to 1517 Adel Allouche

The seminar discusses the religious and political events that shaped the Middle East from the rise of Islam to the Ottoman conquest of Egypt. It encompasses Arab lands, Iran, and Turkey. TH 1:30–3:20

HIST 863a, Narratives of Modern Iran Abbas Amanat

Close reading, content analysis, and contextual study of modern Persian historical narratives, autobiographies, reform literature, memoirs, travel accounts, and selective documents as well as major studies on the themes of power, morality and violence, Islam and politics, modernity, and contested identities. W 3:30–5:20

HIST 869b, Issues in Tang, Song, and Yuan Dynasties Valerie Hansen

A survey of the historical genres of premodern China: the dynastic histories, other chronicles, gazetteers, literati notes, and Buddhist and Daoist canons. How to determine what different information these sources contain for research topics in different fields. Prerequisite: at least one term of classical Chinese. M 1:30–3:20

HIST 871a/EAST 571a, The History of the People’s Republic of China Denise Ho

This is a reading seminar that examines recent English-language scholarship on the People’s Republic of China, focusing on the Mao period (1949–76). Considering the question of the PRC as history, the seminar compares present-day scholarship to earlier social science research and discusses the questions being asked and answered by historians today. Reading knowledge of Chinese is not required; open to undergraduates with permission of the instructor. M 1:30–3:20

HIST 874b, East Asian Studies Research Seminar Peter Perdue

This course focuses on developing skills needed for academic writing in East Asian studies, including preparation of thesis prospectuses, research papers, and grant proposals. We begin with discussions of recent trends in the East Asian modern history and literature fields, and of academic writing styles. Students then draft projects for presentation to the class. Prerequisite: knowledge of modern Chinese or Japanese; open to undergraduate majors in East Asian Studies with permission of the instructor. TH 3:30–5:20

HIST 877b, Readings in Modern Chinese History Peter Perdue

In this course we read and discuss recent English-language monographs on modern Chinese history. The primary focus is topics that span the Qing to twentieth century and contain international, transnational, and comparative implications. No knowledge of Chinese required; open to undergraduates with permission of the instructor. W 1:30–3:20

HIST 878b, Readings in Japanese History to 1900 Fabian Drixler

A critical introduction to debates in the history of Japan up to about 1900, with particular emphasis on the Tokugawa and Meiji periods but some coverage of earlier times as well. This year’s seminar focuses particularly on debates in social, economic, and environmental history. Readings are in English but, depending on student interest, supplemental materials may also be assigned in Japanese. W 3:30–5:20

HIST 885a, Readings in the History of Nineteenth-Century Japan Daniel Botsman

An overview of the historiography of the Tokugawa-Meiji transition and the beginnings of Japan’s emergence as a modern world power. May include readings in Japanese as well as English. W 1:30–3:20

HIST 891a/EALL 772a, Readings in the Intellectual History and Political Thought of the Qing Dynasty Annping Chin

The course focuses on the historical and political writings in China’s last dynasty. The readings include the works of reformers, intellectual historians, and political theorists, from the beginning of the Qing (Huang Zongxi and Gu Yanwu), through the middle period (Dai Zhen and Zhang Xuecheng), to its conclusion (Wei Yuan, Yan Fu, Kang Youwei, and Liang Qichao). Readings in Chinese and English. M 3:30–5:20

HIST 895b, Twentieth-Century Vietnam Benedict Kiernan

French colonial rule, cultural change, Japanese occupation, and the origins, course, and aftermath of the Vietnamese-American conflict. War and society from the formation of a modern national identity to the rise of communism, the resurgence of Buddhism, independence and division, the U.S. intervention, escalation and defeat, the postwar Cambodian conflict and the 1979 Chinese invasion, regional integration, and economic reform. Readings, discussion, and research. W 3:30–5:20

HIST 896b/SAST 820b, Readings in South Asia: Across the Disciplines Rohit De, Julia Stephens

Since the emergence of subaltern studies in the 1980s, South Asian historiography has been dominated by debates over the methods and theory that have come to influence the broader discipline of history. The seminar introduces participants to the major debates in South Asian studies through reading the original texts alongside newer scholarship addressing the themes of bureaucracy, secularism, visual media, political economy, and the environment. M 7–8:50

HIST 911aU/HSHM 680aU, History of Chinese Science William Summers

Major themes in Chinese scientific thinking from antiquity to the twentieth century. Non-Western concepts of nature and the development of science in China; East-West scientific exchanges; and China’s role in modern science. W 7–8:50

HIST 913b/HSHM 713b, Geography and History William Rankin

A research seminar focused on methodological questions of geography and geographic analysis in historical scholarship. We consider approaches ranging from the Annales School of the early twentieth century to contemporary research in environmental history, history of science, urban history, and more. We also explore interdisciplinary work in social theory, historical geography, and anthropology and grapple with the promise (and drawbacks) of GIS. Students may write their research papers on any time period or geographic region, and no previous experience with geography or GIS is necessary. Open to undergraduates with permission of the instructor. TH 1:30–3:20

HIST 921a/HSHM 710a, Problems in Science Studies Joanna Radin

Exploration of the methods and debates in the social studies of science, technology, and medicine. This course covers the history of the field and its current intellectual, social, and political positioning. It provides critical tools—including feminist, postcolonial, and new materialist perspectives—to address the relationships among science, technology, medicine, and society. M 1:30–3:20

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

HIST 931b/HSHM 702b, Problems in the History of Science Henry Cowles

Survey of classic and recent work in the history of science, broadly conceived. Topics include physical, life, and human sciences; role of technology and instruments; relationship between theory and practice; and interactions with society, politics, and capitalism. Focus on mastering debates in history of science, with connections to philosophy, anthropology, and literary studies. W 9:25–11:15

HIST 943b/HSHM 736b/WGSS 730b, Health Politics, Body Politics Naomi Rogers

A reading seminar on struggles to control, pathologize, and normalize human bodies, with a particular focus on science, medicine, and the state, both in North America and in a broader global health context. Topics include disease, race, and politics; repression and regulation of birth control; the politics of adoption; domestic and global population control; feminist health movements; and the pathologizing and identity politics of disabled people. W 1:30–3:20

HIST 949aU/HSHM 656aU, Photography and the Sciences Chitra Ramalingam

Does photography belong in the history of art, or does its status as an “automatic” or “scientific” recording technique and its many uses in the sciences distinguish its history from that of earlier visual media? How does photography look when we approach it from the cultural history of science? How might its role in the sciences have shaped photographic aesthetics in the arts? This course examines the making of photography’s discursive identity as an experimental and evidentiary medium in the sciences, from its announcement to the public in 1839 to the digital innovations of the present day. We take a historical and archival perspective on uses for (and debates over) photography in different fields of the natural and human sciences, grounded in visits to photographic collections at Yale. TH 1:30–3:20

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

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

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

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

HIST 967a, Intellectual History as Storytelling Marci Shore

This seminar explores the discipline of intellectual history from the perspective of the historian’s role as author of that history. Topics include the challenges of working with highly personal and subjective sources; the moral dilemmas of relativism; and the relationship between voyeurism and empathy. How do historians relate to novelists grappling with similar material? How can we “employ” and narrate the history of ideas? How can we write nonfiction about people whose worldviews involved elaborate fantasies about the past, present, and future? How can we situate abstract ideas in the concrete times, places, and lives? The relationship between lunacy and genius is often very close; we discuss how historians can approach morally ambiguous historical protagonists be they communist poets, surrealist novelists, fascist philosophers, or others. M 1:30–3:20

HIST 970b/PLSC 640b, Advanced Topics in Modern Political Philosophy  Karuna Mantena, Isaac Nakhimovsky

This seminar is designed to survey modern political philosophy at a level appropriate for graduate students (to help them prepare for the field exam) and for advanced undergraduates who have completed substantial course work in intellectual history and/or political theory. This term, the seminar addresses the topic of democracy and inequality from Rousseau to Marx. We pursue the politics of classical political economy by tracing discussions of the identity of the modern representative republic, the nature of capitalism or commercial society, and the relation between the two from Rousseau to Marx. While the main focus is close analysis of the writings of Rousseau, Smith, and Marx, we also mark the trajectory from Smith to Marx via readings from Kant, Hegel, Condorcet, Malthus, Ricardo, and Proudhon. T 1:30–3:20

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

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

HIST 985b/MGT 984b, Studies in Grand Strategies, Part I Elizabeth Bradley, John Gaddis, Charles Hill

This two-term course begins in January with readings in classical works from Sun Tzu to Clausewitz to Kissinger. Students identify principles of strategy and examine the extent to which these were or were not applied in historical case studies from the Peloponnesian War to the post-Cold War period. During the summer students undertake research projects or internships designed to apply resulting insights to the detailed analysis of a particular strategic problem or aspect of strategy. Written reports are presented and critically examined early in the fall term. Students must take both terms, fulfill the summer research/internship, and attend additional lectures to be scheduled throughout the spring and fall terms. Admission is by competitive application only; deadline is early November. Please visit http://iss.yale.edu/programs/grand-strategy for application information. M 3:30–5:20

HIST 985a/MGT 984a, Studies in Grand Strategies, Part II Elizabeth Bradley, John Gaddis, Charles Hill

Part II of the two-term linked seminar offered during the calendar year 2015. Research seminar. M 3:30–5:20

HIST 994a/b, Oral Exam Tutorial

Graded Satisfactory/Unsatisfactory.

HIST 995a/b, Prospectus Tutorial

Graded Satisfactory/Unsatisfactory.

HIST 998a/b, Directed Readings

Offered by permission of the instructor and DGS to meet special requirements not covered by regular courses. Graded Satisfactory/Unsatisfactory.

HIST 999a/b, Directed Research

Offered by arrangement with the instructor and permission of DGS to meet special requirements.

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History of Art

Loria Center, Rm. 252, 203.432.2668

http://arthistory.yale.edu

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

Chair

Tim Barringer (Loria 657, 203.432.8162, timothy.barringer@yale.edu)

Director of Graduate Studies

Jacqueline Jung (Loria 553, 203.432.2684, jacqueline.jung@yale.edu)

Professors Brian Allen (Adjunct), Carol Armstrong, Tim Barringer, Edward Cooke, Jr., Diana Kleiner (on leave [Sp]), Kobena Mercer, Amy Meyers (Adjunct), Mary Miller, Robert Nelson (on leave), Jock Reynolds (Adjunct), Vincent Scully (Emeritus), Robert Thompson (Emeritus), Mimi Hall Yiengpruksawan

Associate Professors Milette Gaifman, Jacqueline Jung, Kishwar Rizvi

Assistant Professors Craig Buckley, J.D. Connor, Erica James, Youn-mi Kim, Jennifer Raab, Tamara Sears, Sebastian Zeidler

Lecturers Mia Genoni, John Gordon, David Sensabaugh

Fields of Study

Fields include Greek and Roman; Medieval and Byzantine; Renaissance; Early Modern; eighteenth-, nineteenth-, and twentieth-century European; Modern Architecture; African; African American; American; American Decorative Arts; British; Pre-Columbian; Islamic; Chinese; Japanese; South Asian; and Film.

Special Requirements for the Ph.D. Degree

Students in the history of Western art must pass examinations in German and one other language pertinent to their field of study. One examination must be passed during the first year of study, the other not later than the beginning of the third term. Students of non-Western art must qualify in two languages selected by agreement with the adviser and the director of graduate studies (DGS). They have an extra year in which to do so. During the first two years of study, students normally take twelve term courses. Normally in March of the second year, students submit a qualifying paper that should demonstrate the candidate’s ability successfully to complete a Ph.D. dissertation in art history. During the fall term of the third year, students are expected to take the qualifying examination. Candidates must demonstrate knowledge of their field and related areas, as well as a good grounding in method and bibliography. By the end of the second term of the third year, students are expected to have established a dissertation topic. A prospectus outlining the topic must be approved by a committee at a colloquium by the end of the third year. Students are admitted to candidacy for the Ph.D. upon completion of all predissertation requirements, including the prospectus and qualifying examination. Admission to candidacy must take place by the end of the third year.

The faculty considers teaching to be an important part of the professional preparation of graduate students. Students are required to do four terms of teaching. This requirement is fulfilled in the second and third years. Students may also serve as a graduate research assistant at either the Yale University Art Gallery or the Yale Center for British Art. This can be accepted in lieu of one or two terms of teaching, but students may accept a graduate research assistant position at any time after the end of their first year. Application for these R.A. positions is competitive.

Combined Ph.D. Programs

History of Art and African American Studies

The Department of the History of Art offers, in conjunction with the Department of African American Studies, a combined Ph.D. in History of Art and African American Studies. Students in the combined-degree program must take five courses in African American Studies as part of the required twelve courses and are subject to the language requirement for the Ph.D. in History of Art. The dissertation prospectus and the dissertation itself must be approved by both History of Art and African American Studies. For further details, see African American Studies.

History of Art and Film and Media Studies

The Department of the History of Art offers, in conjunction with the Film and Media Studies Program, a combined Ph.D. in the History of Art and Film and Media Studies. Students are required to meet all departmental requirements, but many courses may count toward completing both degrees at the discretion of the directors of graduate studies in History of Art and Film and Media Studies. For further details, see Film and Media Studies.

History of Art and Renaissance Studies

The Department of the History of Art offers, in conjunction with the Renaissance Studies Program, a combined Ph.D. in the History of Art and Renaissance Studies. For further details, see Renaissance Studies.

The Center for the Study of American Art and Material Culture

The Center for the Study of American Art and Material Culture provides a programmatic link among the Yale faculty, museum professionals, and graduate students who maintain a scholarly interest in the study, analysis, and interpretation of American art and material culture. It brings together colleagues from a variety of disciplines—from History of Art and American Studies to Anthropology, Archaeological Studies, and Geology and Geophysics—and from some of Yale’s remarkable museum collections, from the Art Gallery and Peabody Museum to Beinecke Library. Center activities will focus upon one particular theme each year and will include hosting one or more visiting American Art and Material Culture Fellows to teach a course each term and interact with Yale colleagues; weekly lunch meetings in which a member makes a short presentation centered on an artifact or group of artifacts followed by lively discussion about methodology, interpretation, and context; and an annual three-day Yale-Smithsonian Seminar on Material Culture.

Master’s Degrees

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

M.A. (en route to the Ph.D.) This degree is awarded after the satisfactory completion of eight term courses and after evidence of proficiency in one required foreign language.

Program materials are available upon request to the Director of Graduate Studies, Department of the History of Art, Yale University, PO Box 208272, New Haven CT 06520-8272.

Courses

HSAR 500a, Methods in Art History

This seminar is designed to introduce students to a range of art historical methods past and present: a variety of formalisms, connoisseurship, different kinds of iconography, the social history of art, psychoanalysis, and a number of other approaches that are sometimes referred to as visual culture. Readings include classic texts by Riegl, Wölfflin, Panofsky, and Warburg, and more recent approaches by Alpers, Clark, and Crary, among others. TH 3:30–5:20

HSAR 512a or b, Directed Research

By arrangement with faculty.

HSAR 544b/CLSS 867b, In Search of the Ancient Artist Milette Gaifman

Classical literature has bequeathed us the names of many celebrated Greek artists, from Pheidias, who made the colossal statue of Olympian Zeus, to Apelles, the court painter of Alexander the Great. Strikingly, very few works by these “Old Masters” survive in the archaeological record. This course tackles the problems that arise from the gap that exists between famous artists known to us from the ancient textual tradition and the mass of objects that survive by lesser-known, often anonymous makers. Is it appropriate to apply the concept of the “artist” (rather than “craftsman”) to ancient material culture? What evidence is there for actual artistic production in the Greek and Roman world, and what can this tell us about ancient artists? What light does antiquity throw on the modern category of the “artist”? How useful is literary evidence for traditional art historical practices of attribution and connoisseurship, in the case of antiquity? Covering the period from Archaic Greece until the early Roman Empire, we explore the role, status, agency, and identity of the ancient artist across a variety of media, including vase painting, metal work, marble and bronze sculpture, and engraved gems. This course is taught as part of the Yale-Cornell Consortium for the Study of Ancient Art, in conjunction with a course at Cornell University taught by Verity Platt. In March 2016, we will meet our Cornell colleagues in Washington, D.C., where we will attend the exhibition Power and Pathos: Bronze Sculpture of the Hellenistic World, and students will present their work to each other in an informal workshop. W 10:30–12:20

HSAR 569a/ARCG 569a/CLSS 868a, Living the Life of Nero: Megalomania and Making Great Art Diana Kleiner

Nero is Rome’s most infamous emperor. Played with gusto by Peter Ustinov in Quo Vadis, Nero personifies Roman leadership at its most tyrannical. Nonetheless, the Roman Age of Nero witnessed an extraordinary efflorescence of art and architecture that set the stage for Rome’s magisterial second century. Furthermore, in a society in which few names of artists and architects were recorded, the work of those of Nero’s era (Severus, Celer, Fabullus, Zenodorus) is well documented and enhanced by new archaeological discoveries. Student projects focus on the fabled Domus Aurea, the alleged Tomb of Nero, Third- and Fourth-Style Roman wall painting, the legendary Colossus of Nero, and other Neronian portraiture. The commissioning of art by powerful elite Roman women and freedmen in the Neronian age is also explored, and there is emphasis on the possible correlation between megalomania and great art. 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 590a, Emotion and Affect in Medieval Art and Culture Jacqueline Jung

This interdisciplinary seminar explores the valences of emotions and forms of their representation in high medieval Europe (twelfth to fourteenth century). We consider emotions historically, as internal states of consciousness typically, though not always, motivated by external stimuli, and externalized—sometimes directly, through bodily performances of feeling, and sometimes indirectly, through verbal or visual articulations—as tools of communication, self-revelation, or calls to action. We look carefully at renderings of emotional states in textual sources (letters, chronicles, romances, and devotional writings) and in images of various mediums and functions. Our aim is to tease out the problems artists faced and the choices they made when trying to convey feelings through figural representations, and the complex and varied ways they expected beholders to understand, internalize, and make use of the feelings brought to view. Topics include the face as conveyor of emotion; the moving body as generator of emotions; compassion and the ethics of viewership; varieties and values of mirth; anger as instrument; tears as index and sign; the gendering of grief; emotions and human relationships; emotions and the senses. Authors include Gerd Althoff, Paul Binski, Martin Büchsel, Jeffrey Hamburger, C. Stephen Jaeger, Jacqueline Jung, Jacques Le Goff, Barbara Rosenwein, Jean-Claude Schmitt, and Kathryn Starkey, among others. French and German reading skills are strongly recommended. F 1:30–3:20

HSAR 606a, A Global Renaissance Kishwar Rizvi

This seminar focuses on current scholarship that posits the connected nature of maritime cultures of the Indian Ocean and the Mediterranean Sea. Looking from the perspectives of both Europe and the Islamic world, the seminar considers the mobility of ideas and objects and the communities of merchants, artists, and scholars who traveled from Japan to England to the Americas. The mobility brought about profound cultural changes that were reflected and augmented by changes in the urban, architectural, and artistic productions of this period. T 10:30–12:20

HSAR 644b/CPLT 595b/GMAN 677b, Passions, 1600–1800 Rüdiger Campe, Nicola Suthor

Theories of passion from Descartes, Spinoza, and Hobbes to Burke, Adam Smith, and Kant. The relationship between passion and its representation in art and literature: Alberti, Raphael, Rembrandt; Shakespeare; Poussin, Marino; Sandrart, LeBrun; Greuze, Diderot, Lessing, Goethe, and others. In the background, discussion of contemporary history and theory of emotion. T 1:30–3:20

HSAR 678b/ENGL 830b, Portraiture and Character from Hogarth to Woolf  Ruth Bernard Yeazell

Case studies in the visual and verbal representation of persons in Anglo-American painting and fiction, with particular attention to novels that themselves include portraits or address relations between the two media. Novelists tentatively to include Henry Fielding, Jane Austen, Henry James, Edith Wharton, Oscar Wilde, and Virginia Woolf. Painters to include William Hogarth, Joshua Reynolds, Thomas Gainsborough, Thomas Lawrence, James McNeill Whistler, John Singer Sargent, and Vanessa Bell. Selected readings in recent theories of fictional character and in the history and theory of portraiture. Whenever possible, we draw on paintings in Yale’s collections. TH 1:30–3:20

HSAR 679b, Re-Reading Ruskin Timothy Barringer

What is the role of art in a capitalist society? How does the artistic production of an era reflect its social, economic, and moral conditions? What is the relationship between mankind and nature or the environment? How does the workman relate to the products of his labor? How can beauty be defined and understood? What is the place of religion in social and aesthetic thought? What do we mean by truth in relation to visual representation? These are among the questions that preoccupied John Ruskin, one of the protean figures of the nineteenth century, yet one whose work raises significant issues for our own time. The course aims to provide a full overview of Ruskin’s significance, across a wide disciplinary and historical terrain, in the light of recent critical responses to his work. Far from being merely an art critic, Ruskin was a figure whose impact was felt across the fields of art history, aesthetic theory, museology, theology, architectural history and practice, literature, social criticism, politics, economics, geology, botany, climatology, and every aspect of Victorian life. His prose works run to thirty-nine large volumes, and his voluminous correspondence and diaries fill many more. Gifted as a draftsman, he produced a large corpus of watercolors and drawings. The class examines the many facets of Ruskin’s work, aiming to place each in historical context while also exploring the relevance of his ideas for our contemporary world. The class concludes with a study trip to the UK and Venice. Enrollment limited. Prerequisite: permission of the instructor. W 1:30–3:20

HSAR 684a, Painting, Photography, Film Carol Armstrong

This seminar, which takes its title from László Moholy-Nagy’s 1925 book, 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 ontology 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. Readings in key theoretical and critical texts set in relation to particular practices in painting, drawing, and photography; discussions, oral presentations, and final papers. W 1:30–3:20

HSAR 687a/CPLT 840a/FILM 840a/GMAN 652a/RUSS 712a, Moscow/Berlin: Leftist Avant-Gardes and Interwar Modernism Katerina Clark, Katie Trumpener

From 1918 to the mid-1930s, Moscow and Berlin were central gathering points for left-wing modernists. Each city developed its own modes of modernism, yet in sustained dialogue, given massive Russian emigration to Berlin after 1918, the Weimar obsession with early Soviet aesthetics (and cinema), intellectuals traveling in both directions, and the large-scale emigration of German leftists to the Soviet Union after 1933. And in the late 1940s and ’50s, Soviet intellectuals (and German emigrants returning from Moscow) shaped a “late modernism” in East Berlin. Centered on literature and film, the course also considers a wide array of art forms (including painting, photography, architecture, music, and aesthetic theory). Works by modernists such as Eisenstein, Pudovkin, Vertov, Nabokov, Shklovsky, El Lissitzky, Rodchenko, Malevich, Tretiakov, Lukács, Moholy-Nagy, Benjamin, Brecht, Richter, Beckmann, Grosz, Heartfield, Höch, Lang, Döblin, Ruttmann, Mies van der Rohe, Eisler, Busch, Konrad Wolf, Peter Weiss. T 1:30–3:20

HSAR 698a/AFAM 737a, The Global Caribbean 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 postnational discourses. W 2:30–4:20

HSAR 701a, Art and Punishment Meredith Gamer

This research seminar considers the relationship between the visual arts and the theory, practice, and perception of punishment in Europe and America from the Middle Ages to present. What political, social, and cultural purposes has the representation of punishment served, and how have these changed over time and place? How have individual artists—from Titian and Hogarth to Goya and Warhol to contemporary artists such as Ken Gonzales-Day and Sam Durant—addressed this theme? How have technologies of torture, execution, and incarceration been aided and shaped by aesthetic theory and architectural practice, and vice versa? We explore these questions through a series of case studies, focusing, for example, on key iconographies (the Flaying of Marsyas, the Crucifixion); on sites of punishment (the gallows, anatomy theater, prison, and guillotine); and on media (painting, print, photography, and video). Readings are drawn from art history, anthropology, sociology, literature, and critical theory. TH 3:30–5:20

HSAR 709a/FILM 806a, Introduction to Sound Studies J.D. Connor

How does sound become an object for history? for philosophy? for art? In recent decades an explosion of scholarly work has made sound studies an essential part of cultural and aesthetic history. We examine crucial dimensions of the critical field: the phenomenology and structure of the soundscape, models of technological history, philosophies of sound in the arts, the study of “listening cultures,” sound and film, and taping. TH 3:30–5:20, screenings T 7:30

HSAR 713b/FILM 808b, The Movement of Images: Modern Cinema and the Museum Thomas Elsaesser

Over the past two decades, the cinema has redefined itself in several ways: as a photographic medium, as popular entertainment, and as a significant public sphere. But it has also entered the museum and gallery spaces: classic directors like Renoir and Hitchcock are granted museum retrospectives, and contemporary filmmakers receive commissions for new work, or curate shows that cast a fresh light on film, its prehistories, alternative histories, and post-histories. This might signal that the cinema has finally come of age as the art form of the twentieth century, and thus has earned the right to enter into the traditional institutions of patronage, artistic heritage, and cultural patrimony. Or does this move into the museum merely confirm the “death” of cinema, and is it even predicated on the cinema’s demise, making it ready to be preserved and embalmed? How complementary or contradictory are the “black box” and the “white cube” in such a new arrangement of space, spectator, and dispositif? The course looks at some of the major exhibitions and retrospectives devoted to “the moving image” from the mid-1990s to the present and asks what theoretical shifts, perspective corrections, and critical readjustments accompany these displacements, on the side of cinema studies as well as on the part of art history.

HSAR 716a/AMST 716a/ANTH 769a/ARCG 769a, Landscapes of Meaning: Museums and Their Objects Anne Underhill, Cyra Levenson

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. T 9:25–11:15

HSAR 722a/AMST 819a/REL 981a/RLST 695a, Visual Controversies: Religion and the Politics of Vision Sally Promey, Vasileios Marinis

This interdisciplinary seminar explores the destruction, censorship, and suppression of pictures and objects, as these acts have been motivated by religious convictions and practices, in medieval Europe and then in the United States from colonization to the present. In such episodes, religion does not operate in a vacuum but draws attention to other cultural pressure points concerning, for example, race, ethnicity, gender, and sexuality. Already in the third century in Europe, and as early as the seventeenth century in the geographic area that is now the United States, individuals and groups practiced a range of behaviors we might meaningfully, though often figuratively, label iconoclastic. This course focuses most specifically on the emergence of Christian art and architecture in dialogue (or competition) with Greco-Roman religions and Islam; and on variations of Protestant Christianity; while it also directs attention to case studies within Byzantine Orthodoxy, American Judaism, Islam, and Catholicism and looks to comparative situations and episodes of contention elsewhere in the world. Topics likely considered include the conversion of “pagan” temples into Christian churches in late antiquity; iconoclastic interventions on Christian floor mosaics in Palestine after the Muslim conquest; destruction of images during Byzantine Iconoclasm; attitudes toward images during the Protestant Reformation; American Puritan uses of a theology of figuration to justify genocide as an “iconoclastic” act in the Pequot War; Shaker constructions of elaborate visionary pictures as forms of “writing” rather than “art”; sculptor Rose Kohler’s determination to define and regulate “Jewish art” in her work with National Council of Jewish Women; recent adjudication of the public display of the Ten Commandments or Christian nativity scenes; the Western contexts of the destruction of the Bamiyan Buddhas; and international culture wars and the specific uses of “blasphemy” charges to restrict the visual practices of religions. Prerequisite: permission of the instructors. M 3:30–5:20

HSAR 723b/AMST 806b/RLST 701b/WGSS 768b, Studies in “New” Materialities: Agency, Ontology, Embodiment, Cognition Sally Promey

This advanced research course invites students to engage and interrogate a set of “new” ideas about objects and materiality emerging in disciplines as far-ranging as political science, cultural anthropology, ethics, history of art, cognitive science, religious studies, and gender and sexuality studies. One concern is to explore how these ideas, far from being “new,” have a deep, and deeply political, history in relation to Western efforts to make sense of and order the material (and spiritual) world and to mark and distinguish Western modernity and “civilization.” In the second half of the term, research projects take the shape of applying some of these theoretical models to case studies concerning specific objects, bodies, and materials. Note that a course on the same subject is being offered simultaneously at another institution, with students and professors in both courses entering into various sorts of conversation during the term. TH 1:30–3:20

HSAR 731b/JDST 692b/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, 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, but with a nonexclusive emphasis on Jewish examples, such as 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. M 3:30–5:20

HSAR 785a/AFAM 580a, Cross-Cultural Aesthetics: From Hybridity to Transculturation Kobena Mercer

Examines theories and methods in the reception of early-twentieth-century African American modernism, mid-twentieth-century studies of Caribbean art and culture, and black Atlantic art from the 1980s onward, addressing concepts of hybridity, creolization, syncretism, translation, and transculturation in the analysis of visual arts. W 3:30–5:20

HSAR 790b/AFAM 736b/WGSS 788b, Bodies and Borders: Psychoanalysis, Race, and Representation Kobena Mercer

Introducing methods from cultural studies, postcolonial studies, and psychoanalysis, this seminar examines representations of black bodies in modern art and visual culture. Abolitionist, Orientalist, and primitivist painting and sculpture are investigated through concepts of fetishism, fantasy, and the gaze, and in light of post-1960s artistic practices addressing interracial border zones as sites of cross-cultural hybridity. Artists include Carl Van Vechten, Wifredo Lam, Adrian Piper, Robert Mapplethorpe, Kara Walker, and Renée Cox; texts include Mikhail Bakhtin, Homi Bhabha, Frantz Fanon, and Griselda Pollock. W 3:30–5:20

HSAR 801b, Time and Space in Buddhist Art Youn-mi Kim

Each religion has its own cosmology with a unique concept of time and space. The concept of time and space developed by East Asian Buddhists was related to, but distinct from, the Buddhist tradition of the religion’s home country of India, and it resulted in the birth of a new type of art and architecture in China, Korea, and Japan. Through exploration of East Asian Buddhist art, this course examines how East Asian Buddhists understood human life and death in the cycles of time and space, how they mapped hell and paradise in the cosmos, and how they attempted to visualize their perception of time and space in their art and architecture. In a larger context, the course examines the relationship among image, text, and practice in East Asian Buddhism through comparative readings of visual images and texts. By the end of the term, students achieve an understanding of how the East Asian Buddhist view of the cosmos gave birth to various types of visual arts, and how those visual materials in turn influenced religious practices and experience. T 1:30–3:20

HSAR 809a, Architecture and Audacity in Japan Mimi Hall Yiengpruksawan

The architectural history of Japan is marked by occasional virtuosities of such scale and imagination, such as the Ise Shrine, as to defy the very traditions and practices whence they emerged. Such productions might be called audacities, in the sense that they engaged—beyond technological prowess and economic wherewithal—a visionary boldness that came close to achieving the impossible. This seminar explores the notion of the audacity and the impossible by examining some of Japan’s acclaimed architectural productions, including the tomb of King Nintoku, the Ise Shrine, To¯daiji Daibutsuden, the Byo¯do¯in Phoenix Hall, Itsukushima Shrine, Chu¯sonji Konjikido¯, Kinkakuji, Himeji Castle, Rikyu¯’s Taian, Ninomaru Palace, Katsura Rikyu¯, and To¯sho¯gu¯. W 10:30–12:20

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History of Science and Medicine

The Graduate Program in the History of Science and Medicine is a semi-autonomous graduate track within the Department of History. The program’s students are awarded degrees in History, with a concentration in the History of Science and Medicine.

207 Hall of Graduate Studies, 203.432.1365

http://hshm.yale.edu

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

Chair

Paul Freedman

Director of Graduate Studies

John Harley Warner [F]

Naomi Rogers [Sp]

Faculty Paola Bertucci (History; on leave), Henry Cowles (History of Medicine), Joanna Radin (History of Medicine), William Rankin (History), Naomi Rogers (History of Medicine; Women’s, Gender & Sexuality Studies), William Summers (Therapeutic Radiology; on leave [Sp]), John Harley Warner (History of Medicine; History; on leave [Sp])

Affiliated Faculty Dimitri Gutas (Near Eastern Languages & Civilizations), Jennifer Klein (History), Joanne Meyerowitz (History; on leave), Amy Meyers (Center for British Art), Alan Mikhail (History; on leave [Sp]), Kevin Repp (Curator, Modern European Books & Manuscripts, Beinecke Library), Paul Sabin (History), Gordon Shepherd (Neurobiology), Frank Snowden (History; History of Medicine; on leave [F]), Rebecca Tannenbaum (History), Jenifer Van Vleck (History)

Fields of Study

All subjects and periods in the history of science and history of medicine, especially the modern era. Special fields represented include American and European science and medicine; disease, therapeutics, psychiatry, drug abuse, and public health; physics; science and national security; science and law, science and religion, life sciences, human genetics, eugenics, molecular biology, biotechnology, microbiology, intellectual property, gender, race, and science/medicine; bioethics and medical research.

Special Admissions Requirements

Applicants should have a strong undergraduate background in history and in a science relevant to the direction of their graduate interests. These requirements will be applied with flexibility, and outstanding performance in any field pertinent to the program will be taken into consideration.

Special Requirements for the Ph.D. Degree

Either French and German or two languages relevant to the student’s research interests and approved by the director of graduate studies (DGS) of the program. Students may fulfill the requirement either by passing an approved language course for credit or by passing a language test administered by the program faculty.

Students will ordinarily take twelve term courses during the first two years. All students will normally take the two-term core seminar sequence HSHM 701a/702b or equivalents, HSHM 710a, four additional graduate seminars in history of science or medicine, and at least one graduate course in a field of history outside of science or medicine. The remaining courses can be taken in history of medicine or science, history, science, or any other field of demonstrated special relevance to the student’s scholarly objectives. Two of the twelve courses must be graduate research seminars in the History of Science and Medicine.

During the first two years of study, students must achieve Honors in at least two courses in the first year and Honors in at least four courses by the end of the second year, with a High Pass average overall. If a student does not meet this standard by the end of the first or second year, the relevant members of the department will consult and promptly advise the student whether the student will be allowed to register for the fall of the following academic year.

Students who enter having previously completed graduate work may obtain some credit toward the completion of the total course requirement, the amount being contingent on the extent and nature of the previous work and its fit with their intended course of study at Yale.

All students are expected, prior to entering on their dissertation work, to develop a broad general knowledge of the discipline. This knowledge may be acquired through a combination of course work taken at Yale or elsewhere, regular participation in the program colloquia and workshops, and preparation for the qualifying oral examination.

Students will normally spend the summer following their second year preparing for the oral qualifying examination, which will be taken in the third year, preferably during the first half.

The qualifying examination will cover four areas of chosen concentration:

  • 1 & 2. two fields in the history of science and/or history of medicine;
  • 3. a field in an area of history outside of medicine and/or science;
  • 4. a field of special interest, the content and boundaries to be established with the adviser for the field. The student may elect to do a second field in history outside of history of science or medicine; or a field in one of the sciences; or a field in a subject such as bioethics, health policy, public health, medical anthropology, medical sociology, science and law, science and national security, science and religion, science and culture, biotechnology, gender, science and medicine; race, science and medicine, or cultural studies.

During their first term in the program, all students will be advised by the DGS. During the second term and thereafter, each student will be advised by a faculty member of his or her choosing. The adviser will provide guidance in selecting courses and preparing for the qualifying examination. The adviser may also offer help with the development of ideas for the dissertation, but students are free to choose someone else as the dissertation supervisor when the time comes to do so. Students are encouraged to discuss their interests and program of study with other members of the faculty.

Students are encouraged to begin thinking about their dissertation topics during the second year. They are required to prepare a dissertation prospectus as soon as possible following the qualifying examination and to defend the prospectus orally before being admitted to full candidacy for the doctoral degree. Ordinarily the prospectus defense is held in the second term of the third year, with advancement to candidacy before the start of the fourth year.

Teaching is an important part of the professional preparation of graduate students in History of Science and Medicine. Students will teach, usually in the third and fourth years of study. They may, however, teach in the second term of the second year, deferring the completion of their required course work to the first term of the third year. Students are also encouraged to participate in the programs to develop teaching skills offered by the Graduate School. Two terms of teaching are required of all students; four terms are required of students on Yale-supported fellowships.

In the fourth or fifth year, and preferably no later than the fall term of the fifth year, students are required to submit a chapter of the dissertation (not necessarily the first chapter) to the dissertation committee. This chapter will then be discussed with the student by members of the committee, preferably in a colloquium, to give the student additional advice and counsel on the progress of the dissertation. This conference is designed to be an extension of the conversation begun in the prospectus defense and is not intended as another defense; its aim is to give students early feedback on the research, argument, and style of the first writing accomplished on the dissertation.

M.D./Ph.D. and J.D./Ph.D. Joint-Degree Programs

Students may pursue a doctorate in History of Science and Medicine jointly with a degree in Medicine or Law. Standard graduate financial support is provided for the doctoral phase of work toward such a joint degree. Candidates for the joint degree in Law must apply for admission to both the Law School and the Graduate School. Information about the joint-degree program with Medicine can be obtained from the Web site of the Yale School of Medicine (http://medicine.yale.edu/mdphd) and from the Web site of the Section of the History of Medicine (http://medicine.yale.edu/histmed).

Master’s Degrees

M.Phil. and M.A. (en route to the Ph.D.) See Degree Requirements under Policies and Regulations.

Terminal Master’s Degree Program The terminal M.A. program is designed particularly for those who plan to combine teaching or scholarship in these fields with a professional career in medicine or science. Students who enroll in the terminal master’s degree program leading to the M.A. are expected to complete six term courses during two terms of study 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 http://gsas.yale.edu/admission-graduate-school; or contact Barbara McKay (barbara.mckay@yale.edu).

Courses

HSHM 656aU/HIST 949aU, Photography and the Sciences Chitra Ramalingam

Does photography belong in the history of art, or does its status as an “automatic” or “scientific” recording technique and its many uses in the sciences distinguish its history from that of earlier visual media? How does photography look when we approach it from the cultural history of science? How might its role in the sciences have shaped photographic aesthetics in the arts? This course examines the making of photography’s discursive identity as an experimental and evidentiary medium in the sciences, from its announcement to the public in 1839 to the digital innovations of the present day. We take a historical and archival perspective on uses for (and debates over) photography in different fields of the natural and human sciences, grounded in visits to photographic collections at Yale. TH 1:30–3:20

HSHM 680aU/HIST 911aU, History of Chinese Science William Summers

Major themes in Chinese scientific thinking from antiquity to the twentieth century. Non-Western concepts of nature and the development of science in China; East-West scientific exchanges; and China’s role in modern science. W 7–8:50

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

HSHM 702b/HIST 931b, Problems in the History of Science Henry Cowles

Survey of classic and recent work in the history of science, broadly conceived. Topics include physical, life, and human sciences; role of technology and instruments; relationship between theory and practice; and interactions with society, politics, and capitalism. Focus on mastering debates in history of science, with connections to philosophy, anthropology, and literary studies. W 9:25–11:15

HSHM 710a/HIST 921a, Problems in Science Studies Joanna Radin

Exploration of the methods and debates in the social studies of science, technology, and medicine. This course covers the history of the field and its current intellectual, social, and political positioning. It provides critical tools—including feminist, postcolonial, and new materialist perspectives—to address the relationships among science, technology, medicine, and society. M 1:30–3:20

HSHM 713b/HIST 913b, Geography and History William Rankin

A research seminar focused on methodological questions of geography and geographic analysis in historical scholarship. We consider approaches ranging from the Annales School of the early twentieth century to contemporary research in environmental history, history of science, urban history, and more. We also explore interdisciplinary work in social theory, historical geography, and anthropology and grapple with the promise (and drawbacks) of GIS. Students may write their research papers on any time period or geographic region, and no previous experience with geography or GIS is necessary. Open to undergraduates with permission of the instructor. TH 1:30–3:20

HSHM 736b/HIST 943b/WGSS 730b, Health Politics, Body Politics Naomi Rogers

A reading seminar on struggles to control, pathologize, and normalize human bodies, with a particular focus on science, medicine, and the state, both in North America and in a broader global health context. Topics include disease, race, and politics; repression and regulation of birth control; the politics of adoption; domestic and global population control; feminist health movements; and the pathologizing and identity politics of disabled people. W 1:30–3:20

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

Readings 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

HSHM 914a or b, Research Tutorial I

By arrangement with faculty.

HSHM 915a or b, Research Tutorial II

By arrangement with faculty.

HSHM 920a or b, Independent Reading

By arrangement with faculty.

HSHM 930a or b, Independent Research

By arrangement with faculty.

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Immunobiology

Anlyan Center (TAC) S625, 203.785.3857

http:// immunobiology.yale.edu/

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

Chair

Richard Flavell

Director of Graduate Studies

Susan Kaech (TAC 641B, 203.737.2423, susan.kaech@yale.edu)

Director of Graduate Admissions

João Pereira (TAC 541A, 203.737.2089, joao.pereira@yale.edu)

Student Services Officer

Barbara Cotton (TAC S625, 203.785.3857, barbara.cotton@yale.edu)

Professors Jeffrey Bender (Internal Medicine), Alfred Bothwell, Lieping Chen, Joseph Craft (Internal Medicine), Peter Cresswell, Madhav Dhodapkar (Internal Medicine), Vishwa Dixit (Comparative Medicine), Richard Flavell, David Hafler (Neurology), Kevan Herold, Akiko Iwasaki, Paula Kavathas (Laboratory Medicine), Ruslan Medzhitov, Jordan Pober, Nancy Ruddle (Public Health), David Schatz, Robert Tigelaar (Dermatology)

Associate Professors Tarek Fahmy (Biomedical Engineering), Daniel Goldstein, Susan Kaech, Eric Meffre, Bing Su

Assistant Professors Stephanie Eisenbarth (Laboratory Medicine), Ann Haberman (Laboratory Medicine), Martin Kriegel, João Pereira, Aaron Ring, Carla Rothlin

Fields of Study

The Immunobiology graduate program is designed to prepare students for independent careers in research and teaching in immunology or related disciplines. The educational program emphasizes interdisciplinary training and collaborative and interactive research, an approach based on the idea that solving difficult problems requires the integration of individuals with common goals but differing expertise. Graduate students are diverse in their interests and ethnic backgrounds, and more than 50 percent are women.

Research Areas

Research focuses on the molecular, cellular, and genetic underpinnings of immune system function and development, on host-pathogen interactions, and on human and translational immunology, with a particular interest in a variety of autoimmune disorders. These research interests break down into six major themes, spanning almost all aspects of the immune system and its role in disease prevention.

Lymphocyte development A central focus of research is to understand the molecular events underlying the development of B and T lymphocytes. Areas of major interest include the receptors and signals that control lymphocyte lineage commitment, cell maturation, cell proliferation, and cell death; the establishment of the proper environments for lymphocyte development; mechanisms that regulate the state of chromatin during lymphocyte development; and the mechanisms by which antibody and T cell receptor genes are assembled and diversified.

Mounting an immune response An effective immune response requires the coordinated action of numerous cell types. A critical first step is the activation of cells of the innate immune system, including monocytes, macrophages, dendritic cells, and neutrophils; and the receptors and signaling molecules that control this process are under intensive study. The mechanism by which cells take up, process, and present antigen is a major interest, as is the recognition of this antigen by T cell receptors on T lymphocytes. Cytoplasmic signal transduction molecules, nuclear transcription factors, and mechanisms controlling gene expression are all under study.

Regulating the immune response The immune response is tightly regulated through the interaction of cell surface receptors with secreted cytokines and with one another, and the mechanisms by which these interactions exert their regulatory influences are studied in several laboratories. Another major interest is in learning how specialized cells or anatomic locations, such as vascular endothelial cells or the epidermis, regulate and direct the immune response.

Consequences of an immune response Apart from the obvious consequence of the elimination of an invading organism, an appropriate immune response results in immunological memory and large numbers of activated lymphocytes, which must be eliminated. The mechanisms controlling immunological memory, tolerance, and apoptosis, as well as those leading to autoimmunity, are a major interest of many faculty. Diabetes, multiple sclerosis, lupus, and rheumatoid arthritis are just some of the autoimmune diseases under study. Much of this work takes place in the context of the Section of Human and Translational Immunology.

Infectious disease and the host-pathogen interaction A major interest is the study of infectious organisms—bacterial, viral, and parasitic—and the immune response to them. A great deal of effort is directed toward understanding the strategies used by infectious agents to avoid the immune system. HIV, HBV (hepatitis B virus), herpes simplex virus, parvoviruses, Candida albicans, Borrelia burgdorferi (the causative agent of Lyme disease), Leishmania, Streptococcus pneumoniae, and Legionella pneumophilia are all under study.

Structural analysis of immune system receptors and effectors There is a growing interest in using structural approaches to understand the function of key molecules of the immune response. For example, a major effort is devoted toward understanding how the Toll-like receptors, despite their similarity in extracellular-ligand recognition regions, are able to specifically recognize such a wide variety of pathogen-associated molecular patterns (PAMPS). Another effort is aimed at understanding the mechanism of APOBEC enzymes in controlling viruses such as HIV.

Facilities

More than thirty laboratories are actively involved in research in immunology. Many share immediately adjoining or nearby laboratory space on the top three floors of the Anlyan Center (TAC) or at 300 George Street, and five faculty are funded by the Howard Hughes Medical Institute. The Department of Immunobiology provides one of the largest, highest-ranked training programs in immunology in the country, led by a faculty with a reputation for excellence in research. The Department of Immunobiology maintains a wide variety of major equipment, and Dr. Richard Flavell, chair of the department, oversees a very active transgenic mouse/ES cell/knockout facility to which members of the department have access.

Program Entry

Most students enter the Immunobiology graduate program through the Immunology track of the Program in Biological and Biomedical Sciences (BBS). Other types of students enter from the M.D./Ph.D. program (see below), the MRSP (see below), or another BBS track, with approval of the Immunobiology director of graduate studies (DGS) and the faculty adviser.

The faculty and students of the BBS program are organized into interest-based tracks. Immunobiology, being one of seven tracks, encourages individualized attention to maximize scientific interactions. There is complete freedom to work with any of the 350 faculty members affiliated within any of the tracks and to take courses offered by any of the BBS departments or programs. Students are encouraged to supplement core courses in molecular and cellular immunology with additional courses selected from the wide range available in cell biology, molecular biology, developmental biology, biochemistry, genetics, pharmacology, molecular medicine, neurobiology, and bioinformatics. Research seminars and informal interactions with other graduate students, postdoctoral fellows, and faculty also form an important part of graduate education.

The Section of Human and Translational Immunology (HTI) is a component of the Immunobiology department and is located at 10 Amistad Street and 300 George Street. Its mission is to accelerate the application of new developments in the field of immunology to the treatment of human diseases. HTI faculty study the immunologic aspects of a very broad range of human diseases, encompassing investigations in the fields of cancer; transplantation of solid organs and stem cells; autoimmune diseases; and neurologic disease.

The Medical Research Scholars Program (MRSP) is open to students who have already been accepted into the BBS program. A separate application is also required, and is to be submitted to the BBS. A total of eight students each year (four first-years and four second-years) will be enrolled as Medical Research Scholars. They remain in their BBS tracks or departments but participate in the additional MRSP curriculum. The program bridges barriers between traditional predoctoral and medical training by providing Yale Ph.D. students with both medically oriented course work and a mentored clinical experience. This combination of medical knowledge and face-to-face interaction with patients and their doctors provides a new perspective to Ph.D. students and enhances the rigorous training in basic science already provided.

Admission requirements In addition to meeting general BBS requirements, applicants are expected to have a firm foundation in the biological and physical sciences. It is preferred that students have taken courses in biology, organic chemistry, biochemistry, genetics, cell biology, physics, and mathematics. Actual course requirements, however, are not fixed, and students with outstanding records in any area of the biological sciences may qualify for admission. There are no specific grade requirements for prior course work, but a strong performance in basic science courses is of great importance for admission. In special cases, the Medical College Admission Test (MCAT) may be substituted.

Special Requirements for the Ph.D. Degree

Students are required to take six courses for a grade in the Yale Graduate School.

Required graded courses for first- and second-year students are:

  • 1. IBIO 530a, Biology of the Immune System (Students have the option of passing out of 530 by taking the final exam from the previous year.)
  • 2. IBIO 531b, Advanced Immunology
  • 3. Two Immunobiology seminar courses taken from this series: IBIO 536, 537, 538, 539 (The second seminar course can be audited if a student has grades in six other science courses and has already taken one seminar course for credit.)

Required credit-only, nongraded courses for first-year students are:

  • 1. IBIO 600a, Introduction to Faculty Research
  • 2. IBIO 611a, 612b, 613b, Research Rotations (short research projects are taken under the guidance of three Yale professors)
  • 3. IBIO 601b, Fundamentals of Research: Responsible Conduct of Research

Fourth-year students are required to take IBIO 603b, a refresher training course in the responsible conduct of research.

Additional courses are determined based on the individual needs of the student, and include courses in biochemistry, cell biology, genetics, molecular biology of prokaryotes, molecular biology of eukaryotes, animal viruses, the structure of nucleic acids and proteins, microbiology, and disease mechanisms. Students choose courses after consulting the DGS and the thesis adviser.

Honors The Graduate School uses grades of Honors, High Pass, Pass, or Fail. Students are required to earn a grade of Honors in at least two courses in the first two years, and are expected to maintain a High Pass average. There is no foreign language requirement.

Teaching Students are required to serve as a science TA (teaching assistant) for two terms before the end of their sixth term. Teaching protocol and rules are as follows: (1) two term-long science courses are required as a fulfillment of the Ph.D.; (2) first-year students do not teach; (3) IBIO 603b, Teaching in the Science Education Outreach Program (SEOP), is an approved teaching credit only when taught as the second teaching experience; (4) teaching opportunities are first given to students who need the credit; (5) teaching for additional income is available when openings exist after those selected for credit are hired; and (6) the maximum teaching allowable is one course per term corresponding to a TF-10 position. All courses taught outside of the lab for extra income must be approved by both the thesis adviser and the DGS.

A Yale McDougal Center one-day seminar entitled “Teaching at Yale” is offered each year. Attending this seminar is recommended prior to teaching.

Early in their fourth term (or in certain circumstances, in their third term), students make a thirty-minute presentation to the department of their proposed research and initial results. Thereafter, they meet with their prospectus committee, which assigns four or five broad areas of biology and immunology that are of particular relevance to the proposed research and on which the student will be examined in the prospectus exam. During the next several weeks, students prepare a formal research proposal (in NIH grant format) concerning the proposed thesis research and study for the exam. The exam is oral, and covers all aspects of immunology generally, with a focus on the assigned areas mentioned above. The student is also questioned on aspects of the thesis proposal.

Requirements for admission to candidacy, which usually takes place after six terms of residence, are (1) completion of course requirements and teaching requirements; (2) completion of the prospectus examination; and (3) certification of the student’s research abilities by vote of the faculty upon recommendation from the student’s thesis committee, which takes place at the student’s first committee meeting after the prospectus examination.

Progress in thesis research in the third and later years is monitored carefully by the student’s thesis committee (composed of the adviser and three or four other faculty). See below.

M.D./Ph.D. Students Majoring in Immunobiology

Required Six courses for a grade. Out of the six courses the following are mandatory:

  • 1. IBIO 530a, Biology of the Immune System (Students have the option of passing out of 530 by taking the final exam from the previous year.)
  • 2. IBIO 531b, Advanced Immunology
  • 3. Two Immunobiology seminar courses taken from this series: IBIO 536, 537, 538, 539 (The second seminar course can be audited if a student has grades in six other courses and has already taken one seminar course for credit.)

Also required Two grades of Honors: Yale University graduate courses taken for a grade at the School of Medicine may be counted toward the Honors fulfillment and the seven total required courses. Verification must be provided to the DGS. One semester of teaching: Previously taught courses in the School of Medicine may count toward this requirement. To request credit for previous teaching experience, a note from the course director describing the teaching experience (duration of the teaching experience, frequency of class meetings, number of students taught, materials covered, dates, and for whom) should be provided to the Immunobiology DGS. Responsible Conduct of Research, Refresher Course: Fourth-year students are required to take a refresher training course in the responsible conduct of research. M.D./Ph.D. students can fulfill this NIH requirement through Immunobiology (IBIO 603b) or through the M.D./Ph.D. program.

M.D./Ph.D. students are not required to take:

  • 1. IBIO 600a, Introduction to Research
  • 2. IBIO 611a, 612b, 613b, Research Rotations
  • 3. IBIO 601b, Fundamentals of Research: Responsible Conduct of Research. A note from the DGS of the M.D./Ph.D. program must be forwarded to the Immunobiology DGS stating that the student has taken a course in Research Conduct and Ethics, or its equivalent in the School of Medicine. Include dates, titles, and faculty. If the student has not taken this course, then registration in this class is required.

Annual thesis committee meetings Each student is required to have a thesis committee meeting at least every twelve months, and more frequently if the student or committee feels that it would be appropriate or helpful. The thesis supervisor (the student’s PI) then submits a thesis committee report form to the DGS summarizing the student’s progress.

Master’s Degrees

M.Phil. A student is entitled to the M.Phil. degree once all academic, teaching, and prospectus requirements have been met. Also required is a first-year committee meeting at which the members sign an approval form stating that the student is making good progress toward his or her research.

M.S. (en route to the Ph.D.) Students who complete at least one year of resident graduate study at Yale with the quality of work judged satisfactory by the Department of Immunobiology faculty and who have satisfied ten courses with an average grade point average of High Pass (graded) and Pass (ungraded) may petition for the award of the M.S. degree. Students must petition through the Registrar’s Office of the Graduate School in early October for the December award of the M.S. and by the middle of March for the May award.

The Web site at http://bbs.yale.edu offers complete information on the Biological and Biomedical Sciences Program (BBS) and the more than 350 participating faculty.

Courses

For a complete listing of immunology-related courses, see http://bbs.yale.edu.

IBIO 530a/MCDB 530au, Biology of the Immune System Carla Rothlin, Peter Cresswell, Kevan Herold, Akiko Iwasaki, Susan Kaech, Ruslan Medzhitov, Eric Meffre, João Pereira, David Schatz

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 Alfred Bothwell and faculty

The historical development and central paradigms of key areas in immunology. The course attempts to develop a clear understanding of how these paradigms were established experimentally. Landmark studies are discussed to determine how the conclusions were obtained and why they were important at the time they were done. Lecture and discussion format; readings of primary research papers and review articles. Prerequisite: IBIO 530a or equivalent. Enrollment limited to fifteen. MW 4–6

IBIO 539b, Advanced Immunology Seminar: Cancer Immunology  Madhav Dhodapkar, Lieping Chen, Katerina Politi

IBIO 600a, Introduction to Research: Faculty Research Presentations  Susan Kaech and faculty

Introduction to the research interests of the faculty. Required of all first-year Immunology/BBS students. Pass/Fail.

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

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

IBIO 603b, Responsible Conduct of Research, Refresher Course

The NIH requires that students receive training in the responsible conduct of research every four years. This course meets that requirement for fourth-year students. The course has two components: (1) one large-group session is held for all fourth-year students through the BBS; the main topics are scientific misconduct and authorship; (2) two Immunobiology faculty facilitate discussions based on RCR topics, gathered in advance from the students; anonymous or hypothetical stories are selected by the faculty and discussed in a workshop environment in which students are then asked to analyze each case and suggest courses of actions.

IBIO 611a, Research Rotation 1 Susan Kaech and faculty

Intensive experience in the design and execution of experiments in immunology or other areas of biology. Students design a focused research project in consultation with a faculty mentor and execute the designed experiments in the mentor’s laboratory. Students are expected to read relevant background papers from the literature, design and perform experiments, interpret the resulting data, and propose follow-up experiments. Students are also expected to attend the mentor’s weekly lab meeting(s) as well as weekly Immunobiology departmental seminars and Research in Progress seminars. The course concludes with the student giving a brief presentation of the work performed at Rotation Talks, attended by other first-year immunology-track graduate students. Evaluation is by the mentor; students also evaluate the rotation experience. Students must turn in a prioritized list of four possible mentors to Barbara Cotton in the office of the director of graduate studies at least one week prior to the beginning of the course. Mentors are assigned by the DGS. Graded Pass/Fail. Course dates are Sept. 15–Dec. 5. 1 course credit; minimum of 20 hours/week. Required of all first-year Immunology/BBS students.

IBIO 612b, Research Rotation 2 Alfred Bothwell and faculty

See description under IBIO 611a. Course dates are Jan. 9–March 13.

IBIO 613b, Research Rotation 3 Alfred Bothwell and faculty

See description under IBIO 611a. Course dates are March 16–May 22.

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International and Development Economics

Economic Growth Center

27 Hillhouse Avenue, 203.432.3610

www.yale.edu/ide

M.A.

Director

Dean Karlan

Director of Graduate Studies

Michael Boozer

The Department of Economics offers a one-year program of study in International and Development Economics, leading to the Master of Arts degree. IDE students are diverse in terms of their nationalities and their career paths. Many of our students now come directly from their undergraduate school or a few years of work experience, although we do not exclude any candidate on the basis of work experience or country of origin. After completion of the program, IDE students have gone into various paths, including working in research for academic and nonacademic agencies such as the World Bank, the United Nations, and the Poverty Action Lab. Other students have gone on to further academic work such as law school and to Ph.D. programs in economics, environmental sciences, public health, and similar programs. Many students have returned to their home countries to work for their government or for funding agencies there.

Some students entering the program are required to complete the summer program in English and Mathematics for Economists offered by Yale University. This requirement may be waived for applicants demonstrating exceptional training in economic analysis and a good command of English. The Graduate Record Examination (GRE) and the Test of English as a Foreign Language (TOEFL) examinations are also required. The TOEFL requirement is waived only for applicants who will have received a degree, prior to matriculation at Yale, from a college or university where English is the primary language of instruction.

Yale fellowship funds are not available for the IDE program, and students are required to produce certification of the necessary funding prior to enrollment.

The course program requires the completion of eight graduate-level courses, six of which make up the core elements of the IDE program and are required; the remaining two are graduate electives. The required courses are Microeconomics; Macroeconomics; Econometrics; Economics of Poverty Alleviation; Development Economics; Development Econometrics. These required courses are designed to provide a rigorous understanding of the economic theory necessary for economic policy analysis. In special circumstances, in consultation with the DGS, students may receive credit toward the degree for undergraduate language classes. An option of a second year of nondegree elective study is available via the special student registration status.

Joint-program options for study with the School of Forestry & Environmental Studies (F&ES) and the School of Public Health (YSPH) are also available. Application to F&ES or YSPH must be made simultaneously with the application to the IDE program. Admission to these joint programs is determined by the participating professional school and must be obtained prior to beginning the program. Joint-degree students earn the Master of Arts degree in IDE and the Master of Environmental Studies (F&ES) or Master of Public Health (YSPH) degree.

Prospective applicants are encouraged to visit the IDE program Web site at www.yale.edu/ide. Program materials are available upon request to Louise Danishevsky, Senior Administrative Assistant, International and Development Economics Program, Yale University, PO Box 208269, New Haven CT 06520-8269; e-mail, ide@yale.edu.

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Investigative Medicine

2 Church Street South, Suite 112, 203.785.6842

http://medicine.yale.edu/investigativemedicine

Ph.D.

Director of Graduate Studies

Joseph Craft (joseph.craft@yale.edu)

Deputy Director

Eugene Shapiro

Professors Karen Anderson (Pharmacology), Henry Binder (Internal Medicine), Joseph Craft (Internal Medicine; Immunobiology), Thomas Gill (Internal Medicine; Epidemiology), Fred Gorelick (Internal Medicine; Cell Biology), Jeffrey Gruen (Pediatrics; Genetics), Harlan Krumholz (Internal Medicine; Epidemiology), Eugene Shapiro (Pediatrics; Epidemiology), George Tellides (Surgery), Mary Tinetti (Internal Medicine; Epidemiology)

Associate Professors David Fiellin (Internal Medicine; Epidemiology), Chirag Parikh (Internal Medicine)

Fields of Study

The Investigative Medicine program offers a training pathway for highly select physicians in clinical departments who are interested in careers in clinical research. The program is designed to develop a broad knowledge base, analytical skills, creative thinking, and the hands-on experience demanded of clinical researchers devoted to disease-oriented and patient-oriented investigation. The program provides the student with individualized experience encompassing formal course work and practical experience, under the supervision and mentorship of a senior faculty member.

Students will enter the program with a broad range of experience and interests. Students can undertake thesis work in a variety of disciplines. These include but are not limited to:

  • 1. Evaluating risk factors and interventions for disease using modern concepts in quantitative methods and clinical study design.
  • 2. Investigating the biochemical, physiologic, and genetic basis of disease in the setting of a Clinical Research Center.
  • 3. Exploring the molecular basis of a disease from the laboratory standpoint.

Special Admissions Requirements

The Investigative Medicine program is designed for students with an M.D. or D.O. degree. To be eligible for admission, applicants must have completed two or more years of postgraduate clinical training. Prospective students who are already in a residency or subspecialty clinical fellowship program at Yale may apply to the Investigative Medicine program anytime during the first two years of that training (approximate). Application to the program also may be made concurrently with application for residency or fellowship training in a clinical department at the Yale School of Medicine. Special arrangements will be made for a deferred acceptance by the Graduate School.

The most important criteria for selection into the program are commitment to rigorous training in clinical investigation and evidence of high academic achievement in undergraduate and medical school courses, and on scores from the USMLE. All applicants must be eligible to practice medicine in the United States.

Special Requirements for the Ph.D. Degree

The minimum overall course requirements for the doctorate program are completion of nine (9) courses. Intensive course work will extend for twelve months, starting in July. The majority of the course requirements are to be completed by the end of the first year of study. Prior to registering for a second year of study, students must successfully complete IMED 630a, Ethical Issues in Biomedical Research. In addition to IMED 655b, electives are often taken in the second year, with the expectation that they be completed by the end of the second year. To be eligible to take the comprehensive qualifying examination, students must achieve the grade of Honors in two courses (one course if a full-year course), have a minimum grade average of High Pass, and have completed a minimum of six courses. When requirements are met (typically by December 31 of the second year), students submit their thesis proposal and undertake the comprehensive qualifying examination. In order to be admitted to candidacy, students must pass both the written and oral comprehensive qualifying examinations and submit a thesis prospectus that has been approved by their qualifying committee. The remaining degree requirements include completion of the dissertation project, writing of the dissertation, and its oral defense. It is expected that most students will complete the program in three to five years. There is no foreign language requirement. The minimum required curriculum for each program of study is as follows:

Course Requirements for Laboratory-Based Patient-Oriented Research

IMED 625a, Principles of Clinical Research

IMED 630a, Ethical Issues in Biomedical Research

IMED 635a or b, Directed Reading in Investigative Medicine

IMED 645a, Introduction to Biostatistics in Clinical Investigation

IMED 655b, Writing Your First Big Grant Proposal

IMED 680b, Topics in Human Investigation

CBIO 601, Molecular and Cellular Basis of Human Disease

CB&B 740a, Clinical and Translational Informatics

Elective (1)

Course Requirements for Clinically Based Patient-Oriented Research

IMED 630a, Ethical Issues in Biomedical Research

IMED 635a or b, Directed Reading in Investigative Medicine

IMED 655b, Writing Your First Big Grant Proposal

IMED 660c, Methods in Clinical Research, Part I

IMED 661a, Methods in Clinical Research, Part II

IMED 662b, Methods in Clinical Research, Part III

IMED 680b, Topics in Human Investigation

Electives (2)

Courses

IMED 625a, Principles of Clinical Research Eugene Shapiro

The purpose of this intensive two-week course is to provide an overview of the objectives, research strategies, and methods of conducting patient-oriented clinical research. Topics include competing objectives of clinical research, principles of observational studies, principles of clinical trials, principles of meta-analysis, interpretation of diagnostic tests, prognostic studies, causal inference, qualitative research methods, and decision analysis. Sessions generally combine a lecture on the topic with discussion of articles that are distributed in advance of the sessions. Consent of instructor required. Two weeks, July 27–August 7, 2015. MTWThF 2–4

IMED 630a, Ethical Issues in Biomedical Research Joseph Craft

This termlong course addresses topics that are central to the conduct of biomedical research, including the ethics of clinical investigation, conflicts of interest, misconduct in research, data acquisition, and protection of research subjects. Practical sessions cover topics such as collaborations with industry, publication and peer review, responsible authorship, and mentoring relationships. Satisfactory completion of this course fulfills the NIH requirement for training in Responsible Conduct of Research. Format consists of lecture presentation followed by discussion. Consent of instructor required. T 3:30–5

IMED 635a or b, Directed Reading in Investigative Medicine Joseph Craft

An independent study course for first-year students in the Investigative Medicine program. Topics are chosen by the student, and reading lists are provided by faculty for weekly meetings to discuss articles. Four sessions are required; dates/times by arrangement. Consent of instructor required.

IMED 645a, Introduction to Biostatistics in Clinical Investigation Eugene Shapiro

The course provides an introduction to statistical concepts and techniques commonly encountered in medical research. Previous course work in statistics or experience with statistical packages is not a requirement. Topics to be discussed include study design, probability, comparing sample means and proportions, survival analysis, and sample size/power calculations. The computer lab incorporates lecture content into practical application by introducing the statistical software package SPSS to describe and analyze data. Consent of instructor required. Two weeks, July 13–24, 2015. MTWThF 8:30–11:15

IMED 655b, Writing Your First Big Grant Proposal Eugene Shapiro

In this termlong course, students gain intensive, practical experience in evaluating and preparing grant proposals, including introduction to NIH study section format. The course gives new clinical investigators the essential tools to design and to initiate their own proposals for obtaining grants to do research and to develop their own careers. The course is limited to students who plan to submit grant proposals (usually for a K-type mentored career development award, but also for R-type awards). Attendance and active participation are required. Consent of instructor required. W 2–4

IMED 660c, Methods in Clinical Research, Part I Eugene Shapiro

IMED 661a, Methods in Clinical Research, Part II Eugene Shapiro

IMED 662b, Methods in Clinical Research, Part III Eugene Shapiro

This yearlong course, presented by the Robert Wood Johnson Clinical Scholars Program, presents in depth the methodologies used in patient-oriented research, including methods in biostatistics, clinical epidemiology, health services research, community-based participatory research, and health policy. Consent of instructor required.

IMED 680b, Topics in Human Investigation Joseph Craft, Karen Anderson

The course teaches students about the process through which novel therapeutics are designed, clinically tested, and approved for human use. It is divided into two main components, with the first devoted to moving a chemical agent from the bench to the clinic, and the second to outlining the objectives and methods of conducting clinical trials according to the FDA approval process. The first component describes aspects of structure-based drug design and offers insight into how the drug discovery process is conducted in the pharmaceutical industry. The format includes background lectures with discussions, labs, and computer tutorials. The background lectures include a historical perspective on drug discovery, the current paradigm, and important considerations for future success. The second component of the course provides students with knowledge of the basic tools of clinical investigation and how new drugs are tested in humans. A series of lectures and discussions provides an overview of the objectives, research strategies, and methods of conducting patient-oriented research, with a focus on design of trials to test therapeutics. Each student is required to participate (as an observer) in an HIC review, in addition to active participation in class. Consent of instructor required. Th 3–4:30

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Italian Language and Literature

82-90 Wall Street, 203.432.0595

http://italian.yale.edu

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

Chair

Giuseppe Mazzotta

Director of Graduate Studies

Millicent Marcus (82-90 Wall St., Rm. 426, 203.432.0599)

Professors Luigi Ballerini (Visiting [Sp]), Millicent Marcus, Giuseppe Mazzotta, Jane Tylus (Visiting [F])

Associate Professor Angela Capodivacca

Assistant Professor Christiana Purdy Moudarres

Affiliated Faculty Francesco Casetti (Film & Media Studies), Roberto González Echevarría (Spanish & Portuguese), Gundula Kreuzer (Music; on leave), Alastair Minnis (English), David Quint (English; on leave [Sp]), Frank Snowden (History; on leave [F]), Gary Tomlinson (Music; on leave [Sp]), Francesca Trivellato (History)

Visiting faculty from other universities are regularly invited to teach courses in the department.

Fields of Study

The Italian department brings together several disciplines for the study of the Italian language and its literature. Although the primary emphasis is on a knowledge of the subject throughout the major historical periods, the department welcomes applicants who seek to integrate their interests in Italian with wider methodological concerns and discourses, such as history, rhetoric and critical theories, comparison with other literatures, the figurative arts, religious and philosophical studies, medieval, Renaissance, and modern studies, and the contemporary state of Italian writing. Interdepartmental work is therefore encouraged and students are accordingly given considerable freedom in planning their individual curriculum, once they have acquired a broad general knowledge of the field through course work and supplementary independent study.

Special Admissions Requirements

The department recognizes that good preparation in Italian literature is unusual at the college level and so suggests that applicants begin as soon as possible to acquire a broad general knowledge of the field through outside reading. At the end of the first and second years, students’ progress is analyzed in an evaluative colloquium. Applicants who have had little or no experience in Italy are generally urged to do some work abroad during the course of their graduate program. For all students of Italian, a reading knowledge of Latin is essential. This may be acquired during the course of the first year, but applicants are reminded that it is difficult to schedule beginning language courses in addition to a normal graduate program. Students are advised to acquire proficiency in the languages required for the doctoral program before matriculation.

Special Requirements for the Ph.D. Degree

Candidates must demonstrate a reading knowledge of a second Romance language, Latin, and a non-Romance language (German recommended). The Latin examination must be passed, usually before the beginning of the third term of study, and all language requirements must be fulfilled before the Ph.D. qualifying examination. Students are required to take two years of course work (as a rule sixteen courses), including two graduate-level term courses outside the Italian department. After consultation with the director of graduate studies (DGS), students who join the graduate program with an M.A. in hand may have up to four courses waived. The comprehensive qualifying examination must take place during the third year of residence. It is designed to demonstrate the student’s mastery of the language and acquaintance with the literature. The examination, which is both written and oral, will be devised in consultation with members of the department. In the term following the qualifying examination, the student will discuss, in a session with the departmental faculty, a prospectus describing the subject and aims of the dissertation. Students are admitted to candidacy for the Ph.D. upon completion of all predissertation requirements, including the prospectus. Admission to candidacy normally occurs by the end of the sixth term.

Teaching is considered to be an important component of the doctoral program in Italian. Students will be appointed as teaching fellows in the third and fourth years of study. Guidance in teaching is provided by the faculty of the department and specifically by the director of language instruction.

Combined Ph.D. Programs

Italian and Film and Media Studies

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

Italian and Renaissance Studies

The Department of Italian also offers, in conjunction with the Renaissance Studies Program, a combined Ph.D. in Italian and Renaissance Studies.

Master’s Degrees

Only candidates for the Ph.D. degree will be admitted to the program, but the department will, upon request, offer the M.A. and the M.Phil. degrees to students who have completed the general Graduate School requirements for those degrees (see Degree Requirements under Policies and Regulations). Additionally, students in Italian are eligible to pursue a supplemental M.Phil. degree in Medieval Studies. For further details, see Medieval Studies.

Program materials are available upon request to the Director of Graduate Studies, Italian Language and Literature, Yale University, PO Box 208311, New Haven CT 06520-8311.

Courses

ITAL 530b, Dante in Translation Giuseppe Mazzotta

A critical reading of Dante’s Divine Comedy and selections from the minor works, with an attempt to place Dante’s work in the intellectual and social context of the late Middle Ages by relating literature to philosophical, theological, and political concerns. TTH 1–2:15, 1 HTBA

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

We study a series of written works and their cinematic adaptations, considering first the texts in autonomous, literary terms, and then their transformation into audiovisual spectacles. In most cases we screen the film on Tuesday evening and do a comparative study in the Thursday class period, making extensive use of video clips to do close visual analysis of scenes in the light of their corresponding textual sources. Rather than develop a general theory of adaptation, we construct methodological approaches on an ad hoc basis, taking each instance of adaptation as a case study amenable to a variety of methodologies—psychoanalytic, feminist, ideological, generic, semiotic, and so forth. The class is conducted as a seminar, and active student participation is expected. There are two papers—one shorter one of a critical nature at midterm and a final research paper (approximately 15–20 pages). Films examined include (tentatively) Pasolini’s Medea and Decameron, the Tavianis’ Padre padrone, Visconti’s Death in Venice, Rosi’s Three Brothers, Salvatores’s I’m Not Afraid, and De Sica’s Two Women. Writing assignments comprise 75 percent of the final grade and class participation 25 percent. TH 3:30–5:20, screenings T 7–10

ITAL 600a/CPLT 812a/HIST 563a/RNST 500a, Italian Renaissance David Quint

An introduction to the Renaissance in Italy, focused on reading and analyzing key texts. TH 9:25–11:15

ITAL 647b, Ariosto and Machiavelli Angela Capodivacca

This course aims to challenge the Italian critic Francesco De Sanctis’s description of Ariosto and Machiavelli as exemplary early modern authors confronted with a common set of crises, to which they propose antithetical coping strategies. For De Sanctis, Ariosto aims to maintain the status quo, even while bringing it to a culminating stage in its development; Machiavelli, instead, enacts a decisive break, a paradigm shift that anticipates a new era. By reading closely some of their defining works in dialogue with each other (Orlando Furioso and Asino; Satire and Decennali; Cinque Canti and Principe; Suppositi and Mandragola; Lena and Clizia), we can appreciate the complexities, textured approaches, and challenges that both Ariosto and Machiavelli pose to the modern age. In Italian. M 3:30–5:20

ITAL 680a, Passions and Ideology of Romanticism Giuseppe Mazzotta

The dissolution of the neoclassical values and models of Europe experiences around the end of the eighteenth century inspired the new culture that has come to be known as Romanticism, which in Italy ranges from roughly 1790 to 1848. This course explores the pivotal ideology of the new movement: the new aesthetics of Romanticism, ideas of political liberty, pursuit of the unification of the country, and, in general, the cultural mythology of Risorgimento (encompassing issues such as the cult of Rome, universal education, revolutionary ideals, new configurations of urban spaces, etc.). We discuss these questions by focusing on five leading figures of the time and reading with considerable attention their selected works: the tragedies by Vittorio Alfieri, the poetry and prose of Ugo Foscolo, selections by the lyrical poet/philosopher Giacomo Leopardi, the aesthetic and political writings of Giuseppe Mazzini, and essays, poetry, plays, and a novel by Alessandro Manzoni. In Italian. M 3:30–5:20

ITAL 691a/b, Directed Reading Millicent Marcus

1 HTBA

ITAL 781b, Boccaccio’s DecameronMillicent Marcus

This course involves an in-depth study of Boccaccio’s text as a journey in genre in which the writer surveys all the storytelling possibilities available to him in the current repertory of short narrative fiction—ranging from ennobling exempla to flamboyant fabliaux, including hagiography, aphorisms, romances, anecdotes, tragedies, and practical jokes—and self-consciously manipulates those forms to create a new literary space of astonishing variety, vitality, and subversive power. In the relationship between the elaborate frame-story and the embedded tales, theoretical issues of considerable contemporary interest emerge—questions of gendered discourse, narratology, structural pastiche, and reader response, among them. The Decameron will be read in Italian or in English for non-Italian readers. Close attention is paid to linguistic usage and rhetorical techniques in this foundational text of the vernacular prose tradition. In English. W 3:30–5:20

ITAL 940a, 1492: Before and After: Geographical and Linguistic Itineraries  Jane Tylus

Not simply the date of Columbus’s landing, 1492 also marks Lorenzo de’ Medici’s death, the banishment of Jews from Spain and Sicily (and the arrival of hundreds of them in northern Italy, welcomed by Duke Ercole I d’Este and others), the election of a Borgia pope—Alexander VI, celebrated by Machiavelli—and the birth of Pietro Aretino. This course considers the shared cultural and religious history of Italy and Spain, even as it focuses largely on Italy’s role as precursor. The Florentine Vespucci was the first to use the phrase “nuovo mondo,” and Columbus was inspired by the stories of Marco Polo and travels of Italian pilgrims to the Holy Land. While much of our focus is on pre-1492 Florence, we spend the latter part of the course thinking about aftermaths: Savonarola and Machiavelli, and the apocalyptic fervor that took over the late fifteenth century. In English. M 3:30–5:20

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Law

Sterling Law Building, 203.432.1696

www.law.yale.edu/phd

Ph.D.

Dean

Robert Post

Director of Graduate Studies

Daniel Markovits

Fields of Study

The three-year Ph.D. program prepares students who have earned a J.D. to enter law teaching or other careers that require a scholarly mastery of law. The program is designed to give students a broad foundation in the canonical texts and methods of legal scholarship and to support students in producing their own scholarship in the form of a dissertation. The program strongly encourages, but does not require, interdisciplinary approaches to the study of law.

Admissions Requirements

All applicants must have a J.D. from an accredited United States law school at the time they matriculate and begin the Ph.D. in Law program. Applicants must have taken the LSAT (Law School Admission Test). For other admissions requirements, please see the Ph.D. in Law program’s Web site, www.law.yale.edu/phd.

Special Requirements for the Ph.D. Degree

Students will take up to six courses in their first year. A two-term proseminar on legal theory and methods is required of all students. Students may take other courses in the Law School or in other departments or schools at Yale University. Each student will have a faculty advisory committee, which will help select appropriate courses. The committee may waive up to four courses (subject to Graduate School approval). The proseminar may not be waived.

Each Ph.D. student will take two qualifying examinations. The first, administered during the first year, will be a written examination based on the proseminar. It will test the student’s breadth of knowledge across the legal canon, including knowledge of canonical texts, methods, and principles. The second will be an oral examination that will be administered by the student’s advisory committee at the end of the first summer. The oral examination will test whether the student has a sufficiently deep knowledge of the scholarship, theories, and methodologies relevant to the student’s area of study. Both qualifying examinations will be graded on a pass/fail basis. If the student fails a qualifying examination, he or she may retake it the following term. In the interim, he or she will remain a student in good standing in the program.

After completion of the second qualifying examination, the student will assemble a dissertation committee and prepare a dissertation prospectus. Upon approval of the prospectus, usually by the end of the third term, the student will devote the remaining time in the program to writing a dissertation, which may take the form of a traditional monograph or three publishable scholarly articles. The final dissertation must be approved by both the student’s dissertation committee and the Ph.D. Policy Committee.

Graduate Research Assistant and Teaching Fellow Experience

As part of their training, Ph.D. students must complete two terms of teaching experience. There are a number of ways in which students can fulfill this requirement, which may vary by year. They include: (1) serving as a teaching assistant for a Law School course; (2) serving as a teaching fellow for a course in Yale College or another school at Yale; (3) co-teaching a class with a faculty member; and (4) in unusual situations, teaching their own class. In all cases, students engaged in teaching will have faculty supervision and feedback from their advisers.

Master’s Degree

No master’s degree is awarded en route to the Ph.D. in Law.

Program materials are available upon request to the Graduate Programs Office, Yale Law School, 127 Wall Street, New Haven CT 06511.

Courses

For Law School courses and their descriptions, see the Law School bulletin, online in both html and pdf versions at www.yale.edu/bulletin. For courses in other Schools at Yale University, please see their respective bulletins. Specific course selections will be approved by the student’s advisory committee and by the director of graduate studies.

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Linguistics

370 Temple Street, Rm. 204, 203.432.2450

http://ling.yale.edu

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

Chair

Robert Frank

Director of Graduate Studies

Claire Bowern

Professors Stephen Anderson, Robert Frank, Roberta Frank,* Laurence Horn (Emeritus), Frank Keil,* Zoltán Szabó (on leave [F]),* Petronella Van Deusen-Scholl (Adjunct; Center for Language Study), Raffaella Zanuttini

Associate Professors Claire Bowern, Ashwini Deo, Maria Piñango, Kenneth Pugh (Adjunct; Haskins Laboratory)

Assistant Professor Ryan Bennett

Supporting faculty in other departments J. Joseph Errington (Anthropology)

*A joint appointment with primary affiliation in another department.

Fields of Study

Fields include phonetics, phonology, morphology, syntax, semantics, pragmatics, neuro- and psycholinguistics, computational linguistics, historical linguistics, and descriptive study of a variety of languages.

Special Requirements for the Ph.D. Degree

Program Vision

Linguistics at Yale has a long and storied history in traditional approaches to the study of language. Today the department takes a distinctively integrative and interdisciplinary approach in investigating the systems of knowledge that comprise our linguistic competence. We are convinced that an understanding of the human language faculty will arise only through the mutually informing relationship between formally explicit theories and insights from wide-ranging descriptive and experimental work. Thus at Yale, theoretical inquiry grounded in introspection proceeds in partnership with historical and comparative studies, fieldwork, experimental investigations of normal and impaired language processing, cognitive neuroscience, laboratory phonetic analysis, and computational and mathematical modeling. Students in the Ph.D. program are exposed to these methodological approaches, while receiving firm grounding in the traditional domains of linguistics. Ph.D. students participate in research in phonetics, phonology, morphology, syntax, semantics, pragmatics, and historical linguistics, and explore data from a wide variety of languages, both well studied and less well documented, with particular faculty expertise in the Slavic, Romance, Australian, and Indo-Aryan languages.

Course Work

The conception of linguistics embraced by the Yale Ph.D. program requires that students receive training that is both deep in its coverage of areas of linguistic inquiry and broad in the range of methodological approaches. The course work requirements are designed to accomplish these complementary goals. This course work must include a set of core courses, designed to expose students to core theoretical ideas, together with courses exposing students to a range of methodologies in linguistic research.

During their first six terms, students must complete a minimum of fourteen term courses at the graduate level, of which seven must be completed during the first two terms, and twelve during the first four terms. During the initial two years of course work, students must receive at least three grades of H (= Honors). Two grades of F, or three of P or F, during the initial two-year period constitute grounds for dismissal from the Ph.D. program.

Core courses The core requirement ensures that students achieve expertise at the level of the following courses: LING 612, Linguistic Change; LING 620, General Phonetics; LING 635, Phonological Theory; LING 654, Syntax II; LING 663, Semantics; LING 680, Morphology.

The usual way to demonstrate this expertise will be to take all of these courses. Because several of these courses have prerequisites, students will typically need to take more basic courses in order to prepare themselves for the courses listed here. For example, LING 632, Introduction to Phonological Analysis, serves as a prerequisite for LING 635; and LING 653, Syntax I, is a prerequisite for LING 654; entering students usually take both of these prerequisite courses in the first term. However, students entering the Ph.D. program with sufficient background will be able to place out of antecedent courses. To facilitate placement, reading lists covering the material in the following basic courses will be provided, and students may request to take placement exams in areas in which their previous preparation is such that they could proceed directly to more advanced course work: LING 512, Historical Linguistics; LING 620, General Phonetics; LING 632, Introduction to Phonological Analysis; LING 653, Syntax I; LING 663, Semantics.

By August 1, entering students may send a request to the DGS for a placement exam in any of these five areas. The exams will be given during the week prior to the fall term. Passing an exam allows the student to place out of the corresponding course. Students placing out of courses are nonetheless expected to complete the same requirement of a minimum of fourteen term courses in the first three years.

Methodology courses For the methodology requirement, students must take three relevant courses. The following courses, which are offered regularly by the department, qualify, but other courses may as well, to be determined in consultation with the adviser and DGS: LING 600, Experimentation in Linguistics; LING 624, Formal Foundations of Linguistic Theories; LING 627, Language and Computation; LING 630, Techniques in Neurolinguistics; LING 631, Neurolinguistics; LING 641, Field Methods.

One of the methodology courses must be taken during the first year of the program, and two must be completed by the end of the second year.

Seminar courses Starting in year three and continuing until the prospectus is approved, students are expected to enroll in one seminar course for credit each term. Students should use such seminars as opportunities both for exploring new research areas and, especially, for pushing current research interests in novel directions.

Research

The primary focus of a Ph.D. program is independent research. In the course of our Ph.D. program, students will learn to carry out cutting-edge linguistic research, culminating in the completion of a dissertation. To help students in the transition from “consuming” to also “producing” linguistic research, there are a number of structures and requirements in place.

  • 1. Research adviser and first-year directed readings. By the end of the first term of the program, students will need to find a department faculty member who is willing to serve as their research adviser. This choice should be made on the basis of compatibility of research interests and discussions between the student and faculty member. Starting from the spring term of the first year, the student will, with the help of his or her adviser, define a topic of research interest, meeting regularly (minimally once every three weeks) and carrying out a series of readings on this topic. Students are required to keep a research journal, describing their readings and how they fit in with work in the area, and chronicling the development of their thinking about the research topic. It is the faculty’s expectation that this exploration will form the foundation for the research reported in the student’s first qualifying paper (on which see below). Note however that the initial choice of research adviser is not set in stone: students who want to change their choice of topic or adviser for whatever reason may do so, so long as they are able to find a faculty member who is willing to serve as their adviser on a new topic. It is the student’s responsibility to find a suitable adviser, and students are expected to have a faculty adviser at all times during their enrollment in the program.
  • 2. Portfolio. At the conclusion of the first year of the program, students must submit to the faculty a portfolio of two research papers, in two distinct subfields from the following: syntax/semantics, phonology/phonetics, historical linguistics. These papers should demonstrate a student’s mastery of the material in these fields to the level covered in the core courses in the area, as well as the ability to identify a significant research question and argue for a possible solution. In short, such papers should be at the level of an excellent term paper, representative of a student’s best work during the first year of course work. The faculty do not expect students to write papers expressly for the portfolio. Rather, the portfolio will typically consist of versions of term papers from classes taken during the first year in the program, which are then lightly revised on the basis of comments received from the course instructors. The deadline for the submission of these papers is June 15.
  • 3. Annotated bibliography/research plan. On the basis of the research journal begun during the first year in the program, students will prepare an annotated bibliography and research plan (ABRP) for their first qualifying paper. The ABRP, which should be approximately twenty pages in length, should lay out the question that the student wants to explore, motivating its importance through a presentation and synthesis of relevant past literature on the topic. The deadline for submission of the ABRP is September 1.
  • 4. Qualifying papers. Once the ABRP has been completed, the student will proceed to work on his or her qualifying papers (QPs). The goal of the QPs is to develop a student’s ability to conduct independent research in linguistics at the level of current scholarship in two different areas of linguistics. The faculty expect a QP to report on the results of a substantial project, which are written up in a manner consistent with the standards of the field. Because the transition from student to scholar can be a difficult one, we have broken the process of writing the first QP into a number of smaller steps with specific deadlines for each (all during the second year of the program): (a) Students are required to make a presentation of their preliminary results in an appropriate venue (lab meeting, reading group, seminar, etc.) by no later than the end of the fall term. (b) Also by the end of the fall term, the student will send a request for a QP reader to the DGS. This request must include a title and abstract of the project, and may also request specific faculty members to be involved. On the basis of research area and faculty availability, the DGS will identify a faculty member other than the adviser to serve as a QP reader. This reader will be involved in the ultimate evaluation of the QP once it is completed. Because it is useful to get a range of feedback on one’s work, we encourage students to make the best use of their QP reader by meeting with them and keeping them up to date on the progress of the project. (c) Students must submit a first draft of their QP to their adviser and reader no later than February 1. (d) Students must submit the final version of the paper to their adviser and reader by the first day of classes after Spring Break. (e) Once the QP has been submitted, the student must make an oral presentation of his or her work. This oral presentation may take place in the department (typically at a Friday Lunch Talk). Alternatively, the oral presentation requirement may be satisfied via a presentation at a professional conference, provided at least one member of the department faculty is in attendance.
  • Toward the end of the spring term of the second year, the student should begin to explore possible areas and advisers for the second QP, and must have identified an area and adviser by September 1 of the third year. Students must follow the same steps and deadlines listed above for the second QP, this time during the third year.
  • 5. Prospectus. No later than the beginning of the seventh term, students must choose a dissertation topic and find a faculty member who is willing to serve as dissertation adviser. By the end of the seventh term, students will present a dissertation prospectus to the entire faculty. The prospectus should lay out clearly the student’s proposed dissertation topic. It should motivate the importance of the topic, present the core idea of the proposed work together with its promise and viability, and demonstrate how this work fits into past research in the area. The prospectus should also identify a dissertation committee. The committee must include at least three faculty members (including the adviser), two of whom must be members of the Linguistics department. The prospectus document should be fifteen to twenty pages in length. After the document is submitted, the prospectus must be defended orally in front of the faculty. Upon successful completion of the prospectus defense, students advance to Ph.D. candidacy.
  • 6. Dissertation. By the end of the eighth term, students must complete a chapter of the dissertation, together with a detailed outline of the dissertation and comprehensive bibliography. At this point (and at one-term intervals thereafter until the completion of the dissertation), the student will meet with the entire dissertation committee, to evaluate progress toward the dissertation. When this committee approves the chapter and dissertation outline, students are eligible for a University Dissertation Fellowship, which will support them in their fifth year of graduate study.
  • Students are expected to complete their dissertations by the end of the fifth year. At least one month prior to the dissertation filing date, the completed dissertation must be orally defended. This defense will typically involve a public presentation of the main results of the dissertation and oral examination by the members of the dissertation committee. Committee members must be given the completed dissertation no less than two weeks prior to the date of the defense.
Feedback and Evaluation

At the conclusion of each academic year, all Ph.D. students will receive a written evaluation of their performance in the program, highlighting their strengths and accomplishments, as well as mentioning areas for improvement. Because of the fundamental role played by research in the Ph.D. program, we expect the completion of the research requirements to take highest priority. It is particularly important that students make satisfactory progress toward the first QP and complete all work by the deadlines given above. Failure to do so may result in being asked to leave the program.

Language Requirement

Students are expected to exhibit some breadth in their knowledge of the languages of the world beyond those most commonly studied (including but not confined to Romance, Germanic, and Slavic languages) and those most similar in structure to the student’s first language. LING 641, Field Methods, fulfills this requirement; alternatively, with the permission of the DGS, the student may instead take an appropriate language structure class, or one or more classes characterized as L3 or higher at Yale or the equivalent elsewhere. This requirement must be completed before the prospectus defense, when the student advances to Ph.D. candidacy.

Teaching Fellow/Research Assistant Requirements

The faculty regard teaching experience as an integral part of the graduate training program in Linguistics. All students are required to serve as Teaching Fellows for a minimum of two terms, usually beginning in the first term of the third year. In addition, students must complete two additional terms of assistantship. These may be either as a Teaching Fellow, or through participation in externally supported, supervised research as a Research Fellow. Research assistantships may be provided by the Linguistics faculty and by various Yale and Yale-affiliated units. Before accepting a research assistantship in fulfillment of this requirement, students must receive approval from the DGS. To be approved, a research assistantship must meet the following criteria:

  • 1. It must be supervised by a Linguistics department faculty member or a faculty member from an affiliated unit, such as Haskins Laboratories or the Yale School of Medicine.
  • 2. It must provide research experience that complements the student’s academic plan of study.
  • 3. It must provide at least ten hours of experience per week.

If an approved research assistantship is accepted that does not provide a stipend equal to the standard departmental stipend, a University Fellowship will be provided to augment the stipend so as to bring it up to the departmental standard.

Master’s Degrees

M.Phil. Students in the doctoral program who complete all requirements for the Ph.D. apart from the submission of a completed dissertation (but including the presentation and successful defense of a dissertation prospectus) may petition for the M.Phil. degree.

M.A. (en route to the Ph.D.) Students in the doctoral program who successfully complete the course work, examinations, and work samples required by the end of the second year of graduate study (see above) may petition for the M.A. degree.

Program materials are available online at http://ling.yale.edu.

Courses

LING 500a/ENGL 500a, Introduction to Old English Language and Literature  Roberta Frank

The essentials of the language, some prose readings, and close study of several celebrated Old English poems. TTH 9–10:15

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

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

[LING 502a, Advanced Old English]

LING 510au, Introduction to Linguistics Jim Wood

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

Introduction to language change and language history. Types of change that a language undergoes over time: sound change, analogy, syntactic and semantic change, borrowing. Techniques for recovering earlier linguistic stages: philology, internal reconstruction, the comparative method. The role of language contact in language change. Evidence from language in prehistory. TTH 2:30–3:45, 1 HTBA

LING 515au/SKRT 510aU, Introductory Sanskrit I David Brick

An introduction to Sanskrit language and grammar. Focus on learning to read and translate basic Sanskrit sentences in the Indian Devanagari script. No prior background in Sanskrit assumed. Credit only on completion of LING 525b/SKRT 520b. MTWTHF 9:25–10:15

LING 517au, Language a