Yale University.Calendar.Directories.

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

Atmospheric Science

Advisory Committee Sarbani Basu (Astronomy), Michelle Bell (Forestry & Environmental Studies), William Boos (Geology & Geophysics), Alexey Fedorov (Geology & Geophysics), Debra Fischer (Astronomy), Gary Haller (Emeritus, Chemical & Environmental Engineering), Xuhui Lee (Forestry & Environmental Studies), Mark Pagani (Geology & Geophysics), Ronald Smith (Geology & Geophysics), Mitchell Smooke (Mechanical Engineering & Materials Science; Applied Physics), Trude Storelvmo (Geology & Geophysics), Mary-Louise Timmermans (Geology & Geophysics), 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

Anthony Koleske

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 eight 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
  • Plant Molecular Biology

Students apply to and, upon matriculation, affiliate with one of these eight 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
  • Neuroscience
  • 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.

Plant Molecular Biology

All applicants are expected to meet general BBS requirements for entrance.

Integrated Graduate Program in Physical and Engineering Biology (PEB)

Students applying to the Computational Biology and Bioinformatics track, the Molecular Cell Biology, Genetics, and Development track, the Neuroscience track, or the Biochemistry, Biophysics, and Structural Biology track of the BBS program may also apply to be part of the PEB program. See the description under Non-Degree-Granting Programs, Councils, and Research Institutes for course requirements, and http://peb.yale.edu for more information about the benefits of this program and application instructions.

Medical Research Scholars Program (MRSP)

The Medical Research Scholars Program bridges barriers between traditional predoctoral and medical training by providing both medically oriented course work and a mentored clinical experience to select BBS students. The course work provides a grounding in biomedicine, and the clinical experience enables students to interact with patients to learn firsthand about disease symptoms, treatment options, and the limitations of current therapies. This combination of medical knowledge and face-to-face interaction with patients and their doctors provides a new perspective to Ph.D. students and enhances the training in basic science already provided within the BBS program. Upon completion of their training, MRSP graduates will be capable of working much more closely with physicians and physician-scientists and will be better prepared to conduct clinically relevant basic research.

The MRSP is open only to students who have already been accepted into the BBS program, and a separate application is required. Five or six incoming students are admitted into the program each year. They remain in their BBS tracks but will participate in the additional MRSP curriculum. For more information see http://bbs.yale.edu/training/nihprograms/mrsp.aspx.

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.

Courses

B&BS 503b, RCR Refresher for Senior BBS Students Anthony Koleske

This course meets the NIH requirement that students receive training in the responsible conduct of research at least every four years. The course has two components: (1) one large-group session is held for all fourth-year BBS students; the main topics are scientific misconduct and authorship; and (2) each Ph.D. program will subsequently host one or two additional sessions just for fourth-year students in its program. Attendance is taken, and students who attend both components of the course receive a grade of Satisfactory. The course is graded Satisfactory/Unsatisfactory.

B&BS 640a/PATH 640a, Developing and Writing a Scientific Research Proposal  Katerina Politi, Nicole Calabro

The course covers the intricacies of scientific writing and guides students in the development of a scientific research proposal on the topic of their research. All elements of an NIH fellowship application are covered, and eligible students submit their applications for funding. Enrollment limited to fifteen. T 2–4

B&BS 681a/PATH 681a, Advanced Topics in Cancer Biology Qin Yan

This advanced course focuses on readings and discussion on three or four major topics in cancer biology, such as targeted therapy, tumor immunology, tumor metabolism, and genomic evolution of cancer. For each topic, the class starts with an interactive lecture, followed by critical analysis of primary research literature. Recent research articles are assigned, and a student leads discussions with input from faculty who are experts in the topic area. Prerequisite: PATH 650b or permission of the instructor. Open to all Ph.D., M.D./Ph.D., and M.P.H. students and to advanced undergraduates at the discretion of the instructor. F 2–4

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The Cowles Foundation

30 Hillhouse Avenue, 203.432.3702

http://cowles.econ.yale.edu

Director

Larry Samuelson

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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Graduate School of Arts and Sciences (GSAS) Summer Programs

http://gsas.yale.edu

Dean

Lynn Cooley

The Graduate School offers two courses, GSAS 901c and GSAS 902c, to support summer training through practical internships. For the summer of 2017, students will register for these courses as part of the internship approval process and not through the typical online or paper registration processes.

Courses

GSAS 901c, Pre-candidacy Applied Research Experience Richard Sleight

The purpose of this course is to provide students with the opportunity of gaining practical experience in research. This experience provides a basis for developing a dissertation thesis prospectus that addresses significant research questions. Students work with a faculty mentor to select a suitable placement for the summer internship. A one-page description of the student’s research plan will be submitted to the DGS at least three weeks prior to starting the program, for approval within two weeks. Upon completion of the internship, a written report of the work must be submitted to the DGS no later than October 1. Prerequisites: completion of one year of the Ph.D. or M.S. program; and approval of the DGS. 1 credit; graded Satisfactory/Unsatisfactory.

GSAS 902c, Post-candidacy Applied Research Experience Richard Sleight

The purpose of this course is to provide students with the opportunity to perform dissertation research or to gain practical experience using the methodology or results of their dissertation research. Students work with a faculty mentor to select a suitable placement for the summer internship. A one-page description of the student’s research plan will be submitted to the student’s dissertation adviser and DGS at least three weeks prior to starting the program, for approval within two weeks. Upon completion of the internship, a written report of the work must be submitted to the adviser and DGS no later than October 1. Prerequisites: completion of one year of the Ph.D. program and admission to candidacy; and approval of the dissertation adviser and DGS. 1 credit; graded Satisfactory/Unsatisfactory.

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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, 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, both across the social sciences and between the social sciences and other disciplines. Today, ISPS hosts a number of major programs, including the Center for the Study of American Politics, the Center for the Study of Inequality, and ISPS Health—a University-wide health policy center. ISPS also supports the Program in Ethics, Politics, and Economics and the Yale Interdisciplinary Center for Bioethics. Through these and other programs, ISPS sponsors high-level conferences, interdisciplinary faculty seminars, targeted research projects on key policy issues, graduate and undergraduate fellowship programs, and postdoctoral appointments.

As the hub for problem-oriented interdisciplinary research at Yale, ISPS provides intellectual leadership in the social sciences; fosters sound and creative research on public policies of local, state, and national significance; and informs 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

Director

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 Elizabeth Bradley, works closely with ISS.

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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Jackson Institute for Global Affairs

Horchow Hall, 203.432.6253

http://jackson.yale.edu

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.

The Jackson Institute for Global Affairs promotes education and scholarship on global affairs at Yale. The institute serves the entire University through courses and core teaching programs in global affairs, career counseling, and public lectures. The institute’s mission is to inspire and prepare Yale students for global leadership and service.

Jackson’s academic programs are interdisciplinary, embedded in Yale, and designed to help students gain a comprehensive understanding of global affairs. Jackson Institute faculty study, teach, and research global affairs across disciplines ranging from diplomacy to public health and from international finance to law. For a full list of faculty affiliated with Jackson, see http://jackson.yale.edu/faculty.

Each year the Jackson Institute hosts Senior Fellows, leading practitioners in government, business, international organizations, the NGO community, and other global affairs fields. Senior Fellows spend a term or full academic year at Yale, teaching classes and mentoring students. For a full list of Senior Fellows, see http://jackson.yale.edu/senior-fellows.

Jackson’s Career Services Office provides career counseling services to all Yale students interested in careers in public service and other areas of international affairs.

As of 2015, the Jackson Institute is also home to Yale’s World Fellows program and the Global Health Initiative.

For more information, visit http://jackson.yale.edu, e-mail jackson.institute@yale.edu, or call 203.432.6253.

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Judaic Studies

451 College Street, 203.432.0843

http://judaicstudies.yale.edu

Chair and Director of Graduate Studies

Steven Fraade

Professors Joel Baden (Divinity), Edward Breuer (Visiting, Religious Studies), Marc Caplan (Visiting, German), John J. Collins (Divinity; Religious Studies), Steven Fraade (Religious Studies), Paul Franks (Philosophy), Christine Hayes (Religious Studies), Hannan Hever (Comparative Literature), Jeffrey Macy (Visiting, Humanities), Ivan Marcus (History; Religious Studies), Paul North (German), Maurice Samuels (French), David Sorkin (History), Francesca Trivellato (History; on leave), Laura Wexler (Women’s, Gender & Sexuality Studies; American Studies), Robert Wilson (Divinity; Religious Studies; on leave [F])

Associate Professor Eliyahu Stern (Religious Studies; History)

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

Senior Lecturer Peter Cole (Comparative Literature)

Lecturers Asaf Angermann (Philosophy), Noah Bickart, Shaun Halper (History), Liran Yadgar (History)

Senior Lector II Shiri Goren (Near Eastern Languages & Civilizations)

Senior Lector I Dina Roginsky (Near Eastern Languages & Civilizations)

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

Graduate-level programs are available through the following departments: Comparative Literature (Hebrew and Comparative Literature), History (Ancient, Medieval, and Modern Jewish History), Religious Studies (History and Literature of Ancient Judaism, Medieval and Modern Jewish History, Philosophy of Religion), Near Eastern Languages and Civilizations (Northwest Semitic, Hebrew Language and Literature), and Philosophy. 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.

Additional information is 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 653b/ANTH 531b/ARCG 531b/CLSS 815b/CPLT 547b/HIST 502b/NELC 533b/RLST 803b, Fakes, Forgeries, and the Making of Antiquity Eckart Frahm, Irene Peirano Garrison

A comparative exploration of notions of forgery and authenticity in the ancient and premodern world, in a variety of civilizations (ancient Greece, Mesopotamia, Egypt, Israel, China, India, etc.) and different political, religious, literary, and artistic contexts. Emphasis is also placed on the pivotal role played by the “authentic” in the modern era in disciplines such as philology and aesthetics, the manipulative uses of ancient history for purposes of modern nation building and identity formation, copies and reconstructions of ancient artifacts, and the role of forgeries in today’s antiquities trade. TH 2:30–4:30

JDST 678bU/AFAM 660bU/AFST 678bU/CPLT 678bU/ENGL 938bU, The Literatures of Blacks and Jews in the Twentieth Century Marc Kaplan

This seminar compares representative writings by African, Caribbean, and African American authors of the past one hundred years, together with European, American, and South African Jewish authors writing in Yiddish, Hebrew, French, and English. This comparison examines the paradoxically central role played by minority, “marginal” groups in the creation of modern literature and the articulation of the modern experience. TH 1:30–3:20

JDST 682aU/RLST 647aU, Medieval and Modern Jewish Biblical Commentaries  Edward Breuer

This seminar surveys the classics of medieval and modern Jewish biblical commentaries, from the eleventh to the nineteenth century. The study of biblical commentaries, like the broader study of scriptural interpretation, offers a rich and expansive view of Jewish intellectual history. Using Hebrew sources (English translations are provided when available), we explore the diverging approaches to the Pentateuch in light of the different intellectual and cultural contexts in which Jewish scholarship thrived. We raise issues such as the impact of Arabic learning, attitudes toward rabbinic tradition, the rise of rationalism and mysticism, and the multiple challenges of modernity. TH 1:30–3:20

JDST 701aU/RLST 763a, The Bible Christine Hayes

This course introduces students to the writings common to both Jewish and Christian scripture (the twenty-four books of the Hebrew Bible or Tanakh found in all Bibles) and examines these writings as diverse and often conflicting expressions of the religious life and thought of ancient Israel as well as a foundational element of Western civilization. Special emphasis on the writings’ cultural and historical setting in the ancient Near East; close reading of selected passages; the interpretive history of selected passages influential in Western culture. Students are also introduced to a wide range of critical and literary approaches to biblical studies, including source criticism, tradition criticism, redaction criticism, and contemporary literary criticism. Students view course lectures, which survey the entire Bible, online; class time focuses on comparative materials, close readings, and the interpretation of specific biblical passages in Jewish and Christian culture. MW 11:35–12:50

JDST 721bU/NELC 703bU/RLST 751bU, Introduction to Judaism in the Ancient World: From Temple to Talmud Steven Fraade

The emergence of classical Judaism in its historical setting. Jews and Hellenization; varieties of early Judaism; apocalyptic and postapocalyptic responses to suffering and catastrophe; worship and atonement without sacrificial cult; interpretations of scriptures; law and life; the rabbi; the synagogue; faith in reason; Sabbath and festivals; history and its redemption. MW 11:35–12:50

JDST 725bU/NELC 704bU/RLST 757bU, The Dead Sea Scrolls and the History of Ancient Judaism: The Damascus Document Steven Fraade

Study of one of the most important of the Dead Sea Scrolls, the Damascus Document. Attention to its place in the history of biblical interpretation and ancient Jewish law; the nature and rhetorical function of its textual practices, both narrative and legal; and its ideological formulations, literary history, and relation to the central sectarian writings of the Qumran community. Prerequisite: reading fluency in ancient Hebrew. TH 9:25–11:15

JDST 727aU/NELC 702aU/RLST 752aU, Mishnah Seminar: Tractate Ta’anit on Fasting  Steven Fraade

Close study of a section of the Mishnah, the earliest digest of Jewish law, treating procedures for public fasts in response to drought and other forms of collective adversity. Particular attention to the textual practices of rabbinic legal discourse in relation to its social function, and to the interplay of law and narrative. Prerequisite: reading fluency in ancient Hebrew. W 9:25–11:15

JDST 730aU/RLST 821aU, Law and Narrative, Gender and Sexuality in the Talmud  Noah Bickart

For rabbis in the late antique settings of the eastern Roman empire and Sassanian Babylonia, the marriage ceremony was not a single ritual. Rather, marriages had two phases: the first, called Kiddushin (lit. betrothals), was a ceremony during which a man ritually set his bride-to-be apart from all other potential suitors. Approximately one year later, the couple had a second ceremony, called Nissuin (lit. nuptuals), after which they began life together as a married couple. M 3:30–5:20

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 736aU/NELC 701aU/RLST 746aU, Midrash Seminar: The Revelation at Sinai  Steven Fraade

The giving of the Torah to Israel as seen through rabbinic eyes. Close readings of midrashic texts. Views of revelation, tradition, interpretation, law, and commandment in their literary and historical contexts. Interpretations and interpretive strategies compared and contrasted with those of other ancient biblical exegetes (Jewish and non-Jewish). Prerequisite: reading fluency in ancient Hebrew. TH 9:25–11:15

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. 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 through the Sixteenth Century Ivan Marcus

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

JDST 775aU/RLST 684aU, Jews at the Origins of Islam Liran Yadgar

The Jews: people of divine revelation or enemies of Muhammad? The narratives on the rise of Islam in seventh-century Arabia usually portray Muhammad’s encounter with the Jewish community of Yathrib (Medina) as the most significant in the formation of his new religious movement. The Jews were perceived to be a model for the nascent Muslim community due to their holy scriptures, and Muslims are said to emulate Judaism in practicing fasting and directing their prayers to Jerusalem, before changing the direction to Mecca. However, Jews are also rejected in the Qur’an due to their distortion of the scriptures and their malevolent opposition to Muhammad and his followers. This class investigates the role of Jews in the formative period of Islam, from the beginning of Muhammad’s call to prophethood around 610 C.E. to the early Abbasid Period (ca. 850 C.E.) in light of contemporary scholarship on the origins of Islam. T 9:25–11:15

JDST 785bU/NELC 592bU, State and Society in Israel Dina Roginsky

The interplay between state and society in Israel; current Israeli discourse on controversial issues such as civil rights in a Jewish-democratic state, Jewish-Arab relations, right and left politics, orthodoxy, military service, globalization, and multiculturalism. Sociopolitical changes that have taken place in Israel since the establishment of the state led to the reshaping of Israeli Zionist ideology. Conducted in English. TTH 1–2:15

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). TH 9:25–11:15

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 century. Topics include enlightenment, historicism, socialism, secularism, religious radicalism, and Zionism. MW 2:30–3:20, 1 HTBA

JDST 799b/AMST 692b/HSAR 730b/REL 967b/RLST 788b, 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 conversation with the work of major theorists of space, this seminar examines spatial practices of religion in the United States during the modern era, including the conception, construction, and enactment of religious spaces. It is structured around theoretical issues, including historical deployments of secularity as a framing mechanism, ideas about space and place, geography and gender, and relations between property and spirituality. Examples of case studies treated in class include the enactment of rituals within museums, the marking of religious boundaries such as the Jewish “eruv,” and the assignment of “spiritual” ownership in Hawai’i Volcanoes National Park. The seminar coordinates with several campus events, including research group presentations and an exhibition of work by Thomas Wilfred at the Yale University Art Gallery. Prerequisite: permission of the instructors; qualified undergraduates are welcome. M 3:30–5:20

JDST 838aU/CPLT 690aU/RLST 762aU, Politics of Modern Hebrew Literature  Hannan Hever

An overview of the poetics, culture, history, and political dynamics of modern Hebrew literature over the past 250 years. No background in Jewish literature and Jewish culture is required. All readings in English. T 2:30–4:20

JDST 843b/CPLT 930b/FILM 624b/ITAL 785b, The Holocaust in Italian Literature and Film Millicent Marcus

Though Italy was among the Nazi-occupied countries with the highest survival rate of its Jewish population, the Holocaust has continued to haunt the Italian literary and cinematic imagination in ways that warrant close critical scrutiny. The aesthetic and moral problem of how to represent this event in art gains special urgency in the Italian context, where a realist tradition dating back to Dante and Giotto joins forces with a postwar neorealist impulse to create a series of compelling literary treatments (Primo Levi’s above all), as well as cinematic works. In keeping with the Holocaust’s invitation to interdisciplinary study, the course examines the intersection of a number of discourses—historical, literary, cinematic—viewed from a variety of perspectives—feminist, generic, philosophical, theological, and historiographic. Since several of the authors are women, the question of the “voce femminile” and its creation of an alternative, or anti-history, is also raised. W 3:30–5:20, screenings M 7:30

JDST 849aU/CPLT 687aU/RLST 823aU, Ethnicity, Religion, and Nationality in Modern Jewish Culture Hannan Hever, Eliyahu Stern

This course explores the nature of identity politics in modern Europe, the Middle East, and America through the idea of the Jew. It introduces students to scholarly texts focused on the nature of identity politics as well as short stories, novels, and films addressing the fluidity of identity as it pertain to Jews in the modern period. W 3:30–5:30

JDST 846b/HIST 598b/RLST 771b, Jewish Emancipation in the Twentieth Century  David Sorkin

Conventional wisdom has it that the process of “Jewish emancipation,” or the acquisition of citizenship and equality, culminated with the Russian Revolution of 1917 or the minority rights treaties of the early 1920s. In fact, emancipation did not cease. In the 1930s and 1940s right-wing, fascist, and Nazi governments across Europe abrogated Jews’ citizenship. Postwar governments restored citizenship, sometimes reluctantly, sometimes belatedly, sometimes inconsistently. The controversies over reparations and the restoration of property that continue today belong to this process as well. The establishment of Israel with its own specific concept of citizenship was yet another aspect. Finally, the laws that prohibited discrimination in schools, housing, employment, and secondary associations in the 1950s–1970s were an installment in creating equality for Jews in the United States. This seminar casts its nets broadly to study the extant scholarship on “Jewish emancipation” in the twentieth century. TH 3:30–5:20

JDST 850bU/CPLT 685bU/NELC 853bU, Literature at the Limit: Palestine and Israel  Hannan Hever, Robyn Creswell

Readings and films from post-1948 Palestine and Israel, with special attention to historical and political contexts. This course focuses on Hebrew- and Arabic-language culture produced in Palestine and Israel since the year of the Palestinian Haqba and the Jewish War of Independence. These poems, novels, and films consistently probe the figure of the limit—in the geographical sense of borders and checkpoints, as well as in the existential sense of extremity and trauma. What are the limits of one’s political and linguistic community? What is the role of culture in defining, deconstructing, or bridging those borders? The course is intended to serve as an introduction to canonical texts of both national traditions, as well as the methods of comparative literature. Readings include works by Darwish, Yehoshua, Kanafani, Oz, Habibi, Ballas, and Shammas. All readings in English. W 2:30–4:20

JDST 851bU/CPLT 682bU/NELC 854bU, Cultural Critique and Israel Hannan Hever

An overview of the poetics, culture, history, and political dynamics of modern Hebrew literature as a national literature over the past three hundred years. No background in Jewish literature and Jewish culture is required. All readings in English. T 1:30–3:20

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, 203.432.0694

http://macmillan.yale.edu

Director

Ian Shapiro (Political Science)

For more than half a century 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 all aspects of international affairs, societies, and cultures around the world. The MacMillan Center seeks 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 administers nine degree programs. The six undergraduate majors include African Studies; East Asian Studies; Latin American Studies; Modern Middle East Studies; Russian and East European Studies; and South Asian Studies. The three graduate degree programs award master’s degrees in African Studies, East Asian Studies, 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 four graduate certificates of concentration: in African Studies, European 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, Arab Governance and Local Development Program, Arabic Program, Baltic Studies, British Historical Studies, Canadian Studies, East Asian Studies, European Studies, Stavros Niarchos Foundation Center for Hellenic Studies, Himalaya Initiative, Iranian Studies Program, Japan at the Crossroads Project, Latin American and Iberian Studies, Middle East Studies, Religious Freedom and Society in Africa Project, Russian Studies Project, South Asian Studies, and Southeast Asia Studies. Comparative and international programs include Agrarian Studies; Center for the Study of Globalization; Center for the Study of Representative Institutions; Conflict, Resilience, and Health Program; Program on Democracy; European Union Studies; Genocide Studies; Gilder Lehrman Center for the Study of Slavery, Resistance, and Abolition; Global Justice; Center for Historical Enquiry & the Social Sciences; InterAsia Initiative; Georg Leitner Program in International and Comparative Political Economy; Program on Order, Conflict, and Violence; and Political Violence FieldLab.

The MacMillan Center’s regional councils regularly teach all levels of eight foreign languages (Modern Greek, Hindi, Indonesian, Sanskrit, Swahili, Vietnamese, Yorùbá, Zulu). Additionally, the MacMillan Center collaborates 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 to students and faculty; encourages faculty/student interchange; sponsors some 800 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. The MacMillan Center is home to the Fox International Fellowship, a graduate student exchange program between Yale University and seventeen world-renowned academic partners. Through the Programs in International Educational Resources (PIER), the MacMillan Center brings international education and training to educators, K–12 students, 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 http://macmillanreport.yale.edu. The MacMillan Center is also home to Yale Global Online.

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

Graduate Certificates of Concentration in Area Studies

General Guidelines—Program Description

The Whitney and Betty MacMillan Center for International and Area Studies at Yale, through the regional councils on African Studies, European Studies, Latin American and Iberian Studies, 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 four areas of concentration: Africa, Europe, Latin America, and the Middle East.

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 deputy 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 deputy director of the MacMillan Center.

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Council on African Studies

The MacMillan Center

309 Luce Hall, 203.432.9903

http://african.macmillan.yale.edu

Graduate Certificate of Concentration in African Studies

Chair

Michael Cappello (Pediatrics; Microbial Pathogenesis; Public Health)

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.

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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; Comparative Literature)

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 fifty-five 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 nearly thirty core faculty and more than twenty language instructors spanning thirteen 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

332 Luce Hall, 203.432.3423

http://europeanstudies.macmillan.yale.edu

Graduate Certificate of Concentration in European Studies

Chair

Francesca Trivellato (History; on leave)

Acting Chair

Philip Gorski (Sociology)

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 promotes research programs on European politics, culture, economy, society, and history. The geographical scope of the council’s activities extends from Ireland to Italy, and from Portugal to the lands of the former Soviet Union. The council’s definition of Europe transcends conventional divisions between Western, Central, and Eastern Europe, and includes the Balkans and Russia. The U.S. Department of Education has repeatedly designated the council a National Resource Center and a FLAS Center under its HEA Title VI program.

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, Baltic Studies, Russian Studies, and Hellenic Studies; a Polish cultural initiative; and the Center for Historical Enquiry and the Social Sciences (CHESS).

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 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 North 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; and the Geneva Exchange supports Yale doctoral students who wish to study at the Graduate Institute of International and Development Studies in Geneva, Switzerland. Furthermore, the council supplements the regular Yale curriculum with film series, lectures, and seminars by eminent scholars, artists, diplomats, and political officials. The European Studies Council constantly expands its formal connections with a variety of European institutions and regularly 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 graduate 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 choose to focus on one of two areas of concentration, 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. In order to be awarded the certificate, a candidate needs to fulfill all requirements detailed below, as well as complete his or her Yale University graduate degree program.

Certificate candidates must comply with the general requirements for all MacMillan Center graduate certificates, as described at http://macmillan.yale.edu/academic-programs/graduate-certificate-concentration.

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 qualifying paper written either in the context of one of the six courses in the area of concentration, or as independent work under faculty supervision. The paper is required to demonstrate field-specific research ability in 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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Council on Latin American and Iberian Studies

The MacMillan Center

232 Luce Hall, 203.432.3422

http://clais.macmillan.yale.edu

Graduate Certificate of Concentration in Latin American and Iberian Studies

Chair

Susan Stokes (Political Science)

Professors Rolena Adorno (Spanish & Portuguese), Ned Blackhawk (History; American Studies), Richard Burger (Anthropology; on leave [Sp]), Hazel Carby (African American Studies; American Studies), Carlos Eire (History; Religious Studies), Eduardo Fernandez-Duque (Anthropology), Paul Freedman (History), Roberto González Echevarría (Spanish & Portuguese), Aníbal González-Pérez (Spanish & Portuguese), K. David Jackson (Spanish & Portuguese), Gilbert Joseph (History; on leave [Sp]), Efstathios Kalyvas (Political Science), Daniel Markovits (Law), 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 (Emeritus, History of Art), Noël Valis (Spanish & Portuguese), Frederick Wherry (Sociology), Elisabeth Wood (Political Science)

Associate Professors Susan Byrne (Spanish & Portuguese), Rodrigo Canales (Management), Ana De La O Torres (Political Science), Moira Fradinger (Comparative Literature)

Assistant Professors Ryan Bennett (Linguistics), Oswaldo Chinchilla (Anthropology), Marcela Echeverri (History), Anne Eller (History), Leslie Harkema (Spanish & Portuguese), Seth Jacobowitz (East Asian Languages & Literatures; on leave), Erica James (History of Art; African American Studies), Albert Laguna (American Studies), Dixa Ramirez (American Studies; on leave)

Senior Lectors and Lectors (Spanish & Portuguese) Sybil Alexandrov, Marta Almeida, Maria Pilar Asensio-Manrique, Mercedes Carreras, Ame Cividanes, Fabiana DePaula, 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)

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, Schwartz), the Caribbean (Carby, Echeverri, Eller, Thompson), Central America (Chinchilla, Joseph, Miller, Wood), Colombia (Echeverri), Costa Rica (Wherry), Cuba (Laguna), Mexico (Canales, De La O Torres, Joseph, Miller, Pitti, Schmidt Camacho), and the Southern Cone (Fradinger, Stokes). F&ES faculty (Ashton, Bell, Berlyn, Clark, Dove, Geballe, Gentry, Mendelsohn, Montagnini) have tropical research interests or participate in educational exchanges with Argentina, Brazil, Chile, Costa Rica, Dominica, Ecuador, Haiti, 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; or call 203.432.3422.

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Council on Middle East Studies

The MacMillan Center

346 Rosenkranz Hall, 203.436.2553

http://cmes.macmillan.yale.edu

Graduate Certificate of Concentration in Modern Middle East Studies

Chair

Frank Griffel (Religious Studies)

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

Associate Professors Zareena Grewal (American Studies), Kaveh Khoshnood (Public Health), Adria Lawrence (Political Science; on leave), Mark Lazenby (Nursing), Andrew March (Political Science), Kishwar Rizvi (History of Art), Jonathan Wyrtzen (Sociology; on leave)

Assistant Professors Rosie Bsheer (History; on leave), Thomas Connolly (French), Robyn Creswell (Comparative Literature; on leave [F]), Narges Erami (Anthropology)

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)

Senior Lectors (I, II) and Lectors Sarab Al Ani (Arabic), Muhammad Aziz (Arabic), Jonas Elbousty (Arabic), Shiri Goren (Hebrew), Dina Roginsky (Hebrew), Farkhondeh Shayesteh (Persian)

Librarians and Curators Roberta Dougherty (Near East Collection), Agnete Lassen (Babylonian Collection), Susan Matheson (Ancient Art, Yale University Art Gallery), 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

http://southasia.macmillan.yale.edu

Chair

Karuna Mantena (Political Science)

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

Associate Professors Nihal DeLanerolle (School of Medicine), Mayur Desai (Public Health), Zareena Grewal (American Studies; Religious Studies), Karuna Mantena (Political Science), Andrew Quintman (Religious Studies), Kishwar Rizvi (History of Art)

Assistant Professors Rohit De (History; on leave), Daniel Keniston (Economics)

Senior Lecturer Geetanjali Singh Chanda (Women’s, Gender & Sexuality Studies)

Lecturer Carol Carpenter (Forestry & Environmental Studies)

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 Sanskrit. 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 http://southasia.macmillan.yale.edu

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, Accelerated Hindi 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, Accelerated Hindi 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 Swapna Sharma, Seema Khurana

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 550bU, 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 560b, 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

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Council on Southeast Asia Studies

The MacMillan Center

311 Luce Hall, 203.432.3431, seas@yale.edu

http://cseas.yale.edu

Chair

Michael Dove (Forestry & Environmental Studies)

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

Associate Professor Erik Harms (Anthropology)

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 to graduate and undergraduate students 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; e-mail seas@yale.edu; or visit our Web site, http://cseas.yale.edu.

Courses

Courses in Indonesian and Vietnamese languages at the elementary, intermediate, and advanced levels are listed in Yale College Programs of Study.

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 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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Integrated Graduate Program in Physical and Engineering Biology (PEB)

http://peb.yale.edu

peb@yale.edu

Director

Lynne Regan (Molecular Biophysics & Biochemistry; Chemistry)

Associate Director

Dorottya Noble

Executive Committee Joerg Bewersdorf (Cell Biology; Biomedical Engineering), Enrique De La Cruz (Molecular Biophysics & Biochemistry), Thierry Emonet (Molecular, Cellular, & Developmental Biology; Physics), Jonathon Howard (Molecular Biophysics & Biochemistry; Physics), Megan King (Cell Biology), Andre Levchenko (Biomedical Engineering), Kathryn Miller-Jensen (Biomedical Engineering; Molecular, Cellular, & Developmental Biology), Simon Mochrie (Physics; Applied Physics), Corey O’Hern (Mechanical Engineering & Materials Science; Physics; Applied Physics), Thomas Pollard (Molecular, Cellular, & Developmental Biology; Molecular Biophysics & Biochemistry), Anna Pyle (Molecular, Cellular, & Developmental Biology; Chemistry), Lynne Regan (Molecular Biophysics & Biochemistry; Chemistry), Corey Wilson (Chemical & Environmental Engineering; Biomedical Engineering; Molecular Biophysics & Biochemistry)

The Yale PEB program brings together faculty from the physical, engineering, and biological sciences, who carry out collaborative, interdisciplinary research and teaching. Participation in the PEB program is open to any graduate student who is interested in applying quantitative, physical approaches to study important biological questions. PEB-participating departments, tracks, and degree-granting programs include Applied Physics; Biochemistry, Biophysics, and Structural Biology (BBS track); Biomedical Engineering; Cell Biology; Chemical & Environmental Engineering; Computational Biology and Bioinformatics (BBS track and also degree-granting program); Mechanical Engineering & Materials Science; Molecular, Cellular, and Developmental Biology; Molecular Cell Biology, Genetics, and Development (BBS track); Neuroscience (BBS track); and Physics.

Upon completion of their Ph.D. in a home department, and satisfaction of the PEB curriculum, students receive a Certificate from the Integrated Graduate Program in Physical and Engineering Biology.

Students interested in participating in the PEB program may indicate their interest on their graduate application for admission to a home department or track. Students may also join the PEB after they have matriculated at Yale. After arriving at Yale, students should e-mail peb@yale.edu to express their interest in the PEB, and the leadership will review their application materials.

PEB students acquire a depth of knowledge in their home department and also a breadth of knowledge across disciplines from PEB courses and activities. They will become skilled at applying physical and engineering methods and quantitative reasoning to biological problems, and at identifying and tackling cutting-edge problems in the life sciences, and they will be proficient at combining theory and computation with wet lab experiments. In addition, students will become comfortable working in an interdisciplinary and collaborative research environment and adept at communicating with scientists from a variety of disciplines as well as with nonscientists.

PEB Curriculum

The PEB curriculum consists of three core courses and the Integrated Workshop (see below), which all students, regardless of their undergraduate background, take together. Methods and Logic in Interdisciplinary Research (MB&B 517/ENAS 517/MCDB 517/PHYS 517) is typically taken in the first year. The second course, Biological Physics (ENAS 541/MB&B 523/PHYS 523), and the third, either Dynamical Systems in Biology (MCDB 562/AMTH 765/CB&B 562/ENAS 561/MB&B 562/PHYS 562) or Introduction to Dynamical Systems in Biology (MCDB 561/ PHYS 561), should be completed by the end of the second year. With permission of the PEB leadership, one of the following three courses may be substituted to satisfy the third course requirement: (1) Systems Biology of Cell Signaling (ENAS 567), (2) Bioinformatics: Practical Application of Simulation and Data Mining (MB&B 752/CB&B 752/CPSC 752/MCDB 752), and (3) Genomic Methods for Genetic Analysis (GENE 760).

Two primer courses are also offered (but not required). Boot Camp Biology (MB&B 520) is a primer course for students entering PEB with little or no background in biology, and Mathematical Methods in Biophysics (MB&B 635/ENAS 518) is a primer course for students entering PEB with little or no background in mathematics and computation.

PEB hosts an intensive two-week-long Integrated Workshop before orientation week for first-year incoming students.

In addition to the formal courses, there are a multitude of enrichment activities available to PEB students; see http://peb.yale.edu.

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Women’s, Gender, and Sexuality Studies

315 William L. Harkness Hall, 203.432.0845

http://wgss.yale.edu

Chair

Inderpal Grewal

Director of Graduate Studies

Jill Campbell

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

Associate Professors Rene Almeling (Sociology; on leave), Crystal Feimster (African American Studies; American Studies), Moira Fradinger (Comparative Literature), Zareena Grewal (American Studies; Religious Studies), Naomi Rogers (History of Science & Medicine)

Assistant Professors Marta Figlerowicz (Comparative Literature), Joseph Fischel (Women’s, Gender & Sexuality Studies), Erica James (History of Art; African American Studies), Greta LaFleur (American Studies)

Senior Lecturers Geetanjali Singh Chanda (Women’s, Gender & Sexuality Studies; on leave), Becky Conekin (MacMillan Center; History), Maria Trumpler (Women’s, Gender & Sexuality Studies)

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

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 on the theory of gender and sexuality; (2) complete two electives, including one course that must be drawn from the WGSS curriculum; (3) complete one term of WGSS 900, the WGSS Certificate Workshop; (4) 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 (5) fulfill a teaching requirement. Each of these requirements must be met in consultation with the DGS and the individual WGSS graduate adviser. 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 610b/AFAM 546b, Theories of Race, Sex, and Injustice Joseph Fischel

Explorations of race, sex, and gender in political theories of justice; identity formations as ambivalent aspirations for justice theory and justice politics; the body as policed, policing, desired, and desiring; “matter” as idiom of justice. T 1:30–3:20

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 2:30–4:20

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

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

WGSS 630a/AMST 703a, Postcolonial and Transnational Feminist Theories  Inderpal Grewal

An advanced survey course in feminist theory with a focus on postcolonial and transnational approaches. It is often assumed that if postcolonial theory focuses on history and historicity, then transnational theories emphasize space and place, assuming the importance of networks and flows. How might we think otherwise of these theoretical contributions? What are their connections across fields and areas? What, finally, are the ways that feminist theory has come to incorporate these approaches in the way that it conceptualizes the “international,” “global,” and “regional” in relation to histories of culture, politics, difference, and intersectionality. We examine these and other questions of disciplinarity, method, and history. W 3:30–5:30

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

This course examines work by writers of Caribbean descent from different regions of the transatlantic world. In response to contemporary interest in issues of globalization, the premise of the course is that in the world maps of these black intellectuals we can see the intertwined and interdependent histories and relations of the Americas, Europe, and Africa. Thinking globally is not a new experience for black peoples, and we need to understand the ways in which what we have come to understand and represent as “Caribbeanness” is a condition of movement. Literature is most frequently taught within the boundaries of a particular nation, but this course focuses on the work of writers who shape the Caribbean identities of their characters as traveling black subjects and refuse to restrain their fiction within the limits of any one national identity. We practice a new and global type of cognitive mapping as we read and explore the meanings of terms like black transnationalism, migrancy, globalization, and empire. Diasporic writing embraces and represents the geopolitical realities of the modern, modernizing, and postmodern worlds in which multiple racialized histories are inscribed on modern bodies. T 2:30–4:20

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

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

WGSS 695a/AFAM 558a/AMST 688a/HIST 577a/RLST 688a, Historicizing Religion Kathryn Lofton

What does it mean to offer a history of religion? How is a history of religion distinct from, or overlapping with, the history of race or gender? This course takes as its central subject a key methodological problem of modernity, namely the task to offer material accounts for human perception, social organization, and epistemological vantage. We read new historical monographs and relevant classic theories that consider what religion is, how its categorization is like and unlike other concepts for human distinction, and why it became something in modernity requiring historical diagnosis. Included in our topical survey are examinations of secularization and disenchantment; myth and narrative; church history and hagiography; objectivity and positivism; world religions and comparative religions; Orientalism and colonialism; sectarianism and secularism. Works read include Elizabeth A. Clark, History, Theory, Text: Historians and the Linguistic Turn; Sylvester Johnson, African American Religions, 1500–2000: Colonialism, Democracy, and Freedom; and Suzanne Marchand, German Orientalism in the Age of Empire: Religion, Race, and Scholarship. M 9:25–11:15

WGSS 698b/AFAM 511b/HSAR 698b, Fault Lines: Race, Gender, and Sexuality in Contemporary Art Erica James

This seminar examines moments in which prevailing representational paradigms of race, gender, and sexuality were disrupted and transformed, affecting three-dimensional paradigm shifts in reading of race, gender, and sexuality in fine art and visual culture. Students deepen their engagement with and writing on this work beyond the ghetto of identity politics by considering multiple methods of theoretical analyses simultaneously. Sites of rupture include the art and visual culture that emerged around the figure of the boxer through Jack Johnson and Muhammad Ali; African diaspora visual poetics in the youth culture of South Africa and Jamaica; and the work of contemporary artists Kalup Linzy, Mickalene Thomas, and Iona Rozeal Brown. TH 1:30–3:20

WGSS 712a/AMST 866a/HIST 775a, Readings in the History of Sexuality  Joanne Meyerowitz

Selected topics in the history of sexuality. Emphasis on key theoretical works and recent historical literature. W 3:30–5:20

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

The diversity of African American women’s lives from the colonial era through the late twentieth century. Using primary and secondary sources we explore the social, political, cultural, and economic factors that produced change and transformation in the lives of African American women. Through history, fiction, autobiography, art, religion, film, music, and cultural criticism we discuss and explore the construction of African American women’s activism and feminism; the racial politics of the body, beauty, and complexion; hetero- and same-sex sexualities; intraracial class relations; and the politics of identity, family, and work. M 1:30–3:20

WGSS 733a/HIST 910a/HSHM 745a, History of Health Activism Naomi Rogers

This research seminar introduces students to current historical debates around health activism. Topics include progressive and conservative ideologies and debates around them; debates around welfare and entitlements; gender and reproductive rights; medical professionalism; and health activism as a social movement. Research is focused on holdings in Yale libraries. M 1:30–3:20

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

WGSS 746bU/AMST 729bU, Visual Kinship: Photography and the Idea of Family  Laura Wexler, Thy Phu

Family photography is often understood simply as snapshots of domestic scenes taken by amateur photographers. Yet family photographs are more complex than we think: they can also include images taken by a wide spectrum of producers, including the press and the state; they frequently circulate between private and public spheres, linking personal memories with national and even global histories; and, just as importantly, they help to shape the very idea of family itself, one that is frequently racialized and gendered. This course explores the relationship between family photography and the concept of family, from the age of analog to the digital era, from snapshots to portraits, from instrumental images to art exhibitions, and more. We look closely at family photographs held in special collections at the Beinecke Library, the Museum of Modern Art, the Library of Congress, and the National Archive and Records Administration, among other sites. Bringing these photographs in dialogue with critical writings drawn from photography studies and cultural history, we investigate the ways in which visual kinship is shaped, and how this process mediates the idea of family. T 10:30–12:30

WGSS 767/PSYC 777, Research Topics in Gender and Psychology  Marianne LaFrance

The “Gender Lab” meets weekly to consider research being done in the Psychology department that bears on some gender-related issue.

WGSS 769b/ENGL 742b, Fiction, Didacticism, and Political Critique: 1789–1818  Jill Campbell

A study of writings that seek a specific effect in their reader—whether didactic instruction and moral formation, or an instigation to take action toward political change—and their uneasy alliance in the late eighteenth and early nineteenth centuries with the literary genre of prose fiction. How do writings that seek to inform or reform the real person or the real world put fictional narratives to use? How is the genre of the novel shaped, explicitly or implicitly, by writing to a specific “end”? Texts include novels, tales for children, life-writing, poetry with a “cause,” polemical essays; possible authors include Olaudah Equiano, Edmund Burke, William Godwin, Mary Wollstonecraft, Hannah More, Maria Edgeworth, Jane Austen, Anna Barbauld, and Mary Shelley. T 1:30–3:20

WGSS 779a/AMST 805a/HSAR 720a/REL 966a/RLST 699a, Sensational Materialities: Sensory Cultures in History, Theory, and Method Sally Promey

This interdisciplinary seminar explores the sensory and material histories of (often religious) images, objects, buildings, and performances as well as the potential for the senses to spark contention in material practice. With a focus on American things and religions, the course also considers broader geographical and categorical parameters so as to invite intellectual engagement with the most challenging and decisive developments in relevant fields, including recent literatures on material agencies. The goal is to investigate possibilities for scholarly examination of a robust human sensorium of sound, taste, touch, scent, and sight—and even “sixth senses”—the points where the senses meet material things (and vice versa) in life and practice. Topics include the cultural construction of the senses and sensory hierarchies; investigation of the sensory capacities of things; and specific episodes of sensory contention in and among various religious traditions. In addition, the course invites thinking beyond the “Western” five senses to other locations and historical possibilities for identifying the dynamics of sensing human bodies in religious practices, experience, and ideas. The Sensory Cultures of Religion Research Group meets at 7 p.m. on Tuesdays; class participants are strongly encouraged, but not required, to attend. Prerequisite: permission of the instructor; qualified undergraduates are welcome. M 3:30–5:20

WGSS 815a/AMST 810a, American Public Sculpture: History, Context, and Continuing Significance Laura Wexler

Building on a new partnership between the Smithsonian Institution and Yale University, this course offers a broad-based and multidisciplinary exploration of public sculpture in the United States. Course work includes field trips and digital projects as well as readings in the scholarship of public memory, cultural heritage, conservation, and aesthetics.

WGSS 860b/CPLT 870b/HIST 670b, Gender Theories and Their Politics  Moira Fradinger

A historical survey of the intellectual tradition that takes for its object the interrogation and theorization of systems of power whereby inequality is associated with gender, sex, and sexuality. These categories are studied in terms of the politics of location that created them: we read from the corpus written in the context of movements such as classical liberal and radical feminism, anarchism, and socialism; the psychoanalytic international community; or institutional academic settings such as the fields of film studies, women’s studies, and gay and lesbian studies. Authors include Sor Juana Inés de la Cruz, Flora Tristán, Emma Goldman, Simone de Beauvoir, Maria Mies, Heidi Hartmann, Audre Lorde, Adrienne Rich, Hortense Spillers, Gayle Rubin, Jacqueline Rose, Juliet Mitchell, Eve K. Sedgwick, Luce Irigaray, Monique Wittig, Teresa de Lauretis, Rosi Braidotti, Luisa Muraro, Adriana Cavarero, Chandra Mohanty, Gloria Anzaldúa, Nira Yuval-Davis, Gayatri Chakravorty Spivak, and Maxine Molyneux. W 7–9

WGSS 900a,b, WGSS Certificate Workshop Jill Campbell

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. Enrollment in one term of WGSS 900 is required of all students for completion of the certificate in WGSS. Graded Satisfactory/Unsatisfactory.

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

Digital media and technology have opened an epochal chasm in our ways of knowing, as books, newspapers, libraries, whole universities, and worlds of scholarship are pulled into the digital realm only to reemerge in different forms. Many scholars have begun to explore how this new convergence alters knowledge production, visual culture, theories of representation and visuality, and the many and varied practices of everyday life. Text mining, mapping, network analysis, and big data visualization are among the most powerful forces now manifesting the everyday life world of the globe. This seminar examines these changes and convergences, investigating the legal, philosophical, scientific, artistic, and social implications of the new modes of creation and transmission of knowledge. Alongside such investigations, we examine existing projects in digital humanities and learn new tools and techniques for research in digital humanities. Students work individually and collaboratively to generate knowledge that can be demonstrated in a final term project. M 4:30–6:30

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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 Initiative for the Study of Antiquity and the Premodern World

401 Phelps Hall

http://yisap.yale.edu

Graduate Coordinators

Edward Kamens (East Asian Languages & Literatures)

J.G. Manning (Classics; History)

Steering Committee (2015–18) Joel Baden (Divinity), Ruth Barnes (Art Gallery), Oswald Chinchilla (Anthropology), John J. Collins (Divinity), Steven Davis (Religious Studies), Eckart Frahm (Near Eastern Languages & Civilizations), Milette Gaifman (Classics; History of Art), Edward Kamens (East Asian Languages & Literatures), Noel Lenski (Classics; History), J.G. Manning (Classics; History), Susan Matheson (Art Gallery), Irene Peirano Garrison (Classics)

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 and schools currently participating in YISAP are Classics, East Asian Languages and Literatures, History, History of Art, Judaic Studies, Near Eastern Languages and Civilizations, Religious Studies, and the Divinity School; 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 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 815b/ANTH 531b/ARCG 531b/CPLT 547b/HIST 502b/JDST 653b/NELC 533b/RLST 803b, Fakes, Forgeries, and the Making of Antiquity Eckart Frahm, Irene Peirano Garrison

A comparative exploration of notions of forgery and authenticity in the ancient and premodern world, in a variety of civilizations (ancient Greece, Mesopotamia, Egypt, Israel, China, India, etc.) and different political, religious, literary, and artistic contexts. Emphasis is also placed on the pivotal role played by the “authentic” in the modern era in disciplines such as philology and aesthetics, the manipulative uses of ancient history for purposes of modern nation building and identity formation, copies and reconstructions of ancient artifacts, and the role of forgeries in today’s antiquities trade. TH 2:30–4:30

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