Yale University.Calendar.Directories.

Non-Degree-Granting Programs, Councils, and Research Institutes

Atmospheric Science

Advisory Committee Hagit Affek (Geology & Geophysics), Sarbani Basu (Astronomy), Michelle Bell (Forestry & Environmental Studies), William Boos (Geology & Geophysics), Alexey Fedorov (Geology & Geophysics), Debra Fischer (Astronomy), Gary Haller (Chemical & Environmental Engineering; Chemistry), Xuhui Lee (Forestry & Environmental Studies), Rajendra Pachauri (Forestry & Environmental Studies), Mark Pagani (Geology & Geophysics), Ronald Smith (Geology & Geophysics), Mitchell Smooke (Mechanical Engineering & Materials Science; Applied Physics), Sabatino Sofia (Astronomy), Trude Storelvmo (Geology & Geophysics), Mary-Louise Timmermans (Geology & Geophysics), Andrew Wells (Applied Mathematics), John Wettlaufer (Applied Mathematics; Geology & Geophysics; Physics)

A number of departments of the Graduate School offer courses dealing with the physics, dynamics, and chemistry of the atmosphere, and the interactions of the atmosphere with the biosphere, oceans, and cryosphere, including all biogeochemical cycles. The mathematical and physical science basis for these phenomena is developed in course work and research foci across a range of departments. In order to permit students whose interests lie in the field of atmospheric science to develop an integrated program of studies, an interdisciplinary program is offered. Typical areas of interest included in the scope of the program are theory of weather and climate, computational fluid dynamics, air pollution from industrial and natural sources, urban environmental health, global climatic change, paleoclimatology, hydrometeorology, and dynamics of atmospheric and oceanic motions. The program is individually planned for each student through a faculty adviser system.

Special Admissions Requirements

A student should, on the basis of scientific orientation, seek admission to one of the participating departments. The Department of Geology and Geophysics is the focus for studies of physical and dynamical meteorology, oceanography, and atmospheric chemistry, with allied methods and approaches in the Program on Applied Mathematics. The departments of Applied Physics, Public Health, and Engineering & Applied Science (which includes the programs of Biomedical Engineering, Chemical & Environmental Engineering, Electrical Engineering, and Mechanical Engineering & Materials Science) provide additional courses in environmental health and atmospherically related processes. The Ph.D. and M.Phil. requirements are those of the admitting departments (see entries in this bulletin).

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Combined Program in the Biological and Biomedical Sciences (BBS)

Sterling Hall of Medicine L-203A, 203.785.5663

http://bbs.yale.edu

Director

To be announced

Fields of Study

The Yale Combined Program in the Biological and Biomedical Sciences (BBS) offers unprecedented access to Yale’s extensive array of bioscience resources, encompassing everything the University has to offer in one comprehensive, interdisciplinary graduate program. BBS has no boundaries, either departmental or geographical. Students therefore have access to courses, seminars, and faculty labs in every department. Moreover, students can participate in research activities anywhere—on the main University campus, West Campus, or the School of Medicine.

Within BBS there are approximately 350 participating faculty, several dozen courses, and a great many seminars from which to choose. BBS is currently divided into seven interest-based “tracks”:

  • Biochemistry, Biophysics, and Structural Biology
  • Computational Biology and Bioinformatics
  • Immunology
  • Microbiology
  • Molecular Cell Biology, Genetics, and Development
  • Molecular Medicine, Pharmacology, and Physiology
  • Neuroscience

Students apply to and, upon matriculation, affiliate with one of these seven tracks. It is important to note that, regardless of a student’s home track, all courses, faculty, and research opportunities at the University remain available.

Year 1 Each track has a faculty director who helps first-year students select courses and find suitable lab rotations. Students typically take two to three courses per term and conduct two to four lab rotations over the course of the year.

Year 2 Just prior to the start of the second year, students select a thesis adviser in whose lab they will conduct their doctoral research. They also then leave their BBS track and formally join one of twelve Ph.D.-granting programs:

  • Cell Biology
  • Cellular and Molecular Physiology
  • Computational Biology and Bioinformatics
  • Experimental Pathology
  • Genetics
  • Immunobiology
  • Interdepartmental Neuroscience Program
  • Microbiology
  • Molecular Biophysics and Biochemistry
  • Molecular, Cellular, and Developmental Biology
  • Neurobiology
  • Pharmacology

Students in year 2 complete the course requirements for the graduate program they have joined, take a qualifying exam, act as teaching assistants in lecture or lab courses, and begin thesis research.

Year 3 and beyond Students focus primarily on thesis research, publishing their results, and presenting their work at scientific meetings.

The average time to degree is 5.5 years.

For the duration of their studies all students receive a stipend, full tuition, and health coverage. Financial support comes from university fellowships, National Institutes of Health (NIH) training grants, and grants from foundations and companies.

Special Admissions Requirements

Entrance requirements to BBS are track-specific but include the following: GRE General Test scores; relevant GRE Subject Test scores (strongly recommended but not a strict requirement); undergraduate major in a relevant biological, chemical, or physical science; three letters of recommendation addressing the student’s academic performance and/or laboratory training; and TOEFL exam scores for students whose native language is not English. Track-specific requirements are listed below.

Biochemistry, Biophysics, and Structural Biology

All applicants are expected to meet general BBS requirements for entrance. Successful applicants will have a firm foundation in the sciences. Desirable courses include biology; biochemistry; general, organic, and physical chemistry; physics; and math. A pertinent GRE Subject Test is strongly recommended.

Computational Biology and Bioinformatics

All applicants are expected to meet general BBS requirements for entrance. In addition, successful applicants will have a strong foundation in the basic sciences such as biology, chemistry, and mathematics. Training in computing/informatics is also essential and should include significant computer programming experience. The GRE Subject Test in cellular and molecular biology, biology, biochemistry, chemistry, computer science, or other relevant discipline is recommended. The MCAT is also accepted.

Immunology

All applicants are expected to meet general BBS requirements for entrance. In addition, successful 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 are not fixed, however, 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.

Microbiology

No additional requirements or recommendations.

Molecular Cell Biology, Genetics, and Development

In addition to general BBS requirements, the GRE Subject Test in Biochemistry, Cell and Molecular Biology, Biology, or Chemistry is recommended.

Molecular Medicine, Pharmacology, and Physiology

All applicants are expected to meet general BBS requirements for entrance. Successful applicants should have a strong background in the biological, chemical, and/or physical sciences. For example, an undergraduate major/degree in biology, biochemistry, physiology, genetics, chemistry, physics, mathematics, engineering, or computer science could be appropriate. Courses in biology, biochemistry, organic and physical chemistry, and mathematics through elementary calculus are strongly recommended.

Neuroscience

All applicants are expected to meet general BBS requirements for entrance. Successful applicants will have a firm foundation in the sciences. The Neuroscience track will accept the Medical College Admission Test (MCAT) in lieu of the Graduate Record Examination (GRE) General Test.

Program materials are available upon request to Bonnie Ellis, Assistant Administrative Director, BBS Program, Yale University, PO Box 208084, New Haven CT 06520-8084; telephone 203.785.5663; fax 203.785.3734; e-mail, bbs@yale.edu; Web site, http://bbs.yale.edu.

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The Cowles Foundation

30 Hillhouse Avenue, 203.432.3702

http://cowles.econ.yale.edu

Director

Donald Andrews

The Cowles Foundation for Research in Economics at Yale University has as its purpose the conduct and encouragement of research in economics. The Cowles Foundation seeks to foster the development and application of rigorous logical, mathematical, and statistical methods of analysis. Members of the Cowles research staff are faculty members with appointments and teaching responsibilities in the Department of Economics and other departments. Among its activities, the Cowles Foundation provides financial support for research, visiting faculty, postdoctoral fellowships, workshops, and graduate students. Cowles regularly sponsors conferences and publishes a working paper series and research monographs.

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The Economic Growth Center

27 Hillhouse Avenue, 203.432.3610

www.econ.yale.edu/~egcenter

Director

Mark Rosenzweig

The Economic Growth Center is a research organization within the Yale Department of Economics that was created in 1961 to analyze, both theoretically and empirically, economic growth and development. The research program emphasizes the search for regularities in the process of growth and changes in economic structure. In recent years the center has also undertaken new and continuing long-term panel studies and is carrying out randomized field experiments in a number of countries to provide new information on and analyses of the consequences and mechanisms of development. An increasing share of the research involves historical analysis of long-term processes as part of the Economic History Program that is housed in the Economic Growth Center. Current projects in the center include research on technology adoption; microfinance and credit markets; formal insurance; household consumption; investment and demographic behavior; the role of networks; agricultural research and productivity growth; labor markets and the returns to education of women and men; entrepreneurship; income distribution; domestic and international migration; the relationship between trade and development; and international political economy. The center’s research faculty hold appointments in the Department of Economics and other departments and schools at Yale, and accordingly have teaching as well as research responsibilities.

The center sponsors a number of activities, including a regular series of workshops on development, trade, and economic history, and provides competitive research grants to graduate students and faculty as well as graduate student fellowships.

The Economic Growth Center Collection, housed in a separate facility at the Center for Science and Social Science Information, is a special collection focused on the statistical, economic, and planning documents of developing countries, including government documents.

The center administers, jointly with the Department of Economics, the Yale master’s degree training program in International and Development Economics.

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Humanities: Mellon Program

Director of Graduate Studies

Pamela Schirmeister (pamela.schirmeister@yale.edu)

Advisory Committee Julia Adams (Sociology), Dudley Andrew (Comparative Literature; Film & Media Studies), Emily Bakemeier (Deputy Provost), Howard Bloch (French), Rüdiger Campe (German), Tamar Gendler (Philosophy), Daniel Harrison (Music), Edward Kamens (East Asian Languages & Literatures), Mary Miller (History of Art), Marc Robinson (Theater Studies; English), Pamela Schirmeister (Dean for Special Projects, Yale College and Graduate School of Arts and Sciences), Gary Tomlinson (Music), Katie Trumpener (Comparative Literature)

The Mellon-funded program Re-imagining Humanities Education at Yale runs from 2012 through 2016 and includes related initiatives at the undergraduate, graduate, and postdoctoral levels. Collectively, these initiatives work to address the well recognized challenges of narrowly focused courses and the effects on the curriculum, and, in particular, the limitations of such courses in preparing graduates for the future and attracting undergraduates in the present. At each level, albeit in different ways, the idea is to establish a flow of new ideas among a community of scholars that would seamlessly extend from those teaching undergraduates through graduate students and postdoctoral fellows, making it possible for students and faculty alike to participate in broader conversations across the humanities disciplines.

Special Admissions Requirement

At the graduate level, the program offers a nondegree course of study for students enrolled in any of Yale’s Ph.D. programs in the humanities and humanistic social sciences. Students normally apply to the graduate concentration in their second or third year of study.

Requirements for the Graduate Certificate of Concentration

The program centers on a core seminar, the topic of which changes each year. The core seminars are team-taught, interdisciplinary, yearlong courses aimed at developing students’ intellectual breadth beyond the scope of their home discipline. While in the concentration students take between one and three additional courses concomitant with the core seminar. At least one of these courses must be outside of the student’s home department or program. During this year, students will work on exam and prospectus preparation for their home department, but students may not teach. Instead they are provided an additional year of University fellowship for the year. In years four through six, students are expected to assist in teaching a total of four courses, one per term. Most students will teach at least one course outside of their home department, a course at the introductory level, and, when possible, will team-teach a course with someone working in another discipline. In years four and beyond, students are also expected to participate in working groups that will be formed within each cohort of the program.

Courses

HUMS 901, Circa 1900: Modernism and the Project of Modernity  R. Howard Bloch, Rüdiger Campe, Katie Trumpener

This interdisciplinary core turns on the question of modernism and modernization in the “long” turn of the century between 1870 and 1940, viewed through the lens of European social and technological transformations, aesthetic, intellectual and political ferment, but also against the backdrop of much longer, broader, global modernization processes. Topics to include the Enlightenment and its aftermath; modernity elsewhere; the social spaces of modernism; modernist languages the modern soul/subject; the emergence of the social and political sciences, and the invention of everyday life; science, technology, communication, transportation; media, film, techniques of visualization, practices of evidence; practices of the body; social movements and cultural orderings, orders of Knowledge, aesthetic practices.

Related Course

HIST 800a/HSAR 746a/MDVL 565a, Circa 1000 Valerie Hansen, Mary Miller, Anders Winroth

The world in the year 1000, when the different regions of the world participated in complex networks. Archaeological excavations reveal that the Vikings reached L’Anse aux Meadows, Canada, at roughly the same time that the Kitan people defeated China’s Song dynasty and established a powerful empire stretching across the grasslands of Eurasia. Viking chieftains donned Chinese silks while Chinese princesses treasured Baltic amber among their jewelry. In what is now the American Southwest, the people of Chaco Canyon feasted on tropical chocolate, while the lords of Chichen Itza wore New Mexican turquoise—yet never knew the Huari lords of the central Andes. Islamic armies conquered territory in western China (modern Xinjiang) and northern India (around Delhi) for the first time. In this seminar, students read interpretative texts based on archaeology and primary sources, work with material culture, and develop skills of cross-cultural analysis. M 1:30–3:20

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Institution for Social and Policy Studies

77 Prospect Street, 203.432.3234

http://isps.yale.edu

Director

Jacob Hacker

Executive Committee Nicholas Christakis, John Dovidio, Heather Gerken, James Levinsohn, Ian Shapiro, Jody Sindelar, Ebonya Washington

The Institution for Social and Policy Studies (ISPS) facilitates interdisciplinary social science inquiry on important public policy subjects in order to advance research, shape policy outcomes, and educate the next generation of policy thinkers and leaders.

Recognizing that important social problems cannot be studied adequately by a single discipline, the Yale Corporation established ISPS in 1968 to stimulate interdisciplinary collaboration within the University. Today, as a hub for interdisciplinary policy research and discussion at Yale, ISPS hosts a number of major programs, including the University Interdisciplinary Center for Bioethics; the Center for the Study of American Politics; the Program in Ethics, Politics, and Economics; and ISPS Health, a new health policy program linking scholars from across the University. Through these programs and other policy initiatives, ISPS sponsors high-level conferences, interdisciplinary faculty seminars, targeted research projects on key policy issues, graduate and undergraduate fellowship programs, postdoctoral appointments, and the undergraduate major in Ethics, Politics, and Economics. ISPS has a particular interest in three broad areas of inquiry: inequality, health care, and the performance of our democratic institutions.

Through our work in these areas and others, ISPS seeks to provide intellectual leadership in the social sciences; foster sound and creative research on public policies of local, national, and international significance; and inform both teaching at Yale and academic and public debates beyond Yale.

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International Security Studies

31 Hillhouse Avenue, 203.432.6242

http://iss.yale.edu

Codirectors

Adam Tooze and Paul Kennedy

International Security Studies (ISS) at Yale was founded in 1988 and is supported by the Smith Richardson Foundation and the Friends of ISS. The Brady-Johnson Program in Grand Strategy, directed by John Lewis Gaddis, operates under ISS’s auspices.

Although ISS is not a degree-granting program, its faculty members, fellows, and affiliates write and teach about numerous aspects of international history and world affairs. Their interests range from high politics and economic change to cultural transfer and nongovernmental activism. ISS strives to understand the genealogy of the present through diverse historical and methodological approaches, and to develop and apply holistic insights into the most pressing concerns of global life.

ISS organizes an array of extracurricular activities each academic year. It hosts lectures, dinner debates, conferences, colloquia, and discussion groups. In addition to hosting a running graduate and faculty forum on the historical roots of contemporary issues, ISS provides competitive summer grants to support language training and archival research for Yale students. Postdoctoral fellowships and predoctoral fellowships are available to scholars from other universities. ISS also provides academic fellowships and visiting affiliations to serving members of the U.S. Armed Forces.

Inquiries should be directed to iss@yale.edu or to International Security Studies, Yale University, PO Box 208353, New Haven CT 06520-8353. Further information on ISS can be found at http://iss.yale.edu.

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Judaic Studies

451 College Street, 203.432.0843

http://judaicstudies.yale.edu

Chair

To be announced

Director of Graduate Studies

Steven Fraade [F]

Ivan Marcus [Sp]

Professors John Collins (Divinity School; Religious Studies), Steven Fraade (Religious Studies; on leave [Sp]), Paul Franks (Philosophy), Christine Hayes (Religious Studies), Hannan Hever (Comparative Literature), Ivan Marcus (History; Religious Studies), Hindy Najman (Religious Studies), Maurice Samuels (French), Rina Talgam (Visiting), Eibert Tigchelaar (Visiting), Francesca Trivellato (History), Laura Wexler (Women’s, Gender & Sexuality Studies; American Studies), Robert Wilson (Divinity School; Religious Studies)

Associate Professors Joel Baden (Divinity School), Paul North (German), Eliyahu Stern (Religious Studies; History)

Senior Research Scholar Margaret Olin (Divinity School; History of Art; Religious Studies)

Senior Lecturer Peter Cole (Comparative Literature)

Lecturers Gabriel Citron (Philosophy), Shaun Halper (History), Yishai Kiel (Religious Studies), Eve Krakowski (Religious Studies)

Senior Lector II Ayala Dvoretzky (Near Eastern Languages & Civilizations)

Senior Lector Shiri Goren (Near Eastern Languages & Civilizations)

Lector Dina Roginsky (Near Eastern Languages & Civilizations)

Judaic Studies offers an interdisciplinary approach to the critical study of the languages, history, literature, religion, and culture of the Jews. Jewish society, texts, ideologies, and institutions are studied in comparative historical perspective in relation to the surrounding societies and cultures.

Graduate-level programs are available through the following departments: History (Ancient, Medieval, and Modern Jewish History), Religious Studies (History and Literature of Ancient Judaism, Medieval and Modern Jewish History), Near Eastern Languages and Civilizations (Northwest Semitic, Hebrew Language and Literature), Comparative Literature (Hebrew and Comparative Literature). Applications are made to a specific department, and programs of study are governed by the degree requirements of that department.

Other resources include the Judaica collection of Sterling Memorial Library and its Judaica bibliographer, the Fortunoff Archive for Holocaust Testimonies, the biweekly faculty/graduate student Judaic Studies Seminar, several lecture series, postdoctoral fellowships, and graduate fellowships in Judaic Studies.

Program materials are available on request to the director of graduate studies of the department of intended specialization, or to the Chair, Program of Judaic Studies, Yale University, PO Box 208282, New Haven CT 06520-8282, and at http://judaicstudies.yale.edu.

Courses

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

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

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

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

JDST 652a, Mutual Influences in Jewish, Pagan, Christian, Samaritan, and Muslim Art in the Southern Levant in Late Antiquity Rina Talgam

The course traces the intricate visual dialogues among paganism, Judaism, Samaritanism, Christianity, and Islam in the eastern Mediterranean in late antiquity. It focuses on the role played by works of art in constructing the ethnic and religious identity of the various groups and examines both the intimate links, as well as the disjunctions, between art and text. W 1:30–3:20

JDST 670/PERS 505, Introduction to Pahlavi (Middle Persian) Oktor Skjaervo

A two-term course. TH 1:30–3:20

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

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

JDST 701aU, The Bible Christine Hayes

The writings common to both Jewish and Christian scripture examined as diverse and often conflicting expressions of the religious life and thought of ancient Israel. The work’s cultural and historical setting in the ancient Near East; the interpretive history of selected passages influential in Western culture. Introduction to a wide range of critical and literary approaches to biblical studies. Students view course lectures, which survey the entire Bible, online; class time focuses on specific biblical passages and their subsequent interpretation in Jewish and Christian culture. MW 11:35–12:50

JDST 725aU/RLST 757aU, The Dead Sea Scrolls and the History of Ancient Judaism: The Community Rule Steven Fraade

Study focuses on one of the oldest and most central of the sectarian writings of the Dead Sea Scrolls. Its liturgical, legal, and theological contents are essential to understanding the organization, discipline, rhetoric, and ideology of this ancient Jewish community and its relation to other groups and movements in ancient Judaism. Prerequisite: reading fluency in ancient Hebrew. W 9:25–11:15

JDST 727aU/RLST 752aU, Mishnah Seminar: Tractate Rosh HaShanah  Steven Fraade

Close study of a tractate of the Mishnah, the earliest digest of rabbinic law, and its accompanying Tosefta, dealing with rules for the establishment of New Moons, the intercalation of the lunar calendar, the testimony and examination of witnesses, the festival of the New Year (Rosh HaShanah), and the sounding of the Shofar. Dual attention to the historical significance of the legal and ritual institutions represented and to the cultural significance of the rhetoric of that representation, including the interplay of law and narrative. Consideration is also given to the relation of the rabbinic calendrical system to those of antecedents, especially as evidenced in the Dead Sea Scrolls, as well as to talmudic and later interpretation of the Mishnah. Prerequisite: reading fluency in ancient Hebrew. TH 9:25–11:15

JDST 728aU/RLST 651aU, Midrash Seminar: Exodus 32 Christine Hayes

A study of the midrashic career of the Golden Calf story. Examination of the rich and polyphonic tradition of interpretation found in the Bible itself, in ancient translations, and in classical rabbinic sources. TTH 1–2:15

JDST 732b/RLST 745b, Editing Dead Sea Scrolls: Identification, Reconstruction, Interpretation Hindy Najman, Eibert Tigchelaar

In this course we discuss ten major Dead Sea Scrolls texts and reflect on different aspects of editing scrolls manuscripts and compositions. These aspects include the identification of fragments and works as well as the categorization and naming of manuscripts and compositions (specifically with respect to canon, provenance, and genre). In addition, we deal with different kinds of reconstruction, namely, physical reconstruction of fragmentary manuscripts and literary or theological reconstructions of the relationships between manuscripts and the character of compositions. Finally, we give full attention to both philological and contextual aspects of interpretations of individual scrolls and the corpus as a whole. The goal of the course is to analyze the history and present state of this threefold editing project. We aim to identify the problems and challenges of identification, reconstruction, and interpretation of these scrolls in relation to the collection as a whole and to the broader scholarship of the Bible, ancient Judaism, early Christianity, and rabbinic Judaism. W 1:30–3:20

JDST 734b/RLST 740b, Rabbinic Texts Christine Hayes

A close study of classical rabbinic sources with attention to questions of both form and content, critical methods, and cultural and historical context. Designed for doctoral students in Ancient Judaism. Prerequisite: ability to read Talmudic texts in the original languages. T 2:30–4:30

JDST 761aU/HIST 596aU/RLST 773aU, Jewish History and Thought to Early Modern Times Ivan Marcus

A broad introduction to the history of the Jews from biblical beginnings until the European Reformation and the Ottoman Empire. Focus on the formative period of classical rabbinic Judaism and on the symbiotic relationships among Jews, Christians, and Muslims. An overview of Jewish society and culture in its biblical, rabbinic, and medieval settings. TTH 11:35–12:50

JDST 764bU/HIST 590bU/RLST 777bU, Jews in Muslim Lands from the Seventh to Sixteenth Century Ivan Marcus

Introduction to Jewish culture and society in Muslim lands from the Prophet Muhammad to Suleiman the Magnificent. Topics include Islam and Judaism; Jerusalem as a holy site; rabbinic leadership and literature in Baghdad; Jewish courtiers, poets, and philosophers in Muslim Spain; and the Jews in the Ottoman Empire. TTH 11:35–12:50

JDST 780bU/RLST 747bU, Jewish Citizenship in Modern Europe Eliyahu Stern

Seventeenth- to twentieth-century responses to Jewish citizenship in modern European states. Religious law; modern Jewish identity; Zionism; Judaism as a religion vs. a nation; the place of minorities in contemporary Europe. T 9:25–11:15

JDST 790b/HIST 601b/RLST 776b, Jewish History, Thought, and Narratives in Medieval Societies Ivan Marcus

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

JDST 793bU/HIST 587bU/RLST 799bU, Introduction to Modern Jewish Thought  Eliyahu Stern

An overview of Jewish philosophical trends, movements, and thinkers from the seventeenth to the twenty-first. Topics include enlightenment, historicism, socialism, secularism, religious radicalism, and Zionism. MW 3:30–4:20, 1 HTBA

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

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

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

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

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

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

JDST 838a/PHIL 651aU, Beyond the “God Hypothesis” Gabriel Citron

Many theologians have considered it misguided to understand religious faith as a hypothesis about the existence of a super-empirical entity. We begin by trying to understand why this is. We then consider a series of modern Christian and Jewish attempts to reenvisage what faith might be if not a hypothesis, and what God might be if not an entity. Finally, we ask what religious life looks like given this reenvisaged theism. We read thinkers such as Friedrich Schleiermacher, Martin Heidegger, Simone Weil, and Abraham Joshua Heschel, among others. M 3:30–5:20

For course offerings in the Hebrew language and in Israeli society and culture, see Near Eastern Languages and Civilizations.

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The Whitney and Betty MacMillan Center for International and Area Studies at Yale

Luce Hall, 203.432.3410

www.yale.edu/macmillan

Director

Ian Shapiro (Political Science)

For more than four decades the Whitney and Betty MacMillan Center for International and Area Studies at Yale has been the University’s principal institution for encouraging and coordinating teaching and research on international affairs and on societies and cultures around the world. The MacMillan Center endeavors to make understanding the world outside the borders of the United States an integral part of liberal education and professional training at the University. It brings together scholars from all relevant schools and departments to provide insightful interdisciplinary comparative and problem-oriented teaching and research on regional, international, and global issues.

The MacMillan Center provides eleven degree programs. The seven undergraduate majors include African Studies; East Asian Studies; Global Affairs; Latin American Studies; Modern Middle East Studies; Russian and East European Studies; and South Asian Studies. The four graduate degree programs award master’s degrees in African Studies, East Asian Studies, Global Affairs, and European and Russian Studies. There are joint-degree graduate programs with the schools of Forestry & Environmental Studies, Law, Management, and Public Health. Additionally, the programs offer seven Graduate Certificates of Concentration: in African Studies, European Studies, Global Health, International Development Studies, International Security Studies, Latin American and Iberian Studies, and Modern Middle East Studies.

The many councils, committees, and programs at the MacMillan Center support research and teaching across departments and professions, support doctoral training, advise students at all levels, and provide extracurricular learning opportunities, as well as funding resources for student and faculty research related to their regions and subject areas. Regional studies programs include African Studies, British Studies, Canadian Studies, East Asian Studies, European Studies, Hellenic Studies, Latin American and Iberian Studies, Middle East Studies, South Asian Studies, and Southeast Asia Studies. Comparative and international programs include the Jackson Institute for Global Affairs; the Center for the Study of Globalization; European Union Studies; Genocide Studies; the Gilder Lehrman Center for the Study of Slavery, Resistance, and Abolition; Global Health; Global Justice; International and Comparative Political Economy; Order, Conflict, and Violence; and the Program on Democracy.

The MacMillan Center’s regional councils regularly teach all levels of eight foreign languages (Modern Greek, Hindi, Indonesian, Sanskrit, Swahili, Vietnamese, Yorùbá, Zulu). Together with central MacMillan resources, they collaborate with the Center for Language Study (CLS) in supporting Directed Independent Language Study of another sixty-four languages for undergraduate, graduate, and professional school students. Regional councils and language faculty participate actively in the Cornell, Columbia, and Yale shared course initiative led by CLS, using distance learning technology for Bengali, Modern Greek, Romanian, Tamil, Yorùbá, and Zulu.

The MacMillan Center provides opportunities for scholarly research and intellectual innovation; awards nearly 500 fellowships and grants each year; encourages faculty/student interchange; sponsors some 750 lectures, conferences, workshops, seminars, and films each year (most of which are free and open to the public); produces a range of working papers and other academic publications; and contributes to library collections comprising 1.4 million volumes in the languages of various areas. In addition to administering the master’s program in Global Affairs, the Jackson Institute for Global Affairs provides career counseling services to Yale students interested in diplomatic service or careers with international agencies or nongovernmental organizations. Through the Programs in International Educational Resources (PIER), the MacMillan Center brings international education and training to educators, K–12 students, the media, businesses, and the community at large. The MacMillan Center supports The MacMillan Report, an online show that features Yale faculty in international and area studies and their research in a one-on-one interview format. Webisodes can be viewed at www.yale.edu/macmillanreport. The MacMillan Center is also home to Yale Global Online.

For details on degrees, programs, and faculty leadership, please consult www.yale.edu/macmillan.

Graduate Certificates of Concentration in International and Area Studies

General Guidelines—Program Description

The Whitney and Betty MacMillan Center for International and Area Studies at Yale, through the Jackson Institute for Global Affairs and the regional councils on African, European, Latin American and Iberian, and Middle East Studies, sponsors graduate certificates of concentration that students may pursue in conjunction with graduate-degree programs in the Graduate School of Arts and Sciences and the professional schools. The certificate is intended for students seeking to demonstrate substantial preparation in the study of one of the seven areas of concentration: regional (Africa, Europe, Latin America, Middle East) or thematic and international (Development, Global Health, and Security).

Candidates for the certificate must demonstrate expertise in the area of concentration through their major graduate or professional field, as well as show command of the diverse interdisciplinary, geographic, and cultural-linguistic approaches associated with expertise in the area of concentration. Admission to the graduate certificate is contingent on the candidate’s acceptance into a Yale graduate-degree program. Award of the graduate certificate, beyond fulfilling the relevant requirements, is contingent on the successful completion of the candidate’s Yale University degree program.

Application Procedure

Specific requirements of each council are reflected in its application, monitoring, and award procedures. Application forms can be picked up at the relevant council or downloaded from its Web site. Prospective students should submit a completed application form to the relevant council.

Applications may be submitted by students admitted to a graduate program at Yale or during their program of study but no later than the beginning of the penultimate term of study. Each council may set limits on the number of candidates for its program in any given year. For further information, see the council administrator.

Summary of General Requirements

While the general requirements are consistent across all councils of the MacMillan Center, the specific requirements of each council may vary according to the different expertise required for its area of concentration. In addition to the specific requirements, students pursuing the certificate are expected to be actively engaged in the relevant council’s intellectual community and to be regular participants at its events, speaker series, and other activities. Serious study, research, and/or work experience overseas in the relevant region is highly valued. The requirements:

  • 1. Six courses in the area of concentration (in at least two different fields).
  • 2. Language proficiency in at least one language relevant to the area of concentration beyond proficiency in English. For some councils and for some individual circumstances, proficiency in two languages beyond English is required.
  • 3. Interdisciplinary research paper focused on the area of concentration.

Further Details on General Requirements

  • 1. Course work
  • Students must complete a total of six courses focused on the area from at least two different fields including a Foundations Course if designated by the council. Of the remaining five courses only two may be “directed readings” or “independent study.” Please note:
  • • No more than four courses may count from any one discipline or school.
  • • Courses from the home field of the student are eligible. Courses may count toward the student’s degree as well as toward the certificate.
  • • Literature courses at the graduate level may count toward the six-course requirement, but elementary or intermediate language courses may not. At the discretion of the faculty adviser, an advanced language course at the graduate level may be counted if it is taught with substantial use of field materials such as literature, history, or social science texts and journals relevant to the area.
  • • Course work must demonstrate broad comparative knowledge of the region rather than focus on a specific country.
  • • Course work must demonstrate a grasp of the larger thematic concerns affecting the region, such as environment, migration, or global financial movements.
  • • Only those courses listed on the Graduate Course Listings provided by the area council may be used to fulfill course requirements. For courses not listed there, please consult the certificate adviser. Non-listed courses may only be counted with prior approval of the council adviser, not after the fact.
  • • A minimum grade of HP must be obtained or the course will not be counted toward the certificate.
  • • Only course work taken during the degree program at Yale may be counted toward the certificate.
  • 2. Language proficiency
  • In the major-area language targeted for meeting the proficiency requirement, students must demonstrate the equivalent ability of two years of language study at Yale with a grade of B+ or better. Language proficiency must encompass reading, writing, speaking, and listening skills plus grammar. Students may demonstrate proficiency by completing course work, by testing at Yale, or by other means as approved by the council adviser. When a second major language of the region beyond English is required, the relevant council will specify the target level. The typical departmental graduate reading exam is not sufficient for certifying the four-skill language requirement of the certificate.
  • Normally, when the candidate is a native speaker of one of the area’s major languages, he/she will be expected to develop language proficiency in a second major area language.
  • 3. Interdisciplinary research paper
  • A qualifying research paper is required to demonstrate field-specific research ability focused on the area of concentration. After they have completed substantial course work in the area of concentration, students must seek approval from the council faculty adviser for the research project they propose as the qualifying paper. Normally, the student will submit the request no later than the fourth week of the term in which he or she plans to submit the qualifying paper.
  • The interdisciplinary research paper may be the result of original research conducted under the supervision of a faculty member in a graduate seminar or independent readings course or in field research related to the student’s studies. An M.A. thesis, Ph.D. prospectus, or dissertation may also be acceptable if it is interdisciplinary as well as focused on the area of concentration. The qualifying paper should examine questions concerning the area of concentration in a comparative and/or interdisciplinary context. It should also use relevant international and area-focused resource materials from a relevant region and/or resource materials in the language(s) of a relevant region or regions. Normally the paper should incorporate at least two of the following elements:
  • • Address more than one country relevant to the area of concentration
  • • Draw on more than one disciplinary field for questions or analytic approaches
  • • Address a transregional or transnational theme relevant to the area of concentration
  • The paper will be read by two faculty members selected in agreement with the council adviser. The readers will be evaluating the paper for the quality of research, knowledge of the relevant literature, and depth of analysis of the topic. The qualifying paper must be fully footnoted and have a complete bibliography. The council adviser may call for a third reader as circumstances warrant.

Progress Reports and Filing for the Award of the Certificate/Qualification

Students should submit a progress report along with a copy of their unofficial transcript to the council faculty adviser at the end of each term. Ideally, this will include a brief narrative describing the student’s engagement in the relevant council’s intellectual community and participation in its events, speaker series, and the like, as well as any planned or newly completed experience overseas.

A student who intends to file for the final award of the certificate should contact the council no later than the end of the term prior to award. By the fourth week of the term of the expected award at the latest, the candidate should demonstrate how he/she has or will have completed all the requirements on time.

At the end of the term as grades are finalized, the council will confirm that the candidate is cleared to receive the home degree and has fulfilled all the requirements of the certificate. The final award will require review and clearance by the relevant associate director of the MacMillan Center.

Pursuit of Two Certificates by a Single Student

No courses may overlap between the two certificates. Any application for two certificates by a single student must robustly fulfill all of the requirements for each of the two certificates. Each certificate must be approved independently by each respective council’s certificate adviser.

In addition to the approval of both council advisers, any award of two certificates will require review and approval by the relevant associate director of the MacMillan Center.

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Council on African Studies

The MacMillan Center

309 Luce Hall, 203.432.9903

www.yale.edu/macmillan/african

Graduate Certificate of Concentration in African Studies

Chair

Christopher Udry (Economics)

Faculty

For faculty listings, see the section on African Studies under Degree-Granting Departments and Programs in this bulletin.

Special Requirements for the Graduate Certificate of Concentration in African Studies

The Graduate Certificate of Concentration in African Studies enables graduate and professional school students in fields other than African Studies to demonstrate interdisciplinary area expertise, language proficiency, and research competence in African Studies. The certificate program is intended to complement existing fields of studies in other M.A. and Ph.D. programs and to provide the equivalent of such specialization for students in departments and schools without Africa-related fields of study. The certificate program is designed to be completed within the time span of a normal Ph.D. residence. Professional school students and M.A. students in the Graduate School may require an additional term of registration to complete the certificate requirements depending on the requirements of specific programs.

The certificate program includes interdisciplinary course work, language study, and research components. The specific requirements are:

  • 1. Successful completion of at least six courses in African Studies from at least two departments or schools, one of which is a core course in African Studies (AFST 764b, Topics in African Studies, or AFST 501a, Research Methods in African Studies).
  • 2. Demonstration of proficiency in an African language.
  • 3. Evidence of research expertise in African Studies. Research expertise may be demonstrated by completion of an interdisciplinary thesis, dissertation prospectus, or dissertation or by completion of a substantive research seminar paper or the equivalent as approved by the faculty adviser.

The certificate courses and research work should be planned to demonstrate clearly fulfillment of the goals of the certificate. Certificate candidates should design their course schedules in consultation with the director of graduate studies for African Studies. Ideally, students should declare their intention to complete the certificate requirements early in their program at Yale. Graduate and professional school students who intend to complete the certificate program must declare their intention to do so no later than during their penultimate term of enrollment.

For course listings, see African Studies under Degree-Granting Departments and Programs in this bulletin.

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

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Council on East Asian Studies

The MacMillan Center

320 Luce Hall, 203.432.3426

http://ceas.yale.edu

Chair

Jing Tsu (East Asian Languages & Literatures)

Faculty

For faculty listings, see the section on East Asian Studies, under Degree-Granting Departments in this bulletin.

The Council on East Asian Studies (CEAS) was founded in 1961 and continues a long tradition of East Asian Studies at Yale. CEAS provides an important forum for academic exploration and support related to the study of China, Japan, and Korea. Its mission is to facilitate the training of undergraduate and graduate students and to foster outstanding education, research, and intellectual exchange about East Asia. For more than fifty years, it has promoted education about East Asia both in the Yale curriculum and through lectures, workshops, conferences, film series, cultural events, and other educational activities open to students, faculty, K–16 educators, and the general public. With more than thirty core faculty and more than twenty language instructors spanning twelve departments on campus, East Asian Studies remains one of Yale’s most extensive area studies programs. Its interdisciplinary emphasis encourages collaborative linkages across fields and departments and contributes to diversity across the curriculum and in the classroom. Approximately one hundred fifty courses on East Asia in the humanities and social sciences are offered each year.

CEAS administers Bachelor of Arts (B.A.) and Master of Arts (M.A.) programs. While the B.A. program focuses on the study of either a country or an area within East Asia, the M.A. program focuses on the study of China, Japan, or a transnational region in East Asia. Graduates of the East Asian Studies B.A. and M.A. programs have gone on to distinguished careers in the fields of academia, business, nonprofit organizations, and government service. For details on the M.A. program, see the section on East Asian Studies, under Degree-Granting Departments in this bulletin.

Every year, CEAS welcomes domestic and international scholars to campus as guest lecturers, visiting fellows, research scholars, and professors. The CEAS Postdoctoral Associates Program brings talented individuals into the community of scholars at Yale to conduct research and teach advanced undergraduate seminars. East Asian Studies endowments make it possible for CEAS to offer grants and fellowships for Yale students conducting East Asian-related research and language study, as well as to support student organization programming.

Study and research in East Asian Studies at Yale are supported by one of the finest library collections in the country. The Chinese-, Japanese-, and Korean-language print resources in the East Asia Library at Sterling Memorial Library constitute one of the oldest and largest collections found outside of East Asia. The Asian art collection at the Yale University Art Gallery also supports classroom instruction, faculty research, and community outreach activities.

CEAS is committed to providing leadership in the study and understanding of East Asia on campus and in the region through support of educational and outreach activities with emphasis on joint endeavors across institutions both regionally and internationally.

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European Studies Council

The MacMillan Center

342 Luce Hall, 203.432.3423

www.yale.edu/macmillan/europeanstudies

Graduate Certificate of Concentration in European Studies

Chair

Francesca Trivellato (History)

Faculty and Participating Staff

For faculty listings, see the section on European and Russian Studies under Degree-Granting Departments and Programs in this bulletin.

The European Studies Council formulates and implements new curricular and research programs on European politics, culture, economy, society, and history. The geographical scope of the council’s activities extends from Ireland to the lands of the former Soviet Union. Its concept of Europe transcends the conventional divisions into Western, Central, and Eastern Europe, and includes the Balkans and Russia. The U.S. Department of Education has repeatedly designated the council a National Resource Center under its HEA Title VI program.

The European Studies Council builds on existing programmatic strengths at Yale while serving as a catalyst for the development of new initiatives. Yale’s current resources in European Studies are vast and include the activities of many members of the faculty who have teaching and research specialties in the area. Such departments as Comparative Literature, Economics, English, History, History of Art, Political Science, Slavic Languages and Literatures, and Sociology regularly offer courses with a European focus. These are complemented by the rich offerings and faculty strength of the French, German, Italian, Slavic, and Spanish and Portuguese language and literature departments, as well as the European resources available in the professional schools and other programs, such as Film and Media Studies. By coordinating Yale’s existing resources, including those in the professional schools, encouraging individual and group research, and promoting an integrated comparative curriculum and degree programs, the council strongly supports the disciplinary and interdisciplinary study of European regions and their interactions. The council is also home to special programs in European Union Studies, British Studies, Baltic Studies, and Hellenic Studies, and to a Polish cultural initiative.

In addition to the M.A. degree program, the council offers students in the University’s doctoral and other professional degree programs the chance to obtain a Graduate Certificate of Concentration in European Studies by fulfilling a supplementary curriculum. The undergraduate major in Russian and East European Studies is administered by the Department of Slavic Languages and Literatures.

The benefits provided to the Yale community by the European Studies Council include not only its status as an HEA Title VI National Resource Center, but also its affiliation with interuniversity and international organizations that can offer specialized training programs and research grants for graduate students (see http://studentgrants. yale.edu), support conferences among European and American scholars, and subsidize European visitors to Yale. The Fox International Fellowship Program, for example, offers generous fellowship support to qualified students who undertake research at specified institutions in the United Kingdom, Germany, France, and Russia. Furthermore, the council supplements the regular Yale curriculum with lectures and seminars by eminent European and American scholars, diplomats, and political officials. The European Studies Council is now pursuing formal links with a variety of European institutions and often hosts a European Union Fellow sponsored by the European Commission.

Fields of Study

European and Slavic languages and literatures; economics; history; music; political science; law; sociology and other social sciences.

Graduate Certificate of Concentration in European Studies

Yale students may pursue the Graduate Certificate of Concentration in European Studies in conjunction with graduate-degree programs in the Graduate School of Arts and Sciences and the professional schools. Candidates will specify as an area of primary focus either (1) Russia and Eastern Europe or (2) Central and Western Europe. Admission is contingent on the candidate’s acceptance and matriculation into a Yale graduate-degree program. To complete the certificate, candidates must demonstrate expertise in the area through their major graduate or professional field, as well as show command of the diverse interdisciplinary, geographic, and cultural-linguistic approaches associated with expertise in the area of concentration. Award of the certificate, beyond fulfilling the relevant requirements, is contingent on successful completion of the candidate’s Yale University degree program.

Certificate candidates must comply with the general requirements for all MacMillan Center graduate certificates, as described at www.yale.edu/macmillan/grad_certificates.htm.

Additional Requirements Specific to European Studies

  • 1. Minimum L4 language proficiency in two modern European languages, in addition to English. Students wishing to focus on Russia and Eastern Europe must demonstrate knowledge of Russian or an Eastern European language; those focusing on Central and Western Europe must demonstrate knowledge of one of the appropriate languages. Students must demonstrate proficiency in oral (speaking/listening), reading, and writing skills.
  • 2. Six courses in the area of concentration, of which:
  • a. three courses must offer transnational approaches to Europe-related issues, and
  • b. of the remaining three courses, students focusing on Russia and Eastern Europe must take at least one course concerning the nations of Central and Western Europe. For those focusing on Central and Western Europe, at least one course must concern Russia and Eastern Europe.
  • 3. Interdisciplinary research paper written either:
  • a. in the context of one of the six courses in the area of concentration, or
  • b. as independent work under faculty supervision, replacing one of the six required courses.

A qualifying research paper is required to demonstrate field-specific research ability focused on the area of concentration. After they have completed substantial course work in the area, students must seek approval from the council faculty adviser for the research project they propose as the qualifying paper. Normally, students will submit their proposals no later than the fourth week of the term in which they plan to submit the qualifying paper.

For course listings, see European and Russian Studies under Degree-Granting Departments and Programs in this bulletin.

For more information, write to European Studies Council, Yale University, PO Box 208206, New Haven CT 06520-8206; or call 203.432.3423.

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Jackson Institute for Global Affairs

The MacMillan Center

Horchow Hall, 203.432.3418

http://jackson.yale.edu/graduate-certificates

Graduate Certificate of Concentration in Development Studies

Graduate Certificate of Concentration in Global Health

Graduate Certificate of Concentration in International Security Studies

Director

James Levinsohn (Global Affairs; School of Management)

Faculty

For faculty listings, see the section on Global Affairs under Degree-Granting Departments and Programs in this bulletin.

Graduate Certificate of Concentration in Development Studies

The Graduate Certificate of Concentration in Development Studies provides recognition that a graduate or professional student at Yale has completed interdisciplinary study and integrative research to address fundamental and applied economic, political, social, and cultural issues facing developing countries.

The certificate in Development Studies may be pursued only in conjunction with graduate degree programs in the Graduate School of Arts and Sciences and the professional schools. Students who enroll in the Jackson Institute’s M.A. program in fall 2012 or later are not eligible for this certificate. The certificate allows students to develop and demonstrate their competence in this interdisciplinary field. Award of the certificate, beyond fulfilling the relevant requirements, is contingent on the successful completion of the candidate’s Yale University degree program. The Development Studies faculty adviser may set a limit on the number of applicants accepted into this certificate program in any given year.

Certificate courses are selected from the approved lists provided by the Jackson Institute each term, with three or more from the “related” category. Students may consult the Development Studies faculty adviser on fulfilling the other goals of the Development Studies certificate. The application deadline is November 15 each year.

Requirements
  • 1. Six courses in the area of Development Studies. Each year, the Development Studies faculty adviser will provide a list of courses that will count toward the six-course requirement. This list will draw primarily on Graduate School offerings in economics, political science, history, global affairs, anthropology, and sociology, and on courses at the professional schools, including Forestry & Environmental Studies, Law, Management, and Public Health. Candidates may petition the faculty adviser to have other relevant courses count.
  • 2. Candidates must demonstrate proficiency in one relevant language other than English. The language should be either a major world language relevant to development studies or the language of the region on which the candidate is focusing.
  • 3. Candidates must demonstrate proficiency in the basic concepts of economic analysis, either by demonstrating substantial prior course work in economics or by taking a graduate- or professional-level economics course at Yale. Such a course may count toward the certificate with the approval of the faculty adviser.
  • 4. Candidates must write a substantial research paper. The paper must demonstrate the ability to use interdisciplinary resources in development studies, including, where appropriate, primary sources, field research, data analysis, and non-English sources.

Graduate Certificate of Concentration in Global Health

Graduate and professional students at Yale may pursue the Graduate Certificate of Concentration in Global Health as part of their degree program. M.P.H. students enrolled in the Global Health Concentration at Yale School of Public Health are not eligible for this certificate. This certificate allows students to develop expertise and demonstrate competence in Global Health and provides recognition that a student has completed interdisciplinary study and integrative research to address fundamental and applied economic, political, social, cultural, and scientific issues relevant to Global Health.

Students are expected, in consultation with the Global Health faculty adviser, to develop a coherent plan of courses and research that focuses on a specific significant Global Health issue that requires an interdisciplinary perspective (e.g., health and human rights, the worldwide obesity epidemic, economic development and tropical diseases). Often this focal issue will be studied in the context of a particular region of the world (e.g., East Asia, Latin America, sub-Saharan Africa) or comparatively across countries or regions.

We expect that students pursuing the certificate will engage with the community of scholars and practitioners working on Global Health at Yale and around the world, demonstrating the ability and cultural sensitivity to work with them in languages beyond English. Overseas field experience in Global Health is also highly desirable. The application deadline is November 15 each year. Master’s students in particular are advised to apply during the fall term of their first year.

Requirements
  • 1. Six courses in the area of Global Health. Each year, the Global Health faculty adviser will provide a list of courses that will count toward the six-course requirement. Candidates must work with the adviser to organize their course selections around their chosen focal issue within Global Health. Two courses must be from the School of Public Health, one of which must provide a broad-based foundation in epidemiology.
  • 2. Candidates must demonstrate proficiency in one relevant language other than English. The language should be either a major world language relevant to global health or one of the main working languages of the region on which the candidate is focusing.
  • 3. Candidates must write a substantial, interdisciplinary research paper. The paper must demonstrate the ability to use interdisciplinary resources in global health, including, where appropriate, field research, primary sources, data analysis, and non-English sources.

Graduate Certificate of Concentration in International Security Studies

The Graduate Certificate of Concentration in International Security Studies provides recognition that a graduate or professional student at Yale has completed interdisciplinary study and integrative research to address fundamental and applied economic, political, social, and cultural issues relevant to the study of international security.

The certificate in International Security Studies may be pursued only in conjunction with graduate degree programs in the Graduate School of Arts and Sciences and the professional schools. Students who enroll in the Jackson Institute’s M.A. program in fall 2012 or later are not eligible for this certificate. The certificate allows students to develop and demonstrate their competence in this interdisciplinary field. Award of the certificate, beyond fulfilling the relevant requirements, is contingent on successful completion of the candidate’s Yale University degree program. The International Security Studies faculty adviser may set a limit on the number of applicants accepted into this certificate program in any given year.

The certificate courses and research should be planned, in consultation with the International Security Studies faculty adviser, to clearly demonstrate fulfillment of the goals of the International Security Studies certificate. The application deadline is November 15 each year.

Requirements
  • 1. Six courses in the area of International Security. Each year, the International Security Studies faculty adviser will provide a list of courses that will count toward the six-course requirement. This list will draw primarily on Graduate School offerings in anthropology, economics, history, global affairs, political science, and sociology, and on courses at the professional schools, including Forestry & Environmental Studies, Law, Management, and Public Health. Candidates may petition the faculty adviser to have other relevant courses count.
  • One of these six courses must have a core focus on international security issues. The International Security Studies faculty adviser will provide a list of courses each year that meet this requirement.
  • Up to three courses may focus on a particular region.
  • 2. Candidates must demonstrate proficiency in one relevant language other than English. The language should be either a major world language relevant to international security studies or the language of the region on which the candidate is focusing.
  • 3. Candidates must write a substantial research paper. The paper must demonstrate the ability to use interdisciplinary resources in international security studies, including, where appropriate, primary sources, field research, data analysis, and non-English sources.

For more information, visit http://jackson.yale.edu/graduate-certificates, e-mail jackson.institute@yale.edu, or call 203.432.3418.

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Council on Latin American and Iberian Studies

The MacMillan Center

232 Luce Hall, 203.432.3422

www.yale.edu/macmillan/lais

Graduate Certificate of Concentration in Latin American and Iberian Studies

Chair

Stuart Schwartz (History)

Professors Rolena Adorno (Spanish & Portuguese), Ned Blackhawk (History; American Studies; on leave [F]), Richard Burger (Anthropology), Hazel Carby (African American Studies; American Studies; on leave [Sp]), Carlos Eire (History; Religious Studies; on leave [Sp]), Paul Freedman (History; on leave [F]), Aníbal González (Spanish & Portuguese), Roberto González Echevarría (Spanish & Portuguese), K. David Jackson (Spanish & Portuguese), Gilbert Joseph (History), Efstathios Kalyvas (Political Science), Mary Miller (History of Art), Stephen Pitti (History), Susan Rose-Ackerman (Law; Political Science), Alicia Schmidt Camacho (American Studies), Stuart Schwartz (History), Susan Stokes (Political Science), Robert Thompson (History of Art), Noël Valis (Spanish & Portuguese), Frederick Wherry (Sociology), Elisabeth Wood (Political Science)

Associate Professors Jafari Allen (Anthropology; African American Studies), Robert Bailis (Forestry & Environmental Studies), Sean Brotherton (Anthropology), Susan Byrne (Spanish & Portuguese), Rodrigo Canales (Management), Ana De La O Torres (Political Science), Moira Fradinger (Comparative Literature), Paulo Moreira (Spanish & Portuguese)

Assistant Professors Ryan Bennett (Linguistics), Oswaldo Chinchilla (Anthropology; on leave), Marcela Echeverri (History), Anne Eller (History), Leslie Harkema (Spanish & Portuguese), Seth Jacobowitz (East Asian Languages & Literatures), Albert Laguna (American Studies; on leave), Kevin Poole (Spanish & Portuguese), Dixa Ramirez (American Studies; Ethnicity, Race & Migration)

Senior Lectors and Lectors (Spanish & Portuguese) Sybil Alexandrov, Marta Almeida, Maria Pilar Asensio-Manrique, Mercedes Carreras, Ame Cividanes, Sebastián Díaz, Maria de La Paz García, Oscar González-Barreto, María Jordán, Rosamaría León, Juliana Ramos-Ruano, Lissette Reymundi, Lourdes Sabé, Barbara Safille, Terry Seymour, Margherita Tortora, Sonia Valle, Selma Vital

Others Jane Edwards (Associate Dean, Yale College), Jana Krentz (Curator, Latin American Collection, Library), Florencia Montagnini (Senior Research Scientist, Forestry & Environmental Studies), Nancy Ruther (Lecturer, Political Science)

Professors Emeriti Emilia Viotti da Costa (History), Josefina Ludmer (Spanish & Portuguese), Enrique Mayer (Anthropology)

A variety of Latin American Studies options are available for graduate students in history and other humanities disciplines, the social sciences, and the professional schools. Latin American area course offerings are available in twenty-five disciplines with distinct strengths in Anthropology, History, Political Science, and Spanish and Portuguese. Latin Americanist faculty specialize in the Andes (Burger), Brazil (Jackson, Jacobowitz, Moreira, Schwartz), the Caribbean (Carby, Echeverri, Eller, Thompson), Central America (Chinchilla, Joseph, Miller, Wood), Colombia (Echeverri), Costa Rica (Wherry), Cuba (Allen, Brotherton, Laguna), Mexico (Bailis, Canales, De La O Torres, Joseph, Miller, Pitti, Schmidt Camacho), and the Southern Cone (Fradinger, Stokes). F&ES faculty (Ashton, Bell, Berlyn, Clark, Dove, Gentry, Mendelsohn, Montagnini) have tropical research interests or participate in educational exchanges with Argentina, Brazil, Chile, Costa Rica, Dominica, Ecuador, Honduras, Mexico, Nicaragua, Panama, Peru, and Venezuela. Latin American content courses are also offered in the Schools of Law, Management, and Public Health.

Students may pursue the Graduate Certificate of Concentration in Latin American and Iberian Studies in conjunction with graduate degree programs in the Graduate School of Arts and Sciences and the professional schools. To complete the certificate, candidates must demonstrate expertise in the area through their major graduate or professional field, as well as show command of the diverse interdisciplinary, geographic, cultural, and linguistic approaches associated with expertise in Latin America or Iberia.

Admission is contingent on the candidate’s acceptance into a Yale graduate degree program, and award of the certificate, beyond fulfilling the relevant requirements, requires the successful completion of the candidate’s Yale University degree program. Active participation in the council’s extracurricular and research programs and seminars is also strongly encouraged.

Limited financial resources, such as the LAIS Summer Research grants and Tinker Field Research grants, are available to graduate and professional school students for summer research. Information on grants is available at http://studentgrants.yale.edu.

Specific Requirements for the Graduate Certificate of Concentration

Language proficiency The equivalent of two years’ study of one language and one year of the other, normally Spanish and Portuguese. Less frequently taught languages, such as Nahuatl, Quechua, or Haitian Creole, may also be considered for meeting this requirement.

Course work Six graduate courses in at least two different disciplines. No more than four courses may count in any one discipline.

Geographical and disciplinary coverage At least two countries and two languages must be included in the course work or thesis.

Research A major graduate course research paper or thesis that demonstrates the ability to use field resources, ideally in one or more languages of the region, normally with a focus on a comparative or regional topic rather than a single country.

The certificate adviser of the Council on Latin American and Iberian Studies will assist graduate students in designing a balanced and coordinated curriculum. The council will provide course lists and other useful materials.

Academic Resources of the Council

The council supplements the graduate curriculum with annual lecture and film series, special seminars, and conferences that bring visiting scholars and experts to campus. The council also serves as a communications and information center for a vast variety of enriching events in Latin American studies sponsored by the other departments, schools, and independent groups at Yale. It is a link between Yale and Latin American centers in other universities, and between Yale and educational programs in Latin America and Iberia.

The Latin American Collection of the University library has approximately 556,000 volumes printed in Latin America, plus newspapers and microfilms, CD-ROMs, films, sound recordings, and maps. The library’s Latin American Manuscript Collection is one of the finest in the United States for unpublished documents for the study of Latin American history. Having the oldest among the major Latin American collections in the United States, Yale offers research opportunities unavailable elsewhere.

Information about the Graduate Certificate of Concentration in Latin American Studies may be requested from the Council on Latin American and Iberian Studies, Yale University, PO Box 208206, New Haven CT 06520-8206; e-mail, jean.silk@yale.edu; or telephone, 203.432.3422.

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Council on Middle East Studies

The MacMillan Center

346 Rosenkranz Hall, 203.436.2553

www.yale.edu/macmillan/cmes

Graduate Certificate of Concentration in Modern Middle East Studies

Chair

Frank Griffel (Religious Studies)

Professors Abbas Amanat (History; on leave [Sp]), Harold Attridge (Divinity), Gerhard Böwering (Religious Studies), Adela Yarbro Collins (Divinity), John J. Collins (Divinity), John Darnell (Near Eastern Languages & Civilizations), Stephen Davis (Religious Studies), Owen Fiss (Emeritus, Law), Steven Fraade (Religious Studies; on leave [Sp]), Eckart Frahm (Near Eastern Languages & Civilizations), Frank Griffel (Religious Studies), Dimitri Gutas (Near Eastern Languages & Civilizations), Christine Hayes (Religious Studies), Hannan Hever (Comparative Literature), Frank Hole (Emeritus, Anthropology), Marcia Inhorn (Anthropology), Anthony Kronman (Law), Ellen Lust (Political Science; on leave [F]), J.G. Manning (Classics), Ivan Marcus (History), Alan Mikhail (History), Robert Nelson (History of Art; on leave), W. Michael Reisman (Law), Maurice Samuels (French), Lamin Sanneh (Divinity), Harvey Weiss (Near Eastern Languages & Civilizations), Robert Wilson (Divinity)

Associate Professors Zareena Grewal (American Studies; on leave), Kaveh Khoshnood (Public Health), Colleen Manassa (Near Eastern Languages & Civilizations), Andrew March (Political Science), A. Mushfiq Mobarak (School of Management), Kishwar Rizvi (History of Art)

Assistant Professors Rosie Bsheer (History), Robyn Creswell (Comparative Literature), Narges Erami (Anthropology), Adria Lawrence (Political Science), Mark Lazenby (Nursing), Jonathan Wyrtzen (Sociology)

Senior Lecturers and Lecturers Adel Allouche (History; Religious Studies), Karla Britton (Architecture), Karen Foster (Near Eastern Languages & Civilizations; History of Art), Tolga Köker (Economics), Kathryn Slanski (Near Eastern Languages & Civilizations), Eric van Lit (Council on Middle East Studies; Religious Studies)

Senior Lectors (I, II) and Lectors Sarab Al Ani (Arabic), Muhammad Aziz (Arabic), Ayala Dvoretzky (Hebrew), Youness Elbousty (Arabic), Etem Erol (Turkish), Shiri Goren (Hebrew), Dina Roginsky (Hebrew), Farkhondeh Shayesteh (Persian)

Librarians and Curators Roberta Dougherty (Near East Collection), Ulla Kasten (Babylonian Collection), Susan Matheson (Ancient Art, Yale University Art Gallery), Elizabeth Payne (Babylonian Collection), Nanette Stahl (Judaica Collection)

The Council on Middle East Studies is part of the Whitney and Betty MacMillan Center for International and Area Studies. The council brings together faculty and students sharing an interest in the Middle East by sponsoring conferences, discussions, films, and lecture series by scholars from Yale as well as visiting scholars. It provides information concerning grants, fellowships, research programs, and foreign study opportunities. It also administers research projects in a variety of Middle East-related areas.

In addition to the resources of the individual departments, Yale’s library system has much to offer the student interested in Middle East studies. Of particular note are the collections of Arabic and Persian manuscripts, as well as large holdings on the medieval and modern Middle East.

The Council on Middle East Studies administers the Middle East Studies National Resource Center at Yale, which is funded by the U.S. Department of Education under HEA Title VI. As a National Resource Center, the council supports a number of projects and activities, including summer- and academic-year language fellowships and an extensive outreach program.

The council also offers a Graduate Certificate of Concentration in Modern Middle East Studies. Students with an interest in the Middle East should first apply to one of the University’s degree-granting departments, such as Anthropology, History, Linguistics, Near Eastern Languages and Civilizations, Political Science, Religious Studies, or Sociology, and then apply for the graduate certificate of concentration no later than the beginning of their penultimate term of study.

Graduate Certificate of Concentration in Modern Middle East Studies

The certificate represents acknowledgment of substantial preparation in Middle East Studies, both in the student’s major graduate or professional field and also in terms of the disciplinary and geographical diversity required by the council for recognized competency in the field of Middle East Studies. As language and culture are the core of the area studies concept, students are required to attain or demonstrate language proficiency.

Requirements
  • 1. Language proficiency: the equivalent of two years of study at a passing grade in one of the four languages of the Middle East—Arabic, Hebrew, Persian, and Turkish.
  • 2. Course work: six graduate courses in at least two different disciplines. No more than four courses may count in any one discipline. Included in these six courses must be an introductory Middle East history course, such as State and Society and Culture in the Middle East (taken with special supplemental graduate readings and assignments), and a foundations course, such as Culture and Politics in the Contemporary Middle East.
  • 3. Interdisciplinary coverage: both courses and any research project undertaken in lieu of a course must reflect experience of at least two disciplines.
  • 4. Research: a major graduate course research paper, dissertation prospectus, dissertation, or thesis that demonstrates ability to use field resources, ideally in one or more languages of the region.

For more information on the Graduate Certificate and inquiries about Middle East Studies, contact the Council on Middle East Studies, Yale University, PO Box 208206, New Haven CT 06520-8206, or the council e-mail, cmes@yale.edu.

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South Asian Studies Council

The MacMillan Center

210 Luce Hall, 203.436.3517

www.yale.edu/macmillan/southasia

Chair

Karuna Mantena (Political Science)

Professors Tim Barringer (History of Art), Michael Dove (Forestry & Environmental Studies; on leave [Sp]), Phyllis Granoff (Religious Studies), Inderpal Grewal (Women’s, Gender & Sexuality Studies; on leave [F]), Gustav Ranis (Emeritus, Economics), Kalyanakrishnan Sivaramakrishnan (Anthropology), Shyam Sunder (School of Management), Christopher Udry (Economics), Steven Wilkinson (Political Science)

Associate Professors Nihal deLanerolle (School of Medicine), Zareena Grewal (American Studies; Religious Studies; on leave), Karuna Mantena (Political Science), Kishwar Rizvi (History of Art)

Assistant Professors Rohit De (History), Ashwini Deo (Linguistics), Mayur Desai (Psychiatry/VAMC), Ravi Durvasula (School of Medicine), Daniel Keniston (Economics), Alan Mikhail (History), Shital Pravinchandra (English), Andrew Quintman (Religious Studies), Tamara Sears (History of Art), Julie Stephens (History), Tariq Thachil (Political Science)

Senior Lecturers Geetanjali Singh Chanda (Women’s, Gender & Sexuality Studies), Koichi Shinohara (Religious Studies)

Lecturers Harry Blair (Political Science), Carol Carpenter (Forestry & Environmental Studies), Hugh Flick (Religious Studies), El Mokhtar Ghambou (English)

Senior Lectors David Brick (Sanskrit), Seema Khurana (Hindi), Swapna Sharma (Hindi)

Students with an interest in South Asian Studies should apply to one of the University’s degree-granting departments, such as Anthropology, History, Political Science, Economics, or Religious Studies. The South Asian Studies Council is part of the MacMillan Center for International and Area Studies. It has been organized to provide guidance to graduate students who desire to use the resources of the departments of the University that offer South Asia-related courses.

The South Asian Studies Council aims to bring together faculty and students sharing an interest in South Asia, and it supplements the curriculum with seminars, conferences, and special lectures by scholars from Yale as well as visiting scholars. It provides information concerning grants, fellowships, research programs, and foreign study opportunities.

Language instruction is offered in Hindi and Tamil. Students planning to undertake field research or language study in South Asia may apply to the council for summer fellowship support.

For information and program materials, contact the South Asian Studies Council, Yale University, PO Box 208206, New Haven CT 06520-8206; or see www.yale.edu/macmillan/southasia.

Courses

HNDI 510au, Elementary Hindi Seema Khurana, Swapna Sharma

An in-depth introduction to modern Hindi, including the Devanagari script. Through a combination of graded texts, written assignments, audiovisual material, and computer-based exercises, the course provides cultural insights and increases proficiency in understanding, speaking, reading, and writing Hindi. Emphasis placed on spontaneous self-expression in the language. No prior background in Hindi assumed.

510a-1: MTWTHF 10:30–11:20

510a-2: MTWTHF 1:30–2:20

HNDI 520bu, Elementary Hindi II Swapna Sharma, Seema Khurana

Continuation of HNDI 510a.

520b-1: MTWTHF 10:30–11:20

520b-2: MTWTHF 1:30–2:20

HNDI 530au, Intermediate Hindi I Seema Khurana, Swapna Sharma

First half of a two-term sequence designed to develop proficiency in the four language skill areas. Extensive use of cultural documents including feature films, radio broadcasts, and literary and nonliterary texts to increase proficiency in understanding, speaking, reading, and writing Hindi. Focus on cultural nuances and various Hindi literary traditions. Emphasis on spontaneous self-expression in the language. Prerequisite: HNDI 520b or equivalent. MTWTHF 11:30–12:20

HNDI 532aU, Hindi for Heritage Speakers I Swapna Sharma

Development of increased proficiency in the four language skills. Focus on reading and higher language functions such as narration, description, and comparison. Reading strategies for parsing paragraph-length sentences in Hindi newspapers. Discussion of political, social, and cultural dimensions of Hindi culture as well as contemporary global issues. TTH 4–5:15

HNDI 540bu, Intermediate Hindi II Swapna Sharma, Seema Khurana

Continuation of HNDI 530a, focusing on further development of proficiency in the four language skill areas. Prerequisite: HNDI 530a or equivalent. MTWTHF 11:30–12:20

HNDI 542bU, Hindi for Heritage Speakers II Swapna Sharma

Continuation of HNDI 532a. Development of increased proficiency in the four language skills. Focus on reading and higher language functions such as narration, description, and comparison. Reading strategies for parsing paragraph-length sentences in Hindi newspapers. Discussion of political, social, and cultural dimensions of Hindi culture as well as contemporary global issues. Prerequisite: HNDI 532a or equivalent. TTH 4–5:15

HNDI 550au, Advanced Hindi Seema Khurana

An advanced language course aimed at enabling students to engage in fluent discourse in Hindi and to achieve a comprehensive knowledge of formal grammar. Introduction to a variety of styles and levels of discourse and usage. Emphasis on the written language, with readings on general topics from newspapers, books, and magazines. Prerequisite: HNDI 540b or permission of instructor. TTH 4–5:15

HNDI 559b, Hindi Literature and Public Culture Seema Khurana

An advanced language course that develops language skills through selected readings of Hindi literature and the study of popular culture. Focus on the adaptations of literary works of Premchand, Mannoo Bhandhari, Sharat Chandra, and Amrita Pritam in popular culture, cinema, theater, and television dramas. Prerequisite: HNDI 550a or permission of the instructor. TTH 4–5:15

HNDI 598au or bu, Advanced Tutorial 

For students with advanced Hindi language skills who wish to engage in concentrated reading and research on material not otherwise offered by the department. The work must be supervised by an adviser and must terminate in a term paper or its equivalent. Prerequisites: HNDI 540b, and submission of a detailed project proposal and its approval by the language studies coordinator. 1 HTBA

SKRT 510aU/LING 515aU, 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 SKRT 520b/LING 525b. MTWTHF 9:25–10:15

SKRT 520bU/LING 525bU, Introductory Sanskrit II David Brick

Continuation of SKRT 510a/LING 515a. Focus on the basics of Sanskrit grammar; readings from classical Sanskrit texts written in the Indian Devanagari script. Prerequisite: SKRT 510a/LING 515a. MTWTHF 9:25–10:15

SKRT 530aU/LING 538aU, Intermediate Sanskrit I David Brick

The first half of a two-term sequence aimed at helping students develop the skills necessary to read texts written in Sanskrit. Readings include selections from the Hitopadesa, Kathasaritsagara, Mahabharata, and Bhagavad Gita. Prerequisite: SKRT 520b or equivalent. MTWTHF 10:30–11:20

SKRT 540bU/LING 548bU, Intermediate Sanskrit II David Brick

Continuation of SKRT 530a, focusing on Sanskrit literature from the kavya genre. Readings include selections from the Jatakamala of Aryasura and the opening verses of Kalidasa’s Kumarasambhava. Prerequisite: SKRT 530a or equivalent. MTWTHF 10:30–11:20

SKRT 550aU, Advanced Sanskrit: DharmasastraDavid Brick

Introduction to Sanskrit commentarial literature, particularly to Dharmasastra, an explication and analysis of dharma (law or duty). Discussion of normative rules of human behavior; historical traditions of writing on the Indian subcontinent. Prerequisite: SKRT 540b. F 1:30–3:20

SAST 557b/RLST 566b, Readings in Himalayan Buddhism Andrew Quintman

A critical examination of Buddhist traditions in the Himalayan world, including North India, Nepal, Bhutan, and Tibet. The seminar focuses on works of philosophy and literature, ritual, sacred geography, and material and visual culture to address the production of local Buddhist ideas and practices and their circulation across geopolitical boundaries. M 1:30–3:20

SAST 559bU/RLST 565bU, Buddhist Traditions of Mind and Meditation  Andrew Quintman

Buddhist meditation practices examined in the context of traditional theories of mind, perception, and cognition. Readings both from Buddhist canonical works and from secondary scholarship on cognitive science and ritual practice. T 1:30–3:20

SAST 560a, Introduction to Bhakti Literature Swapna Sharma

The goal of this course is to provide an introduction to the medieval bhakti (devotional) literature of north India. A brief introduction to the philosophy of bhakti is followed by a study of some of the rich hagiographical literature that recounts the life and great deeds of the bhakti poets. Students then read selections of the devotional poetry that has been written in honor of Krsna, Rama, and the formless god or Nirguna bhakti. The course concludes with a section on contemporary expressions of devotion. Among the poets read are Surdas, Mira Bai, Kabir, Tulasi, the Muslim poets Rahim and Raskhan, and the founder of the Sikh tradition, Guru Nanak. All readings are in translation. W 3:30–5:20

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

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

SAST 620a/HIST 905a, Debates in South Asia: History and Theory Rohit De, Julia Stephens

Since the emergence of subaltern studies in the 1980s, South Asian historiography has been dominated by debates over the methods and theory that have come to influence the broader discipline of history. The seminar seeks to introduce participants to the major debates in South Asian studies through reading the original texts alongside newer scholarship addressing the themes of bureaucracy, secularism, visual media, political economy, and the environment. M 7–8:50

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Council on Southeast Asia Studies

The MacMillan Center

311 Luce Hall, 203.432.3431, seas@yale.edu

www.yale.edu/seas

Chair

Benedict Kiernan (History)

Professors Michael Dove (Forestry & Environmental Studies; on leave [Sp]), J. Joseph Errington (Anthropology), Benedict Kiernan (History), James Scott (Political Science), Frederick Wherry (Sociology), Mimi Hall Yiengpruksawan (History of Art)

Associate Professor Erik Harms (Anthropology; on leave)

Lecturers and Lectors (I, II) Dinny Risri Aletheiani (Southeast Asian Languages), Carol Carpenter (Forestry & Environmental Studies), Amity Doolittle (Forestry & Environmental Studies), Quang Phu Van (Southeast Asian Languages), Indriyo Sukmono (Southeast Asian Languages)

Curators Ruth Barnes (Indo-Pacific Art, Yale University Art Gallery), Richard Richie (Southeast Asia Collection, Yale University Library)

Yale does not offer higher degrees in Southeast Asia Studies. Instead, students apply for admission to one of the regular degree-granting departments and turn to the Council on Southeast Asia Studies for guidance regarding the development of their special area interest, courses outside their department, and instruction in Southeast Asian languages related to their research interest. Faculty members of the SEAS council are available to serve as Ph.D. advisers and committee members. The council aims to bring together faculty and students sharing an interest in Southeast Asia and supplements the graduate curriculum with an annual seminar series, periodic conferences, and special lectures.

Yale offers extensive library and research collections on Southeast Asia in Sterling Memorial Library, the Economic Growth Center, the Peabody Museum of Natural History, and the Human Relations Area Files. Further information on library resources is available from Richard Richie, Curator, Southeast Asia Collection, Sterling Memorial Library (203.432.1858, rich.richie@yale.edu).

Language instruction is offered in two Southeast Asian languages, Indonesian and Vietnamese. The council supports language tables and tutoring in other Southeast Asian languages by special arrangement. Students planning to undertake predissertation field research or language study in Southeast Asia may apply to the council for summer fellowship support.

For information on program activities and participating faculty, contact the Council on Southeast Asia Studies, Yale University, PO Box 208206, New Haven CT 06520-8206; or see our Web site, www.yale.edu/seas.

Courses

INDN 510aU, Elementary Indonesian I Indriyo Sukmono

An introductory course in Standard Indonesian with emphasis on developing communicative skills through systematic survey of grammar and graded exercises. Introduction to reading in the second term, leading to mastery of language patterns, essential vocabulary, and basic cultural competence. Enrollment limited to fifteen per section. (01) MTWTHF 9:25–10:15; (02) MTWTHF 10:30–11:20; (03) MTWTHF 1:30–2:20

INDN 520bU, Elementary Indonesian II Indriyo Sukmono

Continuation of INDN 510a. (01) MTWTHF 9:25–10:15; (02) MTWTHF 10:30–11:20; (03) MTWTHF 1:30–2:20

INDN 530aU, Intermediate Indonesian IDinny Risri Aletheiani

Continues practice in colloquial Indonesian conversation and reading and discussion of texts. Prerequisite: INDN 520b or equivalent. Enrollment limited. (01) MTWTHF 9:25–10:15; (02) MTWTHF 10:30–11:20; (03) MTWTHF 11:35–12:25

INDN 540bU, Intermediate Indonesian II Dinny Risri Aletheiani

Continuation of INDN 530a. (01) MTWTHF 9:25–10:15; (02) MTWTHF 10:30–11:20; (03) MTWTHF 11:35–12:25

INDN 550aU, Advanced Indonesian I Indriyo Sukmono, Dinny Risri Aletheiani

Development of advanced fluency through sophisticated discussion of a variety of original Indonesian sociohistorical, political, and literary texts and audiovisual sources designed to challenge students to apply and extend their knowledge and understanding of Indonesia. Prerequisites: INDN 540b or equivalent and permission of the instructor.

INDN 560bU, Advanced Indonesian II Indriyo Sukmono, Dinny Risri Aletheiani

Continued development of advanced fluency through sophisticated discussion of original Indonesian sociohistorical, political, and literary texts and audiovisual sources designed to challenge students to further apply and extend their knowledge and understanding of Indonesia. Prerequisites: INDN 550a or equivalent and permission of the instructor.

INDN 570a/b, Readings in Indonesian Indriyo Sukmono, Dinny Risri Aletheiani

For students with advanced Indonesian language skills preparing for academic performance and/or research purposes. Prerequisites: advanced Indonesian and permission of the instructor.

VIET 510aU, Elementary Vietnamese I Quang Phu Van

Intended for students with no background in Vietnamese. Students acquire basic working ability in Vietnamese including sociocultural knowledge. Attention to integrated skills such as speaking, listening, writing (Roman script), and reading. No previous knowledge of or experience with Vietnamese language required. MTWTHF 9:25–10:15

VIET 520bU, Elementary Vietnamese II Quang Phu Van

Continuation of VIET 510a. MTWTHF 9:25–10:15

VIET 530aU, Intermediate Vietnamese I Quang Phu Van

An integrated approach to language learning aimed at strengthening students’ listening, speaking, reading, and writing skills in Vietnamese. Students are thoroughly grounded in communicative activities such as conversations, performance simulation, drills, role playing, and games. Discussion of aspects of Vietnamese society and culture. Prerequisite: VIET 520b or equivalent. MTWTHF 10:30–11:20

VIET 532aU, Accelerated Vietnamese Quang Phu Van

An accelerated entry-level course designed for heritage students or speakers of Vietnamese language who can comprehend and speak informal Vietnamese on topics related to everyday situations, but have not learned to read or write. The course aims to develop grammatical accuracy and overall competence in speaking, reading, and writing skills. Prerequisite: permission of the instructor. TTH 4–5:15

VIET 540bU, Intermediate Vietnamese II Quang Phu Van

Continuation of VIET 530a. Prerequisite: VIET 530a or 532a. MTWTHF 10:30–11:20

VIET 550bU, Advanced Vietnamese Quang Phu Van

Aims to enable students to achieve greater fluency and accuracy in the language beyond the intermediate level and to solidify their reading, writing, speaking, and listening skills. Topics include social, economic, and cultural practices; gender issues; and notions of power, taboo, etc. Prerequisite: VIET 540b or equivalent. TTH 4–5:15

VIET 570b, Readings in Vietnamese Quang Phu Van

For students with advanced Vietnamese language skills who wish to engage in concentrated reading and research. Prerequisite: permission of the instructor.

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Women’s, Gender, and Sexuality Studies

315 William L. Harkness Hall, 203.432.0845

http://wgss.yale.edu

Chair

Kathryn Lofton

Director of Graduate Studies

Jafari Allen

Professors Elizabeth Alexander (African American Studies), Carol Armstrong (History of Art), Seyla Benhabib (Political Science), Jill Campbell (English), Hazel Carby (African American Studies; American Studies; on leave [Sp]), Kang-i Sun Chang (East Asian Languages & Literatures), George Chauncey (History; on leave [Sp]), Glenda Gilmore (History; American Studies; African American Studies), Jacqueline Goldsby (English; African American Studies; on leave [Sp]), Inderpal Grewal (Women’s, Gender & Sexuality Studies; American Studies; Anthropology; on leave [F]), Dolores Hayden (Architecture; American Studies), Margaret Homans (English; Women’s, Gender & Sexuality Studies), Marianne LaFrance (Psychology; Women’s, Gender & Sexuality Studies), Kathryn Lofton (American Studies; Religious Studies), Mary Lui (American Studies; History; on leave [F]), Joanne Meyerowitz (History), Sally Promey (American Studies; Institute of Sacred Music; Religious Studies), Alicia Schmidt Camacho (American Studies), Michael Warner (English; on leave [F]), Laura Wexler (American Studies; Women’s, Gender & Sexuality Studies)

Associate Professors Vanessa Agard-Jones, Jafari Allen (African American Studies; Anthropology), Sean Brotherton (Anthropology), Crystal Feimster (African American Studies; American Studies), Moira Fradinger (Comparative Literature), Zareena Grewal (American Studies; Religious Studies; on leave), Colleen Manassa (Near Eastern Languages & Civilizations), Karen Nakamura (Anthropology), Naomi Rogers (History of Science & Medicine)

Assistant Professors Rene Almeling (Sociology), Joseph Fischel (Women’s, Gender & Sexuality Studies), Erica James (History of Art; African American Studies), Vida Maralani (Sociology)

Senior Lecturers Geetanjali Singh Chanda (Women’s, Gender & Sexuality Studies), Kathleen Cleaver (African American Studies; on leave), Becky Conekin (MacMillan Center; History)

Lecturers Melanie Boyd (Women’s, Gender & Sexuality Studies), Karen Foster (Near Eastern Languages & Civilizations), Maria Trumpler (Women’s, Gender & Sexuality Studies)

Fields of Study

The Program in Women’s, Gender, and Sexuality Studies considers gender and sexuality as fundamental categories of social and cultural analysis and offers critical perspectives upon them as a basis from which to study the diversity of human experience. Gender (the social and historical meanings of the distinction between the sexes) and sexuality (the domain of sexual practices, identities, discourses, and institutions) are studied as they intersect with class, race, ethnicity, nationality, and other axes of human difference. The introduction of these perspectives into all fields of knowledge necessitates new research, criticism of existing research, and the formulation of new paradigms and organizing concepts.

The Certificate (previously known as the Qualification) in Women’s, Gender, and Sexuality Studies is open to students already enrolled in a Ph.D. program at Yale. Interested students are strongly encouraged to register for the certificate by meeting with the director of graduate studies (DGS) during their first year. Students who wish to receive the certificate must (1) complete a graduate course, approved by the DGS, on the theory of gender and sexuality; (2) complete two electives to be determined in consultation with the DGS and their individual WGSS graduate adviser, and one term of WGSS 900, WGSS Certificate Workshop; (3) demonstrate the capacity to pursue independent, interdisciplinary research in Women’s, Gender, and Sexuality Studies by presenting a qualifying paper at a meeting of the WGSS Colloquium; and (4) demonstrate readiness to teach basic and advanced courses in this field by serving as TF in a WGSS lecture course or teaching a seminar on a WGSS topic, or by preparing appropriate course syllabi. Students who fulfill these expectations will receive a letter from the DGS, indicating that they have completed the work for the certificate.

Program information and the requirements for the certificate are available on the Women’s, Gender, and Sexuality Studies Web site, or by contacting 203.432.0845 or wgss@yale.edu.

Courses

WGSS 605b, Porous Bodies Vanessa Agard-Jones

An interdisciplinary reading seminar on how the body is made and remade in and through its environment and via its relationship to the material world. Theoretical engagements with studies of biopower/biopolitics, new feminist/queer materialisms, and critical science studies. Possible topics include colonial climatological theories, environmental toxicities, biomonitoring, viral infection, chemical contamination, the pharmaceutical industry, food technologies, somatechnics, and epigenetics. W 2:30–4:20

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

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

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

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

WGSS 623b/SOCY 523b, Sociology of Sex and Gender

The course provides students with an introduction to major theoretical approaches to sex and gender, and it covers recent empirical research in key arenas, including care work, sex work, work and family, mothering and fathering, reproductive technologies, and health. TH 2:30–4:20

[WGSS 629b/SOCY 543bu, Demography, Gender, and Health]

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

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

WGSS 667a/HIST 667a, History of Sexuality in Modern Europe Carolyn Dean

This class provides an introduction to the various lines of inquiry informing the history of sexuality. The course asks how historians and others constitute sexuality as an object of inquiry and addresses different arguments about the evolution of sexuality in Europe, including the relationship between sexuality and the state and sexuality and gender. W 9:25–11:15

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

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

WGSS 701bU/ANTH 508bU, 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

WGSS 730b/HIST 943b/HSHM 736b, Health Politics, Body Politics Naomi Rogers

A reading seminar on struggles to control, pathologize, and normalize human bodies, with a particular focus on science, medicine, and the state, both in North America and in a broader global health context. Topics include disease, race, and politics; repression and regulation of birth control; the politics of adoption; domestic and global population control; feminist health movements; and the pathologizing and identity politics of disabled people. T 1:30–3:20

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

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

[WGSS 745bU/SOCY 610bU, Race, Gender, and the African American Experience]

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

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

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

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

WGSS 770aU/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

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

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

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

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

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

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

WGSS 900a,b, WGSS Certificate Workshop Jafari Allen

Built around the WGSS graduate Colloquium and Working Group series, with the addition of several sessions on topics of interdisciplinary methodology, theory, and professionalization. Offered in both fall and spring. As of 2014–2015, enrollment in one term of WGSS 900 is required of all students for completion of the certificate in WGSS. Graded Satisfactory/Unsatisfactory. For further information, contact the instructor at jafari.allen@yale.edu.

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Yale Center for the Study of Globalization

Betts House, 203.432.1900, globalization@yale.edu

www.ycsg.yale.edu

Director

Ernesto Zedillo

The Yale Center for the Study of Globalization (YCSG) is devoted to examining the impact of our increasingly integrated world on individuals, communities, and nations. The center’s purpose is to support the creation and dissemination of ideas for seizing the opportunities and overcoming the challenges resulting from globalization’s impact on the world’s people and places. The center also studies problems that, even if they do not result directly from globalization, are global in nature and can therefore be effectively addressed only through international cooperation. In pursuit of this mission, and to assist in Yale’s effort to become a more international institution, the core of our strategy is collaboration both with the Yale community and with a variety of institutions and individuals across the globe.

One of the center’s strengths, and an important area of focus, is its ability to engage with multilateral institutions and global organizations in activities pertinent to its mission, thereby connecting academia with the world of public policy. Through these projects, YCSG produces reports, policy papers, and other publications that contribute toward influencing the attitudes and actions of policy makers, academics, and institutions. Natural opportunities exist to present the results of this work at Yale through seminars, colloquia, and public lectures.

The center’s strategy comprises four pillars. First, we focus on issues that are truly core to globalization, like international trade, global finance, inclusion, and the provision of key global public goods. Second, relying on a diversity of means—from closed brainstorming sessions among highly specialized thinkers to large multidisciplinary conferences—the center serves at Yale as a catalyst for debate and cutting-edge thought with a view to generate policy-relevant proposals. Third, in addition to our priority task of interacting with the Yale community, we seek actively to collaborate with a variety of institutions and individuals across the globe to leverage our own resources, reinforce the policy pertinence of our work, and support Yale’s internationalization efforts. And fourth, in the endeavor of disseminating critical analysis and stirring constructive debate, we apply ourselves to reach not only the academic and policy worlds with printed publications, but also to communicate with a wide audience of informed citizens around the world.

On campus, the center hosts international conferences, organizes workshops and panels, and works constantly to bring to the Yale community individuals who have input on international policy. YCSG’s Distinguished Visiting Fellows interact with faculty and students and are expected to produce one or more publications during their tenure.

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Yale Climate and Energy Institute

http://climate.yale.edu

Director Mark Pagani

The Yale Climate and Energy Institute (YCEI) seeks to understand Earth’s climate system, energy resources, and the ecological, economic, and social consequences of changing climate and energy regimes. Interdisciplinary research and teaching supported by YCEI aim at helping the world mitigate and adapt to climate change, while satisfying future energy needs, with practical solutions and policies that can be implemented at local, regional, or global levels.

YCEI activities consist of core programs and focused research initiatives. Core programs include postdoctoral fellowships, seed grants for interdisciplinary research, grants for workshops and symposia, and an Energy Studies program for undergraduates.

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Yale Initiative for the Study of Antiquity and the Premodern World

401 Phelps Hall

www.yale.edu/yisap

Graduate Coordinator

Christina Kraus (Classics; Renaissance Studies)

Associate Coordinator

Hindy Najman (Judaic Studies; Religious Studies)

Steering Committee (2013–16) Harold Attridge (Divinity), John J. Collins (Divinity), Eckart Frahm (Near Eastern Languages & Civilizations), Edward Kamens (East Asian Languages & Literatures), Christina Kraus (Classics; Renaissance Studies), J.G. Manning (Classics; History), Susan Matheson (Art Gallery), Hindy Najman (Judaic Studies; Religious Studies)

The Yale Initiative for the Study of Antiquity and the Premodern World (YISAP) aims to bring together faculty and students sharing an interest in antiquity and the premodern. It supplements the curriculum with seminars, conferences, and special lectures by scholars from Yale as well as visiting scholars, and offers a graduate qualification. Students with an interest in YISAP should apply to one of the University’s degree-granting departments, and should meet the entrance standards of the admitting department. Departments currently participating in YISAP are Classics, East Asian Languages and Literatures, History of Art, and Near Eastern Languages and Civilizations; students from other relevant units should contact the YISAP graduate coordinators.

The qualification program provides enhanced training to graduate students with wide-ranging interests in the ancient and premodern world to extend their studies beyond departmental lines. Program students are expected to fulfill the requirements of the home department, but their course of study is individually modified to allow for interdisciplinary work through classes, examinations, and guidance by faculty in several departments.

Graduate students who are enrolled in and funded by participating departments will earn a qualification upon satisfactory completion of the requirements. Students should apply to the department that coincides best with their backgrounds and their prospective areas of specialization, and they should indicate an interest in the interdepartmental program at the time of their application to that department. Students in participating Ph.D. programs earn the qualification en route to the doctorate. The qualification in YISAP is open to Yale Ph.D. students and to students at the Divinity School.

A program of study for completion of the qualification must include the Core Seminar—or, in special cases, an approved alternative seminar—introducing students to issues in the study of the premodern world. In addition, a minimum of three other courses plus a capstone project is required, the courses to be selected in consultation from the current year’s offerings of advanced language study and seminars related to the premodern world at the graduate level. The course of study must be approved by YISAP’s graduate coordinator and by the director of graduate studies (DGS) of the student’s home department, who together with the student will lay out a blueprint for completing the requirements, articulating a field of concentration and a direction for the capstone project, and identifying potential mentors.

Requirements for the Qualification

  • 1. A team-taught Core Seminar—or, in special cases, an approved alternative seminar—introducing students to issues in the study of antiquity and the premodern world, from a cross- and multidisciplinary perspective. Initiative students normally take the Core Seminar in the first year of study. Offered each year in the spring, the seminar is normally a team-taught class sponsored by two or more of the cooperating departments. There will be supplementary sessions in the Yale collections (e.g., the Yale Art Gallery or the Beinecke) and a required monthly colloquium component. Specific topics vary, but each seminar has significant interdisciplinary and comparative dimensions emphasizing the methodologies and techniques of the fields involved.
  • 2. A minimum of three pre-approved courses, of which at least two must be seminar or seminar-type courses, chosen in consultation with YISAP’s graduate coordinator and the DGS of the student’s home department from courses offered across the University. These will in most cases be courses that also fill requirements for the student’s home department, and must be at a level that would normally be accepted for graduate study in that department.
  • 3. A capstone project that demonstrates the student’s capacity to pursue independent, interdisciplinary research (the equivalent of 1 or 2 course units, depending on the scope), to be approved in consultation with YISAP’s graduate coordinator and the DGS of the student’s home department (e.g., an exhibition, documentary, research paper, conservation project).
  • 4. Regular participation in events hosted by YISAP throughout the academic year, especially the monthly meetings of the Ancient Societies Workshop.

Students who fulfill these requirements will receive a letter from the DGS of the Classics department, indicating that they have completed the work for the qualification.

Core Seminar

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

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

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