diff --git a/README.md b/README.md index bb3bcbf1d..ae66768cd 100644 --- a/README.md +++ b/README.md @@ -28,12 +28,12 @@ In this project, we aim to enhance students’ course selection experience by au 1. Enter the `backend` directory, create a virtual environment, activate it, and install the dependencies. Make sure you have Python 3.10+ installed. - ```bash - cd backend - python -m venv bluebook_env - source bluebook_env/bin/activate - pip install -r requirements.txt - ``` + ```bash + cd backend + python -m venv bluebook_env + source bluebook_env/bin/activate (windows: .\bluebook_env\Scripts\activate) + pip install -r ../requirements.txt + ``` 2. You will also need to create `.env` in the the `backend` directory that contains your API key to OpenAI and the MongoDB URI. The `.env` file should look like this: @@ -109,3 +109,25 @@ python app.py "response": "To learn more about personal finance, you can start by taking courses or workshops that focus on financial management, budgeting, investing, and retirement planning. Some universities and educational platforms offer online courses on personal finance, such as ECON 436: Personal Finance and ECON 361: Corporate Finance. Additionally, you can explore resources like books, podcasts, and websites dedicated to personal finance advice and tips. It may also be helpful to consult with a financial advisor or planner for personalized guidance on managing your finances effectively." } ``` +## Deployment + +The website is hosted using CloudFront distribution through AWS which is routed to a web server running on Elastic Beanstalk. The code for the frontend and backend are contained in two separate S3 buckets. To update the frontend, we run the following script and disable + +```cd frontend +export REACT_APP_API_URL=/api +npm run build +aws s3 sync out/ s3://bluebook-ai-frontend --acl public-read +``` +To enable continuous syncing of the CloudFront distribution with the frontend-associated S3 bucket we write the following invalidation rule. + +``` +aws cloudfront create-invalidation --distribution-id bluebook-ai-frontend --paths "/*" +``` + +For running the Elastic Beanstalk web server, we use the aws EB CLI and run the follow commands in the backend/ folder + +``` +eb init +eb deploy +``` + diff --git a/backend/app.py b/backend/app.py index fceaea7a5..8faba23ec 100644 --- a/backend/app.py +++ b/backend/app.py @@ -4,7 +4,7 @@ from flask_cas import CAS, login_required import os from dotenv import load_dotenv -from lib import chat_completion_request, create_embedding +from lib import chat_completion_request, create_embedding, tools import json from pymongo.mongo_client import MongoClient import requests @@ -18,6 +18,7 @@ load_dotenv() + # Separate function to load configurations def load_config(app, test_config=None): app.secret_key = os.environ.get( @@ -45,6 +46,7 @@ def load_config(app, test_config=None): # Load configuration from environment variables app.config["MONGO_URI"] = os.getenv("MONGO_URI") + # Separate function to initialize database def init_database(app): if "MONGO_URI" in app.config: @@ -55,6 +57,7 @@ def init_database(app): # else, set to None or Mock in case of testing + def create_app(test_config=None): app = Flask(__name__) CORS(app) @@ -111,7 +114,7 @@ def validate_cas_ticket(): else: print("response status is not 200") return jsonify({"isAuthenticated": False}), 401 - + @app.route("/api/save_chat", methods=["POST"]) def save_chat(): try: @@ -121,7 +124,7 @@ def save_chat(): return jsonify({"status": "success", "id": str(result.inserted_id)}), 201 except Exception as e: return jsonify({"status": "error", "message": str(e)}), 500 - + @app.route("/api/reload_chat", methods=["POST"]) def reload_chat(): try: @@ -135,7 +138,7 @@ def reload_chat(): return jsonify({"status": "not found"}), 404 except Exception as e: return jsonify({"status": "error", "message": str(e)}), 500 - + @app.route("/api/verify_course_code", methods=["POST"]) def verify_course_code(): try: @@ -151,8 +154,12 @@ def verify_course_code(): course = course_collection.find_one({"course_code": course_code}) if course: # insert into database - result = user_collection.update_one({"uid": uid}, {"$addToSet": {"courses": course_code}}) - return jsonify({"status": "success", "course": course['course_code']}), 200 + result = user_collection.update_one( + {"uid": uid}, {"$addToSet": {"courses": course_code}} + ) + return jsonify( + {"status": "success", "course": course["course_code"]} + ), 200 else: return jsonify({"status": "invalid course code"}), 404 except Exception as e: @@ -173,8 +180,12 @@ def delete_course_code(): course = course_collection.find_one({"course_code": course_code}) if course: # insert into database - result = user_collection.update_one({"uid": uid}, {"$pull": {"courses": course_code}}) - return jsonify({"status": "success", "course": course['course_code']}), 200 + result = user_collection.update_one( + {"uid": uid}, {"$pull": {"courses": course_code}} + ) + return jsonify( + {"status": "success", "course": course["course_code"]} + ), 200 else: return jsonify({"status": "invalid course code"}), 404 except Exception as e: @@ -187,7 +198,7 @@ def create_user_profile(): uid = data.get("uid", None) if not uid: return jsonify({"error": "No uid provided"}) - + collection = app.config["profiles"] user_profile = { @@ -198,7 +209,7 @@ def create_user_profile(): } result = collection.insert_one(user_profile) - user_profile['_id'] = str(result.inserted_id) + user_profile["_id"] = str(result.inserted_id) return jsonify(user_profile) @@ -215,7 +226,7 @@ def get_user_profile(): return jsonify({"error": "No user profile found"}), 404 # Convert ObjectId to string - user_profile['_id'] = str(user_profile['_id']) + user_profile["_id"] = str(user_profile["_id"]) return jsonify(user_profile) @@ -224,7 +235,7 @@ def update_user_profile(uid, update): user_profile = collection.find_one({"uid": uid}) collection.update_one({"uid": uid}, {"$set": update}) user_profile = collection.find_one({"uid": uid}) - user_profile['_id'] = str(user_profile['_id']) + user_profile["_id"] = str(user_profile["_id"]) return jsonify(user_profile) @app.route("/api/user/update/name", methods=["POST"]) @@ -237,7 +248,7 @@ def update_user_name(): if not name: return jsonify({"error": "No name provided"}) return update_user_profile(uid, {"name": name}) - + @app.route("/api/chat/create_chat", methods=["POST"]) def create_new_chat(): data = request.get_json() @@ -245,24 +256,19 @@ def create_new_chat(): init_message = data.get("message", None) if not uid: return jsonify({"error": "No uid provided"}) - + chat_id = str(uuid4()) if init_message is not None: - new_chat = { - "chat_id": chat_id, - "messages": [init_message] - } + new_chat = {"chat_id": chat_id, "messages": [init_message]} else: - new_chat = { - "chat_id": chat_id, - "messages": [] - } + new_chat = {"chat_id": chat_id, "messages": []} collection = app.config["profiles"] - result = collection.update_one({"uid": uid}, {"$push": {"chat_history": new_chat}}) + result = collection.update_one( + {"uid": uid}, {"$push": {"chat_history": new_chat}} + ) return jsonify({"status": "success"}), 200 - - + @app.route("/api/chat/append_message", methods=["POST"]) def append_message_to_chat(): data = request.get_json() @@ -275,7 +281,7 @@ def append_message_to_chat(): return jsonify({"error": "No message provided"}) if not chat_id: return jsonify({"error": "No chat_id provided"}) - + collection = app.config["profiles"] # find the user with the chat id user_profile = collection.find_one({"uid": uid}) @@ -287,7 +293,9 @@ def append_message_to_chat(): chat["messages"].append(message) break - result = collection.update_one({"uid": uid}, {"$set": {"chat_history": user_profile["chat_history"]}}) + result = collection.update_one( + {"uid": uid}, {"$set": {"chat_history": user_profile["chat_history"]}} + ) return jsonify({"status": "success"}), 200 @app.route("/api/chat/delete_chat", methods=["POST"]) @@ -299,10 +307,12 @@ def delete_chat(): return jsonify({"error": "No uid provided"}) if not chat_id: return jsonify({"error": "No chat_id provided"}) - + collection = app.config["profiles"] # use $pull to remove the chat with the chat_id - result = collection.update_one({"uid": uid}, {"$pull": {"chat_history": {"chat_id": chat_id}}}) + result = collection.update_one( + {"uid": uid}, {"$pull": {"chat_history": {"chat_id": chat_id}}} + ) return jsonify({"status": "success"}), 200 @app.route("/api/slug", methods=["POST"]) @@ -324,13 +334,14 @@ def get_chat_history_slug(): except: return jsonify({"slug": "Untitled"}) - @app.route("/api/chat", methods=["POST"]) def chat(): data = request.get_json() user_messages = data.get("message", None) - filter_season_codes = data.get("season_codes", None) # assume it is an array of season code + filter_season_codes = data.get( + "season_codes", None + ) # assume it is an array of season code filter_subjects = data.get("subject", None) filter_areas = data.get("areas", None) @@ -344,7 +355,7 @@ def chat(): if message["role"] == "ai": message["role"] = "assistant" - print(user_messages) + # print(user_messages) if SAFETY_CHECK_ENABLED: # for safety check, not to be included in final response @@ -409,13 +420,18 @@ def chat(): vector_search_prompt_generation = user_messages.copy() vector_search_prompt_generation.append( { - "role": "user", - "content": "Generate a natural language string to query against the Yale courses vector database that will be helpful to you to generate a response.", + "role": "system", + "content": "What would be a good search query (in conventional english) to query against the Yale courses database that addresses the user needs?", } ) + + print(vector_search_prompt_generation) response = chat_completion_request(messages=vector_search_prompt_generation) response = response.choices[0].message.content + print("") + print("Completion Request: Vector Search Prompt") print(response) + print("") query_vector = create_embedding(response) @@ -430,21 +446,51 @@ def chat(): "limit": COURSE_QUERY_LIMIT, } } - - if filter_season_codes or filter_subjects or filter_areas: - aggregate_pipeline["$vectorSearch"]["filter"] = {} + + filtered_response = chat_completion_request(messages=user_messages, tools=tools) + filtered_data = json.loads( + filtered_response.choices[0].message.tool_calls[0].function.arguments + ) + print("") + print("Completion Request: Filtered Response") + print(filtered_data) + print("") + + natural_filter_subject = filtered_data.get("subject_code", None) + natural_filter_season_codes = filtered_data.get("season_code", None) + natural_filter_areas = filtered_data.get("area", None) if filter_season_codes: - aggregate_pipeline["$vectorSearch"]["filter"]["season_code"] = { "$in": filter_season_codes } - + aggregate_pipeline["$vectorSearch"]["filter"] = { + "season_code": {"$in": filter_season_codes} + } + elif natural_filter_season_codes: + aggregate_pipeline["$vectorSearch"]["filter"] = { + "season_code": {"$in": [natural_filter_season_codes]} + } + if filter_subjects: - aggregate_pipeline["$vectorSearch"]["filter"]["subject"] = { "$in": filter_subjects } + aggregate_pipeline["$vectorSearch"]["filter"] = { + "subject": {"$in": filter_subjects} + } + elif natural_filter_subject: + aggregate_pipeline["$vectorSearch"]["filter"] = { + "season_code": {"$in": [natural_filter_subject]} + } if filter_areas: - aggregate_pipeline["$vectorSearch"]["filter"]["areas"] = { "$in": filter_areas } + aggregate_pipeline["$vectorSearch"]["filter"] = { + "areas": {"$in": filter_areas} + } + elif natural_filter_areas: + aggregate_pipeline["$vectorSearch"]["filter"] = { + "season_code": {"$in": [natural_filter_areas]} + } + # print(aggregate_pipeline) database_response = collection.aggregate([aggregate_pipeline]) database_response = list(database_response) + print(database_response) recommended_courses = [ { @@ -455,25 +501,39 @@ def chat(): "areas": course["areas"], "sentiment_label": course["sentiment_info"]["final_label"], "sentiment_score": course["sentiment_info"]["final_proportion"], - } for course in database_response ] - recommendation_prompt = ( - "Here are some courses that might be relevant to the user request:\n\n" - ) - for course in recommended_courses: - recommendation_prompt += f'{course["course_code"]}: {course["title"]}\n{course["description"]}\n\n' - recommendation_prompt += "Provide a response to the user. Incorporate specific course information if it is relevant to the user request. If you include any course titles, make sure to wrap it in **double asterisks**. Do not order them in a list." + if recommended_courses: + recommendation_prompt = ( + "Here are some courses that might be relevant to the user request:\n\n" + ) + for course in recommended_courses: + recommendation_prompt += f'{course["course_code"]}: {course["title"]}\n{course["description"]}\n\n' + recommendation_prompt += "Incorporate specific course information in your response to me if it is relevant to the user request. If you include any course titles, make sure to wrap it in **double asterisks**. Do not order them in a list. Do not refer to any courses not in this list" + else: + recommendation_prompt = "Finish this message and include the whole message in your response, your response should contain the rest of this message verbatim: I'm sorry. I tried to search for courses that match your criteria but couldn't find any." user_messages.append({"role": "system", "content": recommendation_prompt}) + print(user_messages) + response = chat_completion_request(messages=user_messages) + response = response.choices[0].message.content + print() + print(user_messages) + print(response) + json_response = {"response": response, "courses": recommended_courses} + # print("") + # print("Completion Request: Recommendation") + # print(json_response) + # print("") + return jsonify(json_response) return app @@ -481,4 +541,4 @@ def chat(): if __name__ == "__main__": app = create_app() - app.run(debug=True, port=8000) \ No newline at end of file + app.run(debug=True, port=8000) diff --git a/backend/lib.py b/backend/lib.py index 21ca9e4c3..5232d51e3 100644 --- a/backend/lib.py +++ b/backend/lib.py @@ -3,15 +3,27 @@ from openai import OpenAI import json from dotenv import load_dotenv +from pathlib import Path load_dotenv() OPENAI_API_KEY = os.getenv("OPENAI_API_KEY") +root_dir = Path(__file__).resolve().parent.parent +course_subjects = root_dir / "backend" / "course_subjects.json" + # Open the JSON file -with open('course_subjects.json', 'r') as file: +with open(course_subjects, 'r') as file: # Load the JSON data into a Python list subjects = json.load(file) + +#Create Season Codes +years = ["2021", "2022", "2023", "2024"] +codes = ["01", "02", "03"] # 01 is SPRING, 02 is SUMMER, 03 is FALL +season_codes = [] +for i in range(len(years)): + for j in range(len(codes)): + season_codes.append(years[i] + codes[j]) tools = [ { @@ -22,14 +34,14 @@ "parameters": { "type": "object", "properties": { - "subject_code": { + "subject": { "type": "string", "enum": [str(key) for key in subjects.keys()], "description": "A code for the subject of instruction", }, "rating": { "type": "number", - "description": "The rating (a number with one significant digit) for the class (0 - 4). If a number is not provided, interpret the given opinion to fit the range. A good, or average, class should be 3.5", + "description": "The rating (a number with one significant digit) for the class (0 - 4). If a number is not provided, interpret the given opinion to fit the range. Unless specified by the user, a good, or average, class should be 3.5", }, "comparison_operator_rating": { "type": "string", @@ -44,11 +56,20 @@ "type": "string", "enum": ["$lt", "$gt", "$gte", "$lte"], "description": "A comparison operator for the class workload", - }, + }, + "season_code": { + "type": "string", + "enum": season_codes, + "description": "A semester represented as a season code (six numbers) formatted like 202401, where the first four digits are the year, and the last two corrsepond to Spring (01), Summer (02), and Fall (03). For example, 'Fall 2024' would be interpreted as 202403.", + }, + "area": { + "type": "string", + "enum": ["Hu", "So", "Sc", "Qr", "Wr"], + "description": "The specified area for a course: Humanities (HU), Social Science (So), Science (Sc), Quantitative Reasoning (Qr), Writing (Wr). Don't make assumptions.", + }, }, - "required": ["comparison_operator_rating", "rating"], }, - } + }, } ] @@ -79,6 +100,6 @@ def chat_completion_request(messages, tools=None, tool_choice=None, model='gpt-4 return response except Exception as e: print("Unable to generate ChatCompletion response") - print(f"Exception: {e}") + print(f"Exception: {e}") return e diff --git a/backend/process_data.ipynb b/backend/process_data.ipynb index 76c06d986..9a024d340 100644 --- a/backend/process_data.ipynb +++ b/backend/process_data.ipynb @@ -2,26 +2,22 @@ "cells": [ { "cell_type": "code", - "execution_count": 20, + "execution_count": 13, "metadata": {}, "outputs": [], "source": [ "from openai import OpenAI\n", "import json\n", - "from tqdm import tqdm\n", - "import os\n", - "from dotenv import load_dotenv\n", - "load_dotenv()" + "import os" ] }, { "cell_type": "code", - "execution_count": 5, + "execution_count": 14, "metadata": {}, "outputs": [], "source": [ - "OPENAI_API_KEY = os.getenv(\"OPENAI_API_KEY\")\n", - "client = OpenAI(api_key=OPENAI_API_KEY)" + "client = OpenAI(api_key=os.getenv(\"OPENAI_API_KEY\"))" ] }, { @@ -40,28 +36,5863 @@ }, { "cell_type": "code", - "execution_count": 21, + "execution_count": 16, + "metadata": {}, + "outputs": [], + "source": [ + "def add_embedding_to_json(json_file):\n", + " with open(json_file, 'r') as file:\n", + " data = json.load(file)\n", + "\n", + " for course in data:\n", + " text_to_embed = f\"{course['course_code']} {course['title']}. \"\n", + " if course['professors']:\n", + " for professor in course['professors']:\n", + " if professor != course['professors'][-1]:\n", + " text_to_embed += f\"{professor}, \"\n", + " else:\n", + " text_to_embed += f\"{professor}. \"\n", + " text_to_embed += course['description']\n", + " print(text_to_embed)\n", + " embedding = get_embedding(text_to_embed)\n", + " course['embedding'] = embedding\n", + "\n", + " new_file_name = json_file.split('.')[0] + '_with_embeddings.json'\n", + " with open(new_file_name, 'w') as file:\n", + " json.dump(data, file, indent=4)" + ] + }, + { + "cell_type": "code", + "execution_count": 17, "metadata": {}, "outputs": [ + { + "name": "stdout", + "output_type": "stream", + "text": [ + "ACCT 270 Foundations of Accounting and Valuation. Rick Antle. Modern accounting practices and their use in distinguishing value creation from value redistribution. Basic determinants of value and the techniques used to assess it; the creation of value through the production and delivery of goods or services; the conversion of that value into cash flows; basic financial statements, balance sheets, income statements, and cash flow statements, and the accounting mechanics with which they are built.\n", + "AFAM 060 Slavery in the Archives. Edward Rugemer. This first-year seminar explores the significance of racial slavery in the history of the Americas during the eighteenth and nineteenth centuries. We read the work of historians and we explore archival approaches to the study of history. Taught in the Beinecke Library with the assistance of curators and librarians, each week is organized around an archival collection that sheds light on the history of slavery. The course also includes visits to the Department of Manuscripts and Archives in the Sterling Library, the British Art Center, and the Yale University Art Gallery.  Each student writes a research paper grounded in archival research in one of the Yale Libraries. Topics include slavery and slaveholding, the transatlantic slave trade, resistance to slavery, the abolitionist movement, the coming of the American Civil War, the process of emancipation, and post-emancipation experiences.\n", + "AFAM 125 The Long Civil Rights Movement. Political, social, and artistic aspects of the U.S. civil rights movement from the 1920s through the 1980s explored in the context of other organized efforts for social change. Focus on relations between the African American freedom movement and debates about gender, labor, sexuality, and foreign policy. Changing representations of social movements in twentieth-century American culture; the politics of historical analysis.\n", + "AFAM 160 Rise &Fall of Atlantic Slavery: WR. The history of peoples of African descent throughout the Americas, from the first African American societies of the sixteenth century through the century-long process of emancipation.\n", + "AFAM 160 The Rise and Fall of Atlantic Slavery. Edward Rugemer. The history of peoples of African descent throughout the Americas, from the first African American societies of the sixteenth century through the century-long process of emancipation.\n", + "AFAM 160 The Rise and Fall of Atlantic Slavery. The history of peoples of African descent throughout the Americas, from the first African American societies of the sixteenth century through the century-long process of emancipation.\n", + "AFAM 160 The Rise and Fall of Atlantic Slavery. The history of peoples of African descent throughout the Americas, from the first African American societies of the sixteenth century through the century-long process of emancipation.\n", + "AFAM 186 Contesting Injustice. Elisabeth Wood. Exploration of why, when, and how people organize collectively to challenge political, social, and economic injustice. Cross-national comparison of the extent, causes, and consequences of inequality. Analysis of mobilizations for social justice in both U.S. and international settings.\n", + "AFAM 186 Contesting Injustice. Exploration of why, when, and how people organize collectively to challenge political, social, and economic injustice. Cross-national comparison of the extent, causes, and consequences of inequality. Analysis of mobilizations for social justice in both U.S. and international settings.\n", + "AFAM 186 Contesting Injustice. Exploration of why, when, and how people organize collectively to challenge political, social, and economic injustice. Cross-national comparison of the extent, causes, and consequences of inequality. Analysis of mobilizations for social justice in both U.S. and international settings.\n", + "AFAM 186 Contesting Injustice: Writing Requisite Section. Exploration of why, when, and how people organize collectively to challenge political, social, and economic injustice. Cross-national comparison of the extent, causes, and consequences of inequality. Analysis of mobilizations for social justice in both U.S. and international settings.\n", + "AFAM 186 Contesting Injustice: Writing Requisite Section. Exploration of why, when, and how people organize collectively to challenge political, social, and economic injustice. Cross-national comparison of the extent, causes, and consequences of inequality. Analysis of mobilizations for social justice in both U.S. and international settings.\n", + "AFAM 192 Third World Studies. Introduction to the historical and contemporary theories and articulations of Third World studies (comparative ethnic studies) as an academic field and practice. Consideration of subject matters; methodologies and theories; literatures; and practitioners and institutional arrangements.\n", + "AFAM 192 Third World Studies. Introduction to the historical and contemporary theories and articulations of Third World studies (comparative ethnic studies) as an academic field and practice. Consideration of subject matters; methodologies and theories; literatures; and practitioners and institutional arrangements.\n", + "AFAM 192 Third World Studies. Introduction to the historical and contemporary theories and articulations of Third World studies (comparative ethnic studies) as an academic field and practice. Consideration of subject matters; methodologies and theories; literatures; and practitioners and institutional arrangements.\n", + "AFAM 192 Third World Studies. Gary Okihiro. Introduction to the historical and contemporary theories and articulations of Third World studies (comparative ethnic studies) as an academic field and practice. Consideration of subject matters; methodologies and theories; literatures; and practitioners and institutional arrangements.\n", + "AFAM 192 Third World Studies. Introduction to the historical and contemporary theories and articulations of Third World studies (comparative ethnic studies) as an academic field and practice. Consideration of subject matters; methodologies and theories; literatures; and practitioners and institutional arrangements.\n", + "AFAM 192 Third World Studies. Introduction to the historical and contemporary theories and articulations of Third World studies (comparative ethnic studies) as an academic field and practice. Consideration of subject matters; methodologies and theories; literatures; and practitioners and institutional arrangements.\n", + "AFAM 192 Third World Studies. Introduction to the historical and contemporary theories and articulations of Third World studies (comparative ethnic studies) as an academic field and practice. Consideration of subject matters; methodologies and theories; literatures; and practitioners and institutional arrangements.\n", + "AFAM 205 Writing American Studies: Food as Story & Critical Lens. Alison Kibbe. This writing seminar examines food as an entry to the interdisciplinary approaches of American Studies. We explore how food can help us think critically about our world, as well as how we can write critically about food. Food serves as a useful entry point to interdisciplinary American and Ethnic Studies because centering food requires that we think across history, cultural studies, anthropology, science, ecology, aesthetics, embodiment, and more. Through food studies we gain a unique understanding of the peoples, cultures, plants, animals, mobilities, and flavors that shape societies, communities, and individuals. With a focus on Caribbean, Black, Latinx, and indigenous perspectives, we use critical food studies to examine questions about place, history, racial formations, migration, and above all, different approaches to writing, drafting, editing, and re-writing.\n", + "AFAM 206 Literature of the Black South. Sarah Mahurin. Examination of the intersections between African American and Southern literatures, with consideration of the ways in which the American South remains a space that simultaneously represents and repels an African American ethos.\n", + "AFAM 217 Queer Caribbean Performance. Amanda Reid. With its lush and fantastic landscape, fabulous carnivalesque aesthetics, and rich African Diaspora Religious traditions, the Caribbean has long been a setting where New World black artists have staged competing visions of racial and sexual utopia and dystopia. However, these foreigner-authored fantasies have often overshadowed the lived experience and life storytelling of Caribbean subjects. This course explores the intersecting performance cultures, politics, and sensual/sexual practices that have constituted queer life in the Caribbean region and its diaspora. Placing Caribbean queer of color critique alongside key moments in twentieth and twenty-first century performance history at home and abroad, we ask how have histories of the plantation, discourses of race and nation, migration, and revolution led to the formation of regionally specific queer identifications. What about the idea of the \"tropics\" has made it such as fertile ground for queer performance making, and how have artists from the region identified or dis-identified with these aesthetic formations? This class begins with an exploration of theories of queer diaspora and queer of color critique’s roots in black feminisms. We cover themes of exile, religious rites, and organizing as sights of queer political formation and creative community in the Caribbean.\n", + "AFAM 239 Identity, Diversity, and Policy in U.S. Education. Craig Canfield. Introduction to critical theory (feminism, queer theory, critical race theory, disability studies, trans studies, indigenous studies) as a fundamental tool for understanding and critiquing identity, diversity, and policy in U.S. education. Exploration of identity politics and theory, as they figure in education policy. Methods for applying theory and interventions to interrogate issues in education. Application of theory and interventions to policy creation and reform.\n", + "AFAM 243 Black Arts Criticism: Intellectual Life of Black Culture from W.E.B. DuBois to the 21st Century. Daphne Brooks. This course traces the birth and evolution of Black arts writing and criticism−its style and content, its major themes and groundbreaking practices−from the late nineteenth century through the 2020s. From the innovations of W.E.B. DuBois, Pauline Hopkins, and postbellum Black arts journalists to the breakthroughs of Harlem Renaissance heavyweights (Zora Neale Hurston, Langston Hughes and others), from the jazz experimentalism of Ralph Ellison and Albert Murray to the revolutionary criticism of Amiri Baraka, Lorraine Hansberry, James Baldwin, Phyl Garland and others, this class explores the intellectual work of pioneering writers who produced radical knowledge about Black culture. Its second half turns to the late twentieth and twenty-first century criticism of legendary arts journalists, scholars and critics: Toni Morrison, Thulani Davis, Margo Jefferson, Hilton Als, Greg Tate, Farah J. Griffin, Joan Morgan, Danyel Smith, Wesley Morris, Hanif Abdurraqib, and others. Emphasis will be placed on music, literary, film, and theater/performance arts writing.\n", + "AFAM 244 The Politics of Crime and Punishment in American Cities. Allison Harris. This course explores the relationship between politics and crime and punishment. We review literature focused on political behavior and political institutions to better understand the phenomena we hear about in the news from sentencing algorithms, to felon (dis)enfranchisement, to stop-and-frisk, and police use of force.\n", + "AFAM 261 Place, Race, and Memory in Schools. Errol Saunders. In the wake of the Black Lives Matter movement and widespread, multiracial protests calling for racial justice across the United States, there is a renewed interest in the roles that schools play in perpetuating racial disparities in American society and the opportunities that education writ large might provide for remedying them. As places, schools both shape and are profoundly shaped by the built environment and the everyday experiences of the people that interact with them. Teachers, administrators, students, and parents are impacted by the racialized memories to explain the past, justify the present, and to move them to action for the future. These individual and collective memories of who and where they are, and the traumas, successes, failures, and accomplishments that they have with regard to school and education are essential to understanding how schools and school reforms work. Grounded in four different geographies, this course examines how the interrelationships of place, race, and memory are implicated in reforms of preK-12 schools in the United States. The course uses an interdisciplinary approach to study these phenomena, borrowing from commensurate frameworks in sociology, anthropology, political science, and memory studies with the goal of examining multiple angles and perspectives on a given issue.\n", + "AFAM 313 Embodying Story. Renee Robinson. The intersection of storytelling and movement as seen through historical case studies, cross-disciplinary inquiry, and studio practice. Drawing on eclectic source materials from different artistic disciplines, ranging from the repertory of Alvin Ailey to journalism, architectural studies, cartoon animation, and creative processes, students develop the critical, creative, and technical skills through which to tell their own stories in movement. No prior dance experience necessary. Limited Enrollment. See Canvas for application.\n", + "AFAM 315 Black Feminist Theory. Gail Lewis. This course is designed to introduce you to some of the major themes in black feminist theory. The course does so by presenting classic texts with more recent ones to give you a sense of the vibrancy of black feminist theory for addressing past and present concerns. Rather than interpret black feminist theory as a critical formation that simply puts race, gender, sexuality, and class into conversation with one another, the course apprehends that formation as one that produced epistemic shifts in how we understand politics, empire, history, the law, and literature. This is by no means an exhaustive list of the areas into which black feminism intervened. It is merely a sample of some of the most vibrant ideological and discursive contexts in which black feminism caused certain epistemic transformations.\n", + "AFAM 329 Managing Blackness in a \"White Space\". Elijah Anderson. White space\" is a perceptual category that assumes a particular space to be predominantly white, one where black people are typically unexpected, marginalized when present, and made to feel unwelcome—a space that blacks perceive to be informally \"off-limits\" to people like them and where on occasion they encounter racialized disrespect and other forms of resistance. This course explores the challenge black people face when managing their lives in this white space.\n", + "AFAM 352 Caribbean Diasporic Literature. Fadila Habchi. An examination of contemporary literature written by Caribbean writers who have migrated to, or who journey between, different countries around the Atlantic rim. Focus on literature written in English in the twentieth and twenty-first centuries, both fiction and nonfiction. Writers include Caryl Phillips, Nalo Hopkinson, and Jamaica Kincaid.\n", + "AFAM 368 Zombies, Witches, Goddesses: Disorderly Women in Francophone Fiction. Kaiama Glover. This course explores configurations of the feminine as a force of disorder in prose fiction works of the 20th-century French- and Creole-speaking Americas. How do certain kinds of women characters reflect the troubling realities of the communities in which they are embedded? What alternative modes of being might these women’s non– or even anticommunal practices of freedom suggest? How are matters of the erotic, the spiritual, and the maternal implicated in Caribbean women’s relationships to their communities? Through slow and careful readings of literary fiction and critical theory, we examine the ‘troubling’ heroines presented in prose fiction works by francophone Caribbean authors of both genders, considering the thematic intersections and common formal strategies that emerge in their writing. We consider in particular the symbolic value of the ‘zombie,’ the ‘witch,’ the ‘goddess,’ and other provocative characters as so many reflections on–and of–social phenomena that mark the region and its history.\n", + "AFAM 372 Post Black Art and Beyond. Nana Adusei-Poku. In 2001, \"Freestyle\", a survey exhibition curated by Thelma Golden at the Studio Museum in Harlem, introduced a young generation of artists of African descent and the ambitious yet knowingly opaque term post-black to a pre-9-11 pre-Obama world. This seminar utilizes the term post-black as a starting point to investigate the different ways Black Artists identified themselves through the lens of their historical contexts, writings, and politics while engaging with key debates around Black Aesthetics in exhibitions and theory. Consequently, we discuss changes in artistic styles and Black identity discourses from the beginning of the 20th century into the present. Post-black stirred much controversy 22 years ago because it was used by a generation of artists who seemed to distance themselves from previous generations, who utilized the term Black to define their practices as a form of political resistance. However, the claims that the post-black generation made, and the influence of their work is part of an ongoing debate in African Diasporic Art, which has refreshed and posed new questions for art-historical research as well as curation. Topics include Representation, Black Exhibition Histories, Black Aesthetics, Afrotropes, Afro-politanism, Abstraction vs. Figuration, Curation as an Art-Historical tool, The Black Radical Tradition and Racial Uplift, post-race vs. post-black and historical consistencies.\n", + "AFAM 397 New Developments in Global African Diaspora Studies. Fatima El-Tayeb. This course traces recent developments in African Diaspora Theory, among them Afropessimism, Queer of Color Critique, Black Trans Studies and Afropolitanism. We pay particular attention to interactions between theory, art, and activism. The scope is transnational with a focus on, but not restricted to, the Anglophone DiasporaTexts. Each session roughly follows this structure: One theoretical text representing a recent development in African diaspora studies, one earlier key text that the reading builds on, one theoretical text that does not necessarily fall under the category of diaspora studies but speaks to our topic and one text that relates to the topic but uses a non-theoretical format. Students are expected to develop their own thematically related project over the course of the semester.\n", + "AFAM 413 Samuel Delany and His Worlds. Tav Nyong'o. Exploration of sex, science fiction, and the downtown scene in New York City, through the archives and writings of Samuel R. Delany. Particular attention to the intersections of music, nightlife, avant-garde performance, literature, and visual art, within the context of social movements from feminism, gay liberation, and HIV/AIDs activism.\n", + "AFAM 455 Anti-Racist Curriculum and Pedagogy. Daniel HoSang. This seminar explores the pedagogical and conceptual tools, resources and frameworks used to teach about race and racism at the primary and secondary levels, across diverse disciplines and subject areas. Moving beyond the more limited paradigms of racial colorblindness and diversity, the seminar introduces curricular strategies for centering race and racism in ways that are accessible to students from a broad range of backgrounds, and that work to advance the overall goals of the curriculum.\n", + "AFAM 457 Racial Republic: African Diasporic Literature and Culture in Postcolonial France. Fadila Habchi. This is an interdisciplinary seminar on French cultural history from the 1930s to the present. We focus on issues concerning race and gender in the context of colonialism, postcolonialism, and migration. The course investigates how the silencing of colonial history has been made possible culturally and ideologically, and how this silencing has in turn been central to the reorganizing of French culture and society from the period of decolonization to the present. We ask how racial regimes and spaces have been constructed in French colonial discourses and how these constructions have evolved in postcolonial France. We examine postcolonial African diasporic literary writings, films, and other cultural productions that have explored the complex relations between race, colonialism, historical silences, republican universalism, and color-blindness. Topics include the 1931 Colonial Exposition, Black Paris, decolonization, universalism, the Trente Glorieuses, the Paris massacre of 1961, anti-racist movements, the \"beur\" author, memory, the 2005 riots, and contemporary afro-feminist and decolonial movements.\n", + "AFAM 479 Music of the Caribbean: Cuba and Jamaica. Michael Veal. An examination of the Afro-diasporic music cultures of Cuba and Jamaica, placing the historical succession of musical genres and traditions into social, cultural, and political contexts. Cuban genres studied include religious/folkloric traditions (Lucumi/Santeria and Abakua), rumba, son, mambo, pachanga/charanga, salsa, timba and reggaeton. Jamaican genres studied include: folkloric traditions (etu/tambu/kumina), Jamaican R&B, ska, rock steady, reggae, ragga/dancehall. Prominent themes include: slavery, Afro-diasporic cultural traditions, Black Atlantic culture, nationalism/independence/post-colonial culture, relationships with the United States, music & gender/sexuality, technology.\n", + "AFAM 480 Senior Colloquium: African American Studies. Elizabeth Hinton. A seminar on issues and approaches in African American studies. The colloquium offers students practical help in refining their senior essay topics and developing research strategies. Students discuss assigned readings and share their research experiences and findings. During the term, students are expected to make substantial progress on their senior essays; they are required to submit a prospectus, an annotated bibliography, and a draft of one-quarter of the essay.\n", + "AFAM 491 The Senior Essay. Elizabeth Hinton. Independent research on the senior essay. The senior essay form must be submitted to the director of undergraduate studies by the end of the second week of classes. The senior essay should be completed according to the following schedule: (1) end of the sixth week of classes: a rough draft of the entire essay; (2) end of the last week of classes (fall term) or three weeks before the end of classes (spring term): two copies of the final version of the essay.\n", + "AFAM 500 Global Black Aesthetics. Tav Nyong'o. Given the planetary scope increasingly implicit in contemporary art practice and the art world, this course asks after the relationship between politics and aesthetics in the current moment of planetary crisis. Critical discussion of the relation between aesthetics and politics is often framed as solely a question of enhancing democratic participation and emancipating publics. However, this approach is limited and does not sufficiently account for colonial modernity’s role in the construction of the aesthetic, as well as its role in political relegating and regulating populations as dispossessed and disenfranchised. Readings include contemporary black aesthetic theories of refusal, fabulation, and poetics and draw on readings from Denise Ferreira da Silva, Fred Moten, Tina Campt, Saidiya Hartman, Christina Sharpe, John Keene, Dionne Brand, Édouard Glissant, and Sylvia Wynter.\n", + "AFAM 505 Theorizing Racial Formations. Erica Edwards. A required course for all first-year students in the combined Ph.D. program in African American Studies; also open to students in American Studies. This interdisciplinary reading seminar focuses on new work that is challenging the temporal, theoretical, and spatial boundaries of the field.\n", + "AFAM 522 The Beautiful Struggle: Blackness, the Archive, and the Speculative. Daphne Brooks. This seminar takes its inspiration from concepts and questions centering theories that engage experimental methodological approaches to navigating the opacities of the archive: presumptively \"lost\" narratives of black life, obscure(d) histories, compromised voices and testimonials, contested (auto)biographies, anonymous testimonies, textual aporias, fabulist documents, confounding marginalia. The scholarly and aesthetic modes by which a range of critics and poets, novelists, dramatists, and historians have grappled with such material have given birth to new analytic lexicons—from Saidiya Hartman’s \"critical fabulation\" to José Estaban Muñoz’s \"ephemera as evidence\" to Tavia Nyong’o’s \"Afrofabulation.\" Such strategies affirm the centrality of speculative thought and invention as vital and urgent forms of epistemic intervention in the hegemony of the archive and open new lines of inquiry in black studies. Our class explores a variety of texts that showcase these new queries and innovations, and we also actively center our efforts from within the Beinecke Rare Book and Manuscript Library, where a number of sessions are held and where we focus on Beinecke holdings that resonate with units of the course. Various sessions also feature distinguished guest interlocutors via Zoom, who are on hand to discuss the specifics of their research methods and improvisational experimentations in both archival exploration and approaches to their prose and poetic projects.\n", + "AFAM 687 Race in American Studies. Matthew Jacobson. This reading-intensive seminar examines influential scholarship across disciplines on \"the race concept\" and racialized relations in American culture and society. Major topics include the cultural construction of race; race as both an instrument of oppressions and an idiom of resistance in American politics; the centrality of race in literary, anthropological, and legal discourse; the racialization of U.S. foreign policy; \"race mixing\" and \"passing,\" vicissitudes of \"whiteness\" in American politics; the centrality of race in American political culture; and \"race\" in the realm of popular cultural representation. Writings under investigation include classic formulations by such scholars as Lawrence Levine and Ronald Takaki, as well as more recent work by Saidiya Hartman, Robin Kelley, and Ann Fabian. Seminar papers give students an opportunity to explore in depth the themes, periods, and methods that most interest them.\n", + "AFAM 738 Readings in African American Women’s History. 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.\n", + "AFAM 764 Readings in Nineteenth-Century America. David Blight. The course explores recent trends and historiography on several problems through the middle of the nineteenth century: sectionalism, expansion; slavery and the Old South; northern society and reform movements; Civil War causation; the meaning of the Confederacy; why the North won the Civil War; the political, constitutional, and social meanings of emancipation and Reconstruction; violence in Reconstruction society; the relationships between social/cultural and military/political history; problems in historical memory; the tension between narrative and analytical history writing; and the ways in which race and gender have reshaped research and interpretive agendas.\n", + "AFAM 771 The American Carceral State. Elizabeth Hinton. This readings course examines the historical development of the U.S. carceral state, focusing on policing practices, crime control policies, prison conditions, and the production of scientific knowledge in the twentieth century. Key works are considered to understand the connections between race and the development of legal and penal systems over time, as well as how scholars have explained the causes and consequences of mass incarceration in America. Drawing from key insights from new histories in the field of American carceral studies, we trace the multifaceted ways in which policymakers and officials at all levels of government have used criminal law, policing, and imprisonment as proxies for exerting social control in communities of color throughout U.S. history.\n", + "AFAM 773 Workshop in Urban Ethnography. Elijah Anderson. The ethnographic interpretation of urban life and culture. Conceptual and methodological issues are discussed. Ongoing projects of participants are presented in a workshop format, thus providing participants with critical feedback as well as the opportunity to learn from and contribute to ethnographic work in progress. Selected ethnographic works are read and assessed.\n", + "AFAM 778 Research Topics in Racial Justice in Public Safety. Phillip Atiba Solomon. In this seminar, graduate students and postdoctoral fellows have a chance to present their research, and undergraduate research assistants learn about how to conduct interdisciplinary quantitative social science research on racial justice in public safety. The course consists of weekly presentations by members and occasional discussions of readings that are handed out in advance. The course is designed to be entirely synchronous. Presenters may request a video recording if they can benefit from seeing themselves present (e.g., for a practice talk).\n", + "AFAM 820 A Greater Caribbean: New Approaches to Caribbean History. Anne Eller. We engage with new work emerging about the Greater Caribbean in the context of Latin America, the African diaspora, Atlantic history, global history, comparative emancipation from chattel slavery, and the study of global revolutions. Students make in-class presentations that locate these titles in a deeper historiography with classic texts. This course crosses imperial boundaries of archives and historiography in order to consider the intersecting allegiances, identities, itineraries, and diaspora of peoples, in local, hemispheric, and global context. Some central questions include: What is the lived geography of the Caribbean at different moments, and how does using different geographic and temporary frameworks help approach the region’s history? What role did people living in this amorphously demarcated region play in major historical transformations of the eighteenth and nineteenth centuries? How did the varied but interconnected processes of Caribbean emancipation impact economic and political systems throughout the Atlantic and beyond?\n", + "AFAM 860 Ecologies of Black Print. Jacqueline Goldsby. A survey of history of the book scholarship germane to African American literature and the ecosystems that have sustained black print cultures over time. Secondary works consider eighteenth- to twenty-first-century black print culture practices, print object production, modes of circulation, consumption, and reception. Students write critical review essays, design research projects, and write fellowship proposals based on archival work at the Beinecke Library, Schomburg Center, and other regional sites (e.g., the Sterling A. Brown papers at Williams College).\n", + "AFAM 867 Black Iberia: Then and Now. Nicholas Jones. This graduate seminar examines the variety of artistic, cultural, historical, and literary representations of black Africans and their descendants—both enslaved and free—across the vast stretches of the Luso-Hispanic world and the United States. Taking a chronological frame, the course begins its study of Blackness in medieval and early modern Iberia and its colonial kingdoms. From there, we examine the status of Blackness conceptually and ideologically in Asia, the Caribbean, Mexico, and South America. Toward the end of the semester, we concentrate on black Africans by focusing on Equatorial Guinea, sub-Saharan African immigration in present-day Portugal and Spain, and the politics of Afro-Latinx culture and its identity politics in the United States. Throughout the term, we interrogate the following topics in order to guide our class discussions and readings: bondage and enslavement, fugitivity and maroonage, animal imageries and human-animal studies, geography and maps, Black Feminism and Black Queer Studies, material and visual cultures (e.g., beauty ads, clothing, cosmetics, food, Blackface performance, royal portraiture, reality TV, and music videos), the Inquisition and African diasporic religions, and dispossession and immigration. Our challenging task remains the following: to see how Blackness conceptually and experientially is subversively fluid and performative, yet deceptive and paradoxical. This course will be taught in English, with all materials available in the original (English, Portuguese, Spanish) and in English translation.\n", + "AFAM 895 Dissertation Prospectus Workshop. Erica Edwards. A noncredit, two-term course, which graduate students in their third year of study must satisfactorily complete. This workshop is intended to support preparation of the dissertation proposal.\n", + "AFAM 929 The Afterlives of Slavery, Health, and Medicine. Carolyn Roberts. This graduate reading course is limited to a small number of graduate and professional school students who are interested in studying historical and contemporary texts that explore the history of slavery and its afterlives from the perspective of health and medicine. Graduate and professional school students co-create the course based on their interests. All students serve as co-teachers and co-learners in a supportive, compassion-based learning community that prioritizes values of deep listening, presence, and care.\n", + "AFST 184 Rise &Fall of Atlantic Slavery: WR. The history of peoples of African descent throughout the Americas, from the first African American societies of the sixteenth century through the century-long process of emancipation.\n", + "AFST 184 The Rise and Fall of Atlantic Slavery. Edward Rugemer. The history of peoples of African descent throughout the Americas, from the first African American societies of the sixteenth century through the century-long process of emancipation.\n", + "AFST 184 The Rise and Fall of Atlantic Slavery. The history of peoples of African descent throughout the Americas, from the first African American societies of the sixteenth century through the century-long process of emancipation.\n", + "AFST 184 The Rise and Fall of Atlantic Slavery. The history of peoples of African descent throughout the Americas, from the first African American societies of the sixteenth century through the century-long process of emancipation.\n", + "AFST 238 Third World Studies. Introduction to the historical and contemporary theories and articulations of Third World studies (comparative ethnic studies) as an academic field and practice. Consideration of subject matters; methodologies and theories; literatures; and practitioners and institutional arrangements.\n", + "AFST 238 Third World Studies. Introduction to the historical and contemporary theories and articulations of Third World studies (comparative ethnic studies) as an academic field and practice. Consideration of subject matters; methodologies and theories; literatures; and practitioners and institutional arrangements.\n", + "AFST 238 Third World Studies. Introduction to the historical and contemporary theories and articulations of Third World studies (comparative ethnic studies) as an academic field and practice. Consideration of subject matters; methodologies and theories; literatures; and practitioners and institutional arrangements.\n", + "AFST 238 Third World Studies. Gary Okihiro. Introduction to the historical and contemporary theories and articulations of Third World studies (comparative ethnic studies) as an academic field and practice. Consideration of subject matters; methodologies and theories; literatures; and practitioners and institutional arrangements.\n", + "AFST 238 Third World Studies. Introduction to the historical and contemporary theories and articulations of Third World studies (comparative ethnic studies) as an academic field and practice. Consideration of subject matters; methodologies and theories; literatures; and practitioners and institutional arrangements.\n", + "AFST 238 Third World Studies. Introduction to the historical and contemporary theories and articulations of Third World studies (comparative ethnic studies) as an academic field and practice. Consideration of subject matters; methodologies and theories; literatures; and practitioners and institutional arrangements.\n", + "AFST 238 Third World Studies. Introduction to the historical and contemporary theories and articulations of Third World studies (comparative ethnic studies) as an academic field and practice. Consideration of subject matters; methodologies and theories; literatures; and practitioners and institutional arrangements.\n", + "AFST 277 Introduction to Critical Border Studies. Leslie Gross-Wyrtzen. This course serves as an introduction into the major themes and approaches to the study of border enforcement and the management of human mobility. We draw upon a diverse range of scholarship across the social sciences as well as history, architecture, and philosophy to better understand how we find ourselves in this present \"age of walls\" (Tim Marshall 2019). In addition, we take a comparative approach to the study of borders—examining specific contemporary and historical cases across the world in order to gain a comprehensive view of what borders are and how their meaning and function has changed over time. And because there is \"critical\" in the title, we explicitly evaluate the political consequences of borders, examine the sorts of resistances mobilized against them, and ask what alternative social and political worlds might be possible.\n", + "AFST 285 Children's Literature in Africa. Helen Yitah. This course introduces students to oral and written literature by/for and/or about children in Africa: from its oral origins in riddles, lullabies, playground verse, and folk narratives, to written texts in the form of drama, poetry, and prose. The course examines representative texts of the genre to address its historical background/development and explore its distinctive (literary) qualities. Major themes and social issues that are dealt with in African children’s literature (including cultural notions of childhood, gender, and power) as well as critical approaches to the genre are considered.\n", + "AFST 366 Bureaucracy in Africa: Revolution, Genocide, and Apartheid. Jonny Steinberg. A study of three major episodes in modern African history characterized by ambitious projects of bureaucratically driven change—apartheid and its aftermath, Rwanda’s genocide and post-genocide reconstruction, and Ethiopia’s revolution and its long aftermath. Examination of Weber’s theory bureaucracy, Scott’s thesis on high modernism, Bierschenk’s attempts to place African states in global bureaucratic history. Overarching theme is the place of bureaucratic ambitions and capacities in shaping African trajectories.\n", + "AFST 385 Pandemics in Africa: From the Spanish Influenza to Covid-19. Jonny Steinberg. The overarching aim of the course is to understand the unfolding Covid-19 pandemic in Africa in the context of a century of pandemics, their political and administrative management, the responses of ordinary people, and the lasting changes they wrought. The first eight meetings examine some of the best social science-literature on 20th-century African pandemics before Covid-19. From the Spanish Influenza to cholera to AIDS, to the misdiagnosis of yaws as syphilis, and tuberculosis as hereditary, the social-science literature can be assembled to ask a host of vital questions in political theory: on the limits of coercion, on the connection between political power and scientific expertise, between pandemic disease and political legitimacy, and pervasively, across all modern African epidemics, between infection and the politics of race. The remaining four meetings look at Covid-19. We chronicle the evolving responses of policymakers, scholars, religious leaders, opposition figures, and, to the extent that we can, ordinary people. The idea is to assemble sufficient information to facilitate a real-time study of thinking and deciding in times of radical uncertainty and to examine, too, the consequences of decisions on the course of events. There are of course so many moving parts: health systems, international political economy, finance, policing, and more. We also bring guests into the classroom, among them frontline actors in the current pandemic as well as veterans of previous pandemics well placed to share provisional comparative thinking. This last dimension is especially emphasized: the current period, studied in the light of a century of epidemic disease, affording us the opportunity to see path dependencies and novelties, the old and the new.\n", + "AFST 435 West African Dance: Traditional to Contemporary. Lacina Coulibaly. A practical and theoretical study of the traditional dances of Africa, focusing on those of Burkina Faso and their contemporary manifestations. Emphasis on rhythm, kinesthetic form, and gestural expression. The fusion of modern European dance and traditional African dance.\n", + "AFST 457 Racial Republic: African Diasporic Literature and Culture in Postcolonial France. Fadila Habchi. This is an interdisciplinary seminar on French cultural history from the 1930s to the present. We focus on issues concerning race and gender in the context of colonialism, postcolonialism, and migration. The course investigates how the silencing of colonial history has been made possible culturally and ideologically, and how this silencing has in turn been central to the reorganizing of French culture and society from the period of decolonization to the present. We ask how racial regimes and spaces have been constructed in French colonial discourses and how these constructions have evolved in postcolonial France. We examine postcolonial African diasporic literary writings, films, and other cultural productions that have explored the complex relations between race, colonialism, historical silences, republican universalism, and color-blindness. Topics include the 1931 Colonial Exposition, Black Paris, decolonization, universalism, the Trente Glorieuses, the Paris massacre of 1961, anti-racist movements, the \"beur\" author, memory, the 2005 riots, and contemporary afro-feminist and decolonial movements.\n", + "AFST 465 Infrastructures of Empire: Control and (In)security in the Global South. Leslie Gross-Wyrtzen. This advanced seminar examines the role that infrastructure plays in producing uneven geographies of power historically and in the \"colonial present\" (Gregory 2006). After defining terms and exploring the ways that infrastructure has been conceptualized and studied, we analyze how different types of infrastructure (energy, roads, people, and so on) constitute the material and social world of empire. At the same time, infrastructure is not an uncontested arena: it often serves as a key site of political struggle or even enters the fray as an unruly actor itself, thus conditioning possibilities for anti-imperial and decolonial practice. The geographic focus of this course is the African continent, but we explore comparative cases in other regions of the majority and minority world.\n", + "AFST 491 The Senior Essay. Veronica Waweru. Independent research on the senior essay. By the end of the sixth week of classes, a rough draft of the entire essay should be completed. By the end of the last week of classes (fall term) or three weeks before the end of classes (spring term), two copies of the final essay must be submitted.\n", + "AFST 505 Gateway to Africa. Veronica Waweru. This multidisciplinary seminar highlights the study of contemporary Africa through diverse academic disciplines. Each session features a Yale faculty scholar or guest speaker who shares their unique disciplinary perspective and methodological approach to studying Africa. Topics include themes drawn from the humanities, social sciences, and public health, with faculty representing expertise from across Yale’s graduate and professional school departments. The course is intended to introduce graduate students and upper-level undergraduates to the breadth and depth of Yale scholarship on Africa, facilitating the identification of future topics and mentors for thesis or senior paper research. Each weekly seminar focuses on a specific topic or region, and students are exposed to various research methods and techniques in archival research, data collection, and analysis. A specific goal of the course is to impart students with knowledge of how research across diverse disciplines is carried out, as well as to demonstrate innovative methodology, fieldwork procedures, presentation of results, and ethical issues in human subjects research.\n", + "AFST 565 Infrastructures of Empire: Control and (In)security in the Global South. Leslie Gross-Wyrtzen. This advanced seminar examines the role that infrastructure plays in producing uneven geographies of power historically and in the \"colonial present\" (Gregory, 2006). After defining terms and exploring the ways that infrastructure has been conceptualized and studied, we analyze how different types of infrastructure (energy, roads, people, and so on) constitute the material and social world of empire. At the same time, infrastructure is not an uncontested arena: it often serves as a key site of political struggle or even enters the fray as an unruly actor itself, thus conditioning possibilities for anti-imperial and decolonial practice. The geographic focus of this course is the African continent, but we explore comparative cases in other regions of the majority and minority world.\n", + "AFST 567 Bureaucracy in Africa: Revolution, Genocide, and Apartheid. Jonny Steinberg. A study of three major episodes in modern African history characterized by ambitious projects of bureaucratically driven change—apartheid and its aftermath, Rwanda’s genocide and post-genocide reconstruction, and Ethiopia’s revolution and its long aftermath. Examination of Weber’s theory bureaucracy, Scott’s thesis on high modernism, Bierschenk’s attempts to place African states in global bureaucratic history. Overarching theme is the place of bureaucratic ambitions and capacities in shaping African trajectories.\n", + "AFST 568 Tackling the Big Three: Malaria, TB, and HIV in Resource-Limited Settings. Sunil Parikh. Malaria, tuberculosis, and HIV account for more than five million deaths worldwide each year. This course provides a deep foundation for understanding these pathogens and explores the public health issues that surround these infectious diseases in resource-limited settings. Emphasis is placed on issues in Africa, but contrasts for each disease are provided in the broader developing world. The course is divided into three sections, each focusing in depth on the individual infectious disease as well as discussions of interactions among the three diseases. The sections consist of three to four lectures each on the biology, individual consequences, and community/public health impact of each infectious disease. Discussion of ongoing, field-based research projects involving the diseases is led by relevant faculty (research into practice). The course culminates with a critical discussion of major public health programmatic efforts to tackle these diseases, such as those of PEPFAR, the Bill & Melinda Gates Foundation, the Global Fund, and the Stop TB Partnership.\n", + "AFST 590 African Studies Colloquium. Jill Jarvis. Students conduct research for the master’s thesis, give presentations on their research, and prepare a bibliography, a prospectus, and a draft chapter of the master’s thesis. Discussion of model essays and other examples of writing.\n", + "AFST 719 Christianity and Coloniality in Contemporary Africa. Kyama Mugambi. Missionary complicity with the colonial enterprise puts Christianity at the heart of the problematic relationship between the African continent and the West. At the same time, Christianity has continued to grow rapidly in post-independence Africa. In much of Africa south of the Sahara, decolonization efforts coincided with the period of the greatest Christian expansion in history. Africa is now the continent with the highest population of Christians. This course examines this conundrum through critical engagement with theory, literature, and data from the continent. Students examine historiographic, political, social, economic, and demographic dimensions of this discussion. They meet key theories posited with regard to African Christianity in the wake of a colonial history. The course surveys contemporary issues in the discourse within the urban, educational, social, and cultural spheres. Students also consider gender perspectives on coloniality as it pertains to religion and politics. The course assesses the role of indigenous agency in the development of Christianity within contemporary Africa. Through this course students will gain a more nuanced perspective as they examine and problematize critical arguments in the prevailing discourse on Christianity and coloniality in Africa today. Area III, Area V.\n", + "AFST 779 2000 Years of Christianity in Africa: A History of the African Church. Kyama Mugambi. The rapid, previously unexpected growth of Christianity in Africa in the twentieth century calls for deeper scholarly reflection. Keen students of global trends are aware that Africa is now home to more Christians than Europe or North America. While the rapid growth can be traced to a century of vigorous activity, Christianity has a long eventful history on the continent. This course provides a broad overview of Christianity in Africa over two millennia. The early part of the course focuses on the beginnings and development of the Church in Africa. The material highlights the role of African Christian thinkers in shaping early Christian discourses in increasingly dynamic global and continental contexts. The course weaves critical themes emerging in African Christianity north of the expansive Sahara desert, and then south of it. Students encounter critical issues in missionary Christianity in Africa and gain a historical understanding of the milestones in Christian growth that contribute to Christianity’s status as both an African and global religion. Area III.\n", + "AFST 833 Agrarian History of Africa. Robert Harms. This course examines changes in African rural life from precolonial times to the present. Issues to be examined include land use systems, rural modes of production, gender roles, markets and trade, the impact of colonialism, cash cropping, rural-urban migration, and development schemes.\n", + "AFST 889 Postcolonial Ecologies. Cajetan Iheka. This seminar examines the intersections of postcolonialism and ecocriticism as well as the tensions between these conceptual nodes, with readings drawn from across the global South. Topics of discussion include colonialism, development, resource extraction, globalization, ecological degradation, nonhuman agency, and indigenous cosmologies. The course is concerned with the narrative strategies affording the illumination of environmental ideas. We begin by engaging with the questions of postcolonial and world literature and return to these throughout the semester as we read primary texts, drawn from Africa, the Caribbean, and Asia. We consider African ecologies in their complexity from colonial through post-colonial times. In the unit on the Caribbean, we take up the transformations of the landscape from slavery, through colonialism, and the contemporary era. Turning to Asian spaces, the seminar explores changes brought about by modernity and globalization as well as the effects on both humans and nonhumans. Readings include the writings of Zakes Mda, Aminatta Forna, Helon Habila, Derek Walcott, Jamaica Kincaid, Ishimure Michiko, and Amitav Ghosh. The course prepares students to respond to key issues in postcolonial ecocriticism and the environmental humanities, analyze the work of the major thinkers in the fields, and examine literary texts and other cultural productions from a postcolonial perspective. Course participants have the option of selecting from a variety of final projects. Students can craft an original essay that analyzes primary text from a postcolonial and/or ecocritical perspective. Such work should aim at producing new insight on a theoretical concept and/or the cultural text. They can also produce an undergraduate syllabus for a course at the intersection of postcolonialism and environmentalism or write a review essay discussing three recent monographs focused on postcolonial ecocriticism.\n", + "AKKD 110 Elementary Akkadian I. Parker Zane. Akkadian was one of the primary languages of ancient Mesopotamia (modern Iraq), with an attested history of more than 2000 years (from the second half of the 3rd millennium BCE to the beginning of the Common Era). It is a Semitic language, similar to Arabic, Aramaic, and Hebrew, written on clay tablets in the Cuneiform script. Hundreds of thousands of documents in Akkadian have come down to us. They include everything from great works of literature like the Gilgamesh Epic, to everyday texts such as letters that document the lives of people from all walks of life, from great kings to commoners and slaves. Whether it be a letter to a paranoid emperor who refuses to eat and shuts himself in his own palace, or a particularly inept spy reporting to his superiors about the suspicious dreams of a suspected enemy of the state, knowledge of Akkadian opens a window into the world of those who lived thousands of years ago, the struggles they faced and the stories they told. Akkadian for Beginners provides students with the tools to begin to explore that ancient and once-forgotten world of ancient Mesopotamia. After finishing the course, students will have acquired a sound knowledge of Akkadian grammar and syntax, along with practice in Cuneiform.\n", + "AKKD 500 Elementary Akkadian I. Parker Zane. Introduction to the language of ancient Babylonia and its cuneiform writing system, with exercises in reading, translation, and composition.\n", + "AKKD 505 Historical and Archival Texts from First-Millennium Assyria. Eckart Frahm. Reading and discussion of inscriptions, letters, and documents pertaining to the history of the Assyrian empire.\n", + "AMST 012 Politics and Society in the United States after World War II. Jennifer Klein. Introduction to American political and social issues from the 1940s to the present, including political economy, civil rights, class politics, and gender roles. Legacies of the New Deal as they played out after World War II; the origins, agenda, and ramifications of the Cold War; postwar suburbanization and its racial dimensions; migration and immigration; cultural changes; social movements of the Right and Left; Reaganism and its legacies; the United States and the global economy.\n", + "AMST 031 LGBTQ Spaces and Places. Scott Herring. Overview of LGBTQ cultures and their relation to geography in literature, history, film, visual culture, and ethnography. Discussion topics include the historical emergence of urban communities; their tensions and intersections with rural locales; race, sexuality, gender, and suburbanization; and artistic visions of queer and trans places within the city and without. Emphasis is on the wide variety of U.S. metropolitan environments and regions, including New York City, Los Angeles, Miami, the Deep South, Appalachia, New England, and the Pacific Northwest.\n", + "AMST 032 Gender, Sexuality, and U.S. Empire. Talya Zemach-Bersin. This course explores the cultural history of America’s relationship to the world across the long twentieth century with particular attention to the significance of gender, sexuality, and race. We locate U.S. culture and politics within an international dynamic, exposing the interrelatedness of domestic and foreign affairs. While exploring specific geopolitical events like the Spanish-American War, World War I and II, and the Cold War, this course emphasizes the political importance of culture and ideology rather than offering a formal overview of U.S. foreign policy. How have Americans across the twentieth century drawn from ideas about gender to understand their country’s relationship to the wider world? In what ways have gendered ideologies and gendered approaches to politics shaped America’s performance on the world’s stage? How have geopolitical events impacted the construction of race and gender on the home front? In the most general sense, this course is designed to encourage students to understand American cultural and gender history as the product of America’s engagement with the world. In so doing, we explore the rise of U.S. global power as an enterprise deeply related to conceptions of race, sexuality, and gender. We also examine films, political speeches, visual culture, music, and popular culture.\n", + "AMST 040 Bob Dylan as a Way of Life. Benjamin Barasch. An introduction to college-level study of the humanities through intensive exploration of the songs of Bob Dylan. We touch on Dylan’s place in American cultural history but mostly treat him as a great creative artist, tracking him through various guises and disguises across his sixty-year odyssey of self-fashioning, from ‘60s folk revivalist to voice of social protest, abrasive rock ‘n’ roll surrealist to honey-voiced country crooner, loving husband to lovesick drifter, secular Jew to born-again Christian to worldly skeptic, honest outlaw to Nobel Prize-winning chronicler of modern times and philosopher of song. Throughout, we attend to Dylan’s lifelong quest for wisdom and reflect on how it can inspire our own. Topics include: the elusiveness of identity and the need for selfhood; virtue and vice; freedom and servitude; reverence and irreverence; love, desire, and betrayal; faith and unbelief; aging, death, and the possibility of immortality; the authentic and the counterfeit; the nature of beauty and of artistic genius; the meaning of personal integrity in a political world.\n", + "AMST 060 Slavery in the Archives. Edward Rugemer. This first-year seminar explores the significance of racial slavery in the history of the Americas during the eighteenth and nineteenth centuries. We read the work of historians and we explore archival approaches to the study of history. Taught in the Beinecke Library with the assistance of curators and librarians, each week is organized around an archival collection that sheds light on the history of slavery. The course also includes visits to the Department of Manuscripts and Archives in the Sterling Library, the British Art Center, and the Yale University Art Gallery.  Each student writes a research paper grounded in archival research in one of the Yale Libraries. Topics include slavery and slaveholding, the transatlantic slave trade, resistance to slavery, the abolitionist movement, the coming of the American Civil War, the process of emancipation, and post-emancipation experiences.\n", + "AMST 099 Asian Americans and STEM. Eun-Joo Ahn. As both objects of study and agents of discovery, Asian Americans have played an important yet often unseen role in fields of science, technology, engineering, and math (STEM) in the U.S. Now more than ever, there is a need to rethink and educate students on science’s role in society and its interface with society. This course unites the humanities fields of Asian American history and American Studies with the STEM fields of medicine, physics, and computer science to explore the ways in which scientific practice has been shaped by U.S. histories of imperialism and colonialism, migration and racial exclusion, domestic and international labor and economics, and war. The course also explores the scientific research undertaken in these fields and delves into key scientific principles and concepts to understand the impact of such work on the lives of Asians and Asian Americans, and how the migration of people may have impacted the migration of ideas and scientific progress. Using case students, students engage with fundamental scientific concepts in these fields. They explore key roles Asians and Asian Americans had in the development in science and technology in the United States and around the world as well as the impact of state policies regarding the migration of technical labor and the concerns over brain drains. Students also examine diversity and inclusion in the context of the experiences of Asians and Asian Americans in STEM.\n", + "AMST 115 Foundations in Education Studies. Mira Debs. Introduction to key issues and debates in the U.S. public education system. Focus on the nexus of education practice, policy, and research. Social, scientific, economic, and political forces that shape approaches to schooling and education reform. Theoretical and practical perspectives from practitioners, policymakers, and scholars.\n", + "AMST 115 Foundations in Education Studies. Introduction to key issues and debates in the U.S. public education system. Focus on the nexus of education practice, policy, and research. Social, scientific, economic, and political forces that shape approaches to schooling and education reform. Theoretical and practical perspectives from practitioners, policymakers, and scholars.\n", + "AMST 115 Foundations in Education Studies. Introduction to key issues and debates in the U.S. public education system. Focus on the nexus of education practice, policy, and research. Social, scientific, economic, and political forces that shape approaches to schooling and education reform. Theoretical and practical perspectives from practitioners, policymakers, and scholars.\n", + "AMST 115 Foundations in Education Studies. Introduction to key issues and debates in the U.S. public education system. Focus on the nexus of education practice, policy, and research. Social, scientific, economic, and political forces that shape approaches to schooling and education reform. Theoretical and practical perspectives from practitioners, policymakers, and scholars.\n", + "AMST 115 Foundations in Education Studies. Introduction to key issues and debates in the U.S. public education system. Focus on the nexus of education practice, policy, and research. Social, scientific, economic, and political forces that shape approaches to schooling and education reform. Theoretical and practical perspectives from practitioners, policymakers, and scholars.\n", + "AMST 115 Foundations in Education Studies. Introduction to key issues and debates in the U.S. public education system. Focus on the nexus of education practice, policy, and research. Social, scientific, economic, and political forces that shape approaches to schooling and education reform. Theoretical and practical perspectives from practitioners, policymakers, and scholars.\n", + "AMST 115 Foundations in Education Studies. Introduction to key issues and debates in the U.S. public education system. Focus on the nexus of education practice, policy, and research. Social, scientific, economic, and political forces that shape approaches to schooling and education reform. Theoretical and practical perspectives from practitioners, policymakers, and scholars.\n", + "AMST 115 Foundations in Education Studies. Introduction to key issues and debates in the U.S. public education system. Focus on the nexus of education practice, policy, and research. Social, scientific, economic, and political forces that shape approaches to schooling and education reform. Theoretical and practical perspectives from practitioners, policymakers, and scholars.\n", + "AMST 115 Foundations in Education Studies. Introduction to key issues and debates in the U.S. public education system. Focus on the nexus of education practice, policy, and research. Social, scientific, economic, and political forces that shape approaches to schooling and education reform. Theoretical and practical perspectives from practitioners, policymakers, and scholars.\n", + "AMST 115 Foundations in Education Studies. Introduction to key issues and debates in the U.S. public education system. Focus on the nexus of education practice, policy, and research. Social, scientific, economic, and political forces that shape approaches to schooling and education reform. Theoretical and practical perspectives from practitioners, policymakers, and scholars.\n", + "AMST 125 The Long Civil Rights Movement. Political, social, and artistic aspects of the U.S. civil rights movement from the 1920s through the 1980s explored in the context of other organized efforts for social change. Focus on relations between the African American freedom movement and debates about gender, labor, sexuality, and foreign policy. Changing representations of social movements in twentieth-century American culture; the politics of historical analysis.\n", + "AMST 160 Rise &Fall of Atlantic Slavery: WR. The history of peoples of African descent throughout the Americas, from the first African American societies of the sixteenth century through the century-long process of emancipation.\n", + "AMST 160 The Rise and Fall of Atlantic Slavery. Edward Rugemer. The history of peoples of African descent throughout the Americas, from the first African American societies of the sixteenth century through the century-long process of emancipation.\n", + "AMST 160 The Rise and Fall of Atlantic Slavery. The history of peoples of African descent throughout the Americas, from the first African American societies of the sixteenth century through the century-long process of emancipation.\n", + "AMST 160 The Rise and Fall of Atlantic Slavery. The history of peoples of African descent throughout the Americas, from the first African American societies of the sixteenth century through the century-long process of emancipation.\n", + "AMST 197 American Architecture and Urbanism. Elihu Rubin. Introduction to the study of buildings, architects, architectural styles, and urban landscapes, viewed in their economic, political, social, and cultural contexts, from precolonial times to the present. Topics include: public and private investment in the built environment; the history of housing in America; the organization of architectural practice; race, gender, ethnicity and the right to the city; the social and political nature of city building; and the transnational nature of American architecture.\n", + "AMST 215 Biomedical Futures and Michael Crichton's Monsters. Joanna Radin. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "AMST 215 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "AMST 215 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "AMST 215 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "AMST 215 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "AMST 215 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "AMST 215 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "AMST 215 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "AMST 215 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "AMST 215 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "AMST 215 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "AMST 225 Writing American Studies: Food as Story & Critical Lens. Alison Kibbe. This writing seminar examines food as an entry to the interdisciplinary approaches of American Studies. We explore how food can help us think critically about our world, as well as how we can write critically about food. Food serves as a useful entry point to interdisciplinary American and Ethnic Studies because centering food requires that we think across history, cultural studies, anthropology, science, ecology, aesthetics, embodiment, and more. Through food studies we gain a unique understanding of the peoples, cultures, plants, animals, mobilities, and flavors that shape societies, communities, and individuals. With a focus on Caribbean, Black, Latinx, and indigenous perspectives, we use critical food studies to examine questions about place, history, racial formations, migration, and above all, different approaches to writing, drafting, editing, and re-writing.\n", + "AMST 228 Origins of U.S. Global Power. David Engerman. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "AMST 228 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "AMST 228 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "AMST 228 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "AMST 228 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "AMST 228 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "AMST 228 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "AMST 228 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "AMST 228 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "AMST 228 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "AMST 228 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "AMST 228 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "AMST 233 Porvida: Latinx Queer Trans Life. Deb Vargas. This course provides an introduction to Latinx queer trans* studies. We approach the field of Latinx queer trans* studies as an ongoing political project that emerges from social justice activism, gay/lesbian/queer/trans studies, critical race feminism, cultural practitioners, among other work. We pay particular attention to the keywords \"trans,\" \"queer,\" \"Chicanx,\" and \"Latinx\" by placing them in productive tension with each other through varied critical genealogies.\n", + "AMST 238 Third World Studies. Introduction to the historical and contemporary theories and articulations of Third World studies (comparative ethnic studies) as an academic field and practice. Consideration of subject matters; methodologies and theories; literatures; and practitioners and institutional arrangements.\n", + "AMST 238 Third World Studies. Introduction to the historical and contemporary theories and articulations of Third World studies (comparative ethnic studies) as an academic field and practice. Consideration of subject matters; methodologies and theories; literatures; and practitioners and institutional arrangements.\n", + "AMST 238 Third World Studies. Introduction to the historical and contemporary theories and articulations of Third World studies (comparative ethnic studies) as an academic field and practice. Consideration of subject matters; methodologies and theories; literatures; and practitioners and institutional arrangements.\n", + "AMST 238 Third World Studies. Gary Okihiro. Introduction to the historical and contemporary theories and articulations of Third World studies (comparative ethnic studies) as an academic field and practice. Consideration of subject matters; methodologies and theories; literatures; and practitioners and institutional arrangements.\n", + "AMST 238 Third World Studies. Introduction to the historical and contemporary theories and articulations of Third World studies (comparative ethnic studies) as an academic field and practice. Consideration of subject matters; methodologies and theories; literatures; and practitioners and institutional arrangements.\n", + "AMST 238 Third World Studies. Introduction to the historical and contemporary theories and articulations of Third World studies (comparative ethnic studies) as an academic field and practice. Consideration of subject matters; methodologies and theories; literatures; and practitioners and institutional arrangements.\n", + "AMST 238 Third World Studies. Introduction to the historical and contemporary theories and articulations of Third World studies (comparative ethnic studies) as an academic field and practice. Consideration of subject matters; methodologies and theories; literatures; and practitioners and institutional arrangements.\n", + "AMST 243 Black Arts Criticism: Intellectual Life of Black Culture from W.E.B. DuBois to the 21st Century. Daphne Brooks. This course traces the birth and evolution of Black arts writing and criticism−its style and content, its major themes and groundbreaking practices−from the late nineteenth century through the 2020s. From the innovations of W.E.B. DuBois, Pauline Hopkins, and postbellum Black arts journalists to the breakthroughs of Harlem Renaissance heavyweights (Zora Neale Hurston, Langston Hughes and others), from the jazz experimentalism of Ralph Ellison and Albert Murray to the revolutionary criticism of Amiri Baraka, Lorraine Hansberry, James Baldwin, Phyl Garland and others, this class explores the intellectual work of pioneering writers who produced radical knowledge about Black culture. Its second half turns to the late twentieth and twenty-first century criticism of legendary arts journalists, scholars and critics: Toni Morrison, Thulani Davis, Margo Jefferson, Hilton Als, Greg Tate, Farah J. Griffin, Joan Morgan, Danyel Smith, Wesley Morris, Hanif Abdurraqib, and others. Emphasis will be placed on music, literary, film, and theater/performance arts writing.\n", + "AMST 245 The Media and Democracy. Joanne Lipman. In an era of \"fake news,\" when trust in mainstream media is declining, social platforms are enabling the spread of misinformation, and new technologies are transforming the way we consume news, how do journalists hold power to account? What is the media’s role in promoting and protecting democracy? Students explore topics including objectivity versus advocacy and hate speech versus First Amendment speech protections. Case studies will span from 19th century yellow journalism to the #MeToo and #BlackLivesMatter movements, to the Jan. 6 Capitol attack and the advent of AI journalism.\n", + "AMST 250 Introduction to Critical Data Studies. Julian Posada, Madiha Tahir. \"Big data\" has become a buzzword these days—but what is data? This course introduces the study of data and data technologies and techniques through a critical, anti-colonial lens with profound attention to the power dynamics that constitute what is today called \"data.\" From the seemingly opaque play of algorithms to artificial intelligence and surveillance systems, to digital media and the culture industries, various systems rely on the storage, transaction, classification, and exploitation of datasets. Data is, in short, both a medium that relies on and reconfigures power. This class discusses methods for the study of data technologies and techniques from multiple interdisciplinary humanities and social science perspectives. Through academic scholarship as well as art and data visualizations, students interrogate: How is data constituted through its entanglements with power? What is the relationship between data and social and material inequality? What methods can we use to study the making of data? How can we envision decolonial data technologies and techniques?\n", + "AMST 250 Introduction to Critical Data Studies. \"Big data\" has become a buzzword these days—but what is data? This course introduces the study of data and data technologies and techniques through a critical, anti-colonial lens with profound attention to the power dynamics that constitute what is today called \"data.\" From the seemingly opaque play of algorithms to artificial intelligence and surveillance systems, to digital media and the culture industries, various systems rely on the storage, transaction, classification, and exploitation of datasets. Data is, in short, both a medium that relies on and reconfigures power. This class discusses methods for the study of data technologies and techniques from multiple interdisciplinary humanities and social science perspectives. Through academic scholarship as well as art and data visualizations, students interrogate: How is data constituted through its entanglements with power? What is the relationship between data and social and material inequality? What methods can we use to study the making of data? How can we envision decolonial data technologies and techniques?\n", + "AMST 250 Introduction to Critical Data Studies. \"Big data\" has become a buzzword these days—but what is data? This course introduces the study of data and data technologies and techniques through a critical, anti-colonial lens with profound attention to the power dynamics that constitute what is today called \"data.\" From the seemingly opaque play of algorithms to artificial intelligence and surveillance systems, to digital media and the culture industries, various systems rely on the storage, transaction, classification, and exploitation of datasets. Data is, in short, both a medium that relies on and reconfigures power. This class discusses methods for the study of data technologies and techniques from multiple interdisciplinary humanities and social science perspectives. Through academic scholarship as well as art and data visualizations, students interrogate: How is data constituted through its entanglements with power? What is the relationship between data and social and material inequality? What methods can we use to study the making of data? How can we envision decolonial data technologies and techniques?\n", + "AMST 250 Introduction to Critical Data Studies. \"Big data\" has become a buzzword these days—but what is data? This course introduces the study of data and data technologies and techniques through a critical, anti-colonial lens with profound attention to the power dynamics that constitute what is today called \"data.\" From the seemingly opaque play of algorithms to artificial intelligence and surveillance systems, to digital media and the culture industries, various systems rely on the storage, transaction, classification, and exploitation of datasets. Data is, in short, both a medium that relies on and reconfigures power. This class discusses methods for the study of data technologies and techniques from multiple interdisciplinary humanities and social science perspectives. Through academic scholarship as well as art and data visualizations, students interrogate: How is data constituted through its entanglements with power? What is the relationship between data and social and material inequality? What methods can we use to study the making of data? How can we envision decolonial data technologies and techniques?\n", + "AMST 250 Introduction to Critical Data Studies. \"Big data\" has become a buzzword these days—but what is data? This course introduces the study of data and data technologies and techniques through a critical, anti-colonial lens with profound attention to the power dynamics that constitute what is today called \"data.\" From the seemingly opaque play of algorithms to artificial intelligence and surveillance systems, to digital media and the culture industries, various systems rely on the storage, transaction, classification, and exploitation of datasets. Data is, in short, both a medium that relies on and reconfigures power. This class discusses methods for the study of data technologies and techniques from multiple interdisciplinary humanities and social science perspectives. Through academic scholarship as well as art and data visualizations, students interrogate: How is data constituted through its entanglements with power? What is the relationship between data and social and material inequality? What methods can we use to study the making of data? How can we envision decolonial data technologies and techniques?\n", + "AMST 250 Introduction to Critical Data Studies. \"Big data\" has become a buzzword these days—but what is data? This course introduces the study of data and data technologies and techniques through a critical, anti-colonial lens with profound attention to the power dynamics that constitute what is today called \"data.\" From the seemingly opaque play of algorithms to artificial intelligence and surveillance systems, to digital media and the culture industries, various systems rely on the storage, transaction, classification, and exploitation of datasets. Data is, in short, both a medium that relies on and reconfigures power. This class discusses methods for the study of data technologies and techniques from multiple interdisciplinary humanities and social science perspectives. Through academic scholarship as well as art and data visualizations, students interrogate: How is data constituted through its entanglements with power? What is the relationship between data and social and material inequality? What methods can we use to study the making of data? How can we envision decolonial data technologies and techniques?\n", + "AMST 250 Introduction to Critical Data Studies. \"Big data\" has become a buzzword these days—but what is data? This course introduces the study of data and data technologies and techniques through a critical, anti-colonial lens with profound attention to the power dynamics that constitute what is today called \"data.\" From the seemingly opaque play of algorithms to artificial intelligence and surveillance systems, to digital media and the culture industries, various systems rely on the storage, transaction, classification, and exploitation of datasets. Data is, in short, both a medium that relies on and reconfigures power. This class discusses methods for the study of data technologies and techniques from multiple interdisciplinary humanities and social science perspectives. Through academic scholarship as well as art and data visualizations, students interrogate: How is data constituted through its entanglements with power? What is the relationship between data and social and material inequality? What methods can we use to study the making of data? How can we envision decolonial data technologies and techniques?\n", + "AMST 258 Wilderness in the North American Imagination: Landscapes of the US Nuclear-Industrial Complex. Charlotte Hecht. Since the mid-twentieth century, the drive for nuclear power—in the form of weapons and energy—has irreversibly shaped the landscapes of the North American continent, and the world. The activities of the nuclear fuel cycle (uranium mining and milling, weapons testing and production, and radioactive waste dumping) have reached every state in the country, often in devastating and uneven ways. Today, debates about nuclear weapons and the benefits of nuclear power are at the forefront of contemporary discourse. This course contextualizes these impacts and debates in the long history of post-war industrialization and militarization, a history that begins with 19th century settler-colonial conceptions of \"wilderness.\" Throughout the course, we investigate how cultural imaginaries of wilderness (and ideas about nature, landscape, space, and environment) are deeply related to the uneven geographies of the nuclear industrial complex, and the intersections of US imperialism, militarism, extractive capitalism, and environmental racism. Alongside this, we consider how artists, activists, and scholars are working to theorize, reframe, and reimagine the legacies of the nuclear industry.\n", + "AMST 263 Place, Race, and Memory in Schools. Errol Saunders. In the wake of the Black Lives Matter movement and widespread, multiracial protests calling for racial justice across the United States, there is a renewed interest in the roles that schools play in perpetuating racial disparities in American society and the opportunities that education writ large might provide for remedying them. As places, schools both shape and are profoundly shaped by the built environment and the everyday experiences of the people that interact with them. Teachers, administrators, students, and parents are impacted by the racialized memories to explain the past, justify the present, and to move them to action for the future. These individual and collective memories of who and where they are, and the traumas, successes, failures, and accomplishments that they have with regard to school and education are essential to understanding how schools and school reforms work. Grounded in four different geographies, this course examines how the interrelationships of place, race, and memory are implicated in reforms of preK-12 schools in the United States. The course uses an interdisciplinary approach to study these phenomena, borrowing from commensurate frameworks in sociology, anthropology, political science, and memory studies with the goal of examining multiple angles and perspectives on a given issue.\n", + "AMST 272 Asian American History, 1800 to the Present. Mary Lui. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "AMST 272 Asian American History, 1800 to the Present. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "AMST 272 Asian American History, 1800 to the Present. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "AMST 272 Asian American History, 1800 to the Present. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "AMST 272 Asian American History, 1800 to the Present. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "AMST 272 Asian American History, 1800 to the Present. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "AMST 272 Asian American History, 1800 to the Present. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "AMST 272 Asian American History, 1800 to the Present. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "AMST 272 Asian American History, 1800 to the Present. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "AMST 305 Digital War. From drones and autonomous robots to algorithmic warfare, virtual war gaming, and data mining, digital war has become a key pressing issue of our times and an emerging field of study. This course provides a critical overview of digital war, understood as the relationship between war and digital technologies. Modern warfare has been shaped by digital technologies, but the latter have also been conditioned through modern conflict: DARPA (the research arm of the US Department of Defense), for instance, has innovated aspects of everything from GPS, to stealth technology, personal computing, and the Internet. Shifting beyond a sole focus on technology and its makers, this class situates the historical antecedents and present of digital war within colonialism and imperialism. We will investigate the entanglements between technology, empire, and war, and examine how digital war—also sometimes understood as virtual or remote war—has both shaped the lives of the targeted and been conditioned by imperial ventures. We will consider visual media, fiction, art, and other works alongside scholarly texts to develop a multidiscpinary perspective on the past, present, and future of digital war.\n", + "AMST 308 Literatures of the Plague. Jim Berger. In a new era of pandemic, we have seen how widespread medical crisis has profound effects on individual life and consciousness, and on political and economic institutions and practices. Our material and psychic supply chains grow tenuous. All of life changes even as we try to preserve what we deem most valuable. We must rethink what we consider to be \"essential.\" Yet this is far from being a new condition. Infectious disease has been part of the human social world probably since the beginnings of urban life. The Bible describes plagues sent by God as punishment. The earliest historical depiction was by Thucydides shortly after the plague in Athens in 430 BCE. At each occasion, people have tried to witness and to understand these \"visitations,\" as Daniel Defoe called them. The Plague is always a medical, political, economic and an interpretive crisis. It is also a moral crisis, as people must not only try to understand but also determine how to act. This course studies accounts of pandemics, from Thucydides in Athens up to our ongoing Coronavirus outbreaks. We trace the histories of understanding that accompanied pandemics: religious, scientific, philosophical, ethical, literary. It seems to be the case that these vast, horrifying penetrations of death into the fabric of life have inspired some of our fragile and resilient species’ most strange and profound meditations.\n", + "AMST 319 The Modernist Novel in the 1920s. Joe Cleary. Many of the classics of modernist fiction were published between 1920 and 1930. These novels did not come into the world as \"modernist\"; that term was later conferred on narrative experiments often considered bizarre at the time. As writers, the \"modernists\" did not conform to pre-existing social conceptions of \"the writer\" nor work with established systems of narrative genres; rather, they tried to remake the novel as form and bend it to new purposes. This course invites students to consider diverse morphologies of the Anglophone modernist novel in this decade and to reflect on its consequences for later developments in twentieth-century fiction. The seminar encourages careful analyses of individual texts but engages also with literary markets, patronage systems, changing world literary systems, the rise of cinema and mass and consumer cultures, and later Cold War constructions of the ideology of modernism.\n", + "AMST 328 \"None Dare Call It Conspiracy:\" Paranoia and Conspiracy Theories in 20th and 21st C. America. In this course we examine the development and growth of conspiracy theories in American politics and culture in the 20th and 21st centuries. We look at texts from a variety of different analytical and political traditions to develop an understanding of how and why conspiracy theories develop, their structural dynamics, and how they function as a narrative. We examine a variety of different conspiracy theories and conspiratorial groups from across the political spectrum, but we pay particular attention to anti-Semitism as a foundational form of conspiracy theorizing, as well as the particular role of conspiracy theories in far-right politics, ranging from the John Birch Society in the 1960s to the Tea Party, QAnon, and beyond in the 21st century. We also look at how real conspiracies shape and reinforce conspiracy theorizing as a mode of thought, and formulate ethical answers on how to address conspiracy as a mode of politics.\n", + "AMST 332 Humbugs and Visionaries: American Artists and Writers Before the Civil War. This course examines American literature and visual culture in the years before the Civil War, focusing on the ways that writers and artists not only anticipated but helped construct the modern era. We look in particular at mythmakers, prophets and self-promoters, from poets like Phillis Wheatley and Emily Dickinson, to painters like Thomas Cole and Hudson River School artists, to popular entertainers like P. T. Barnum. Topics include: visuality and the invention of \"whiteness\"; landscape and empire; genre painting and hegemony; race and double-coding; domesticity and sentimentalism.\n", + "AMST 336 LGBTQ Life Spans. Scott Herring. Interdisciplinary survey of LGBTQ life spans in the United States concentrating primarily on later life. Special attention paid to topics such as disability, aging, and ageism; queer and trans creative aging; longevity and life expectancy during the AIDS epidemic; intergenerational intimacy; age and activism; critiques of optimal aging; and the development of LGBTQ senior centers and affordable senior housing. We explore these topics across multiple contemporary genres: documentary film (The Joneses), graphic memoir (Alison Bechdel’s Fun Home), poetry (Essex Hemphill’s \"Vital Signs\"), fabulation (Saidiya Hartman’s Wayward Lives, Beautiful Experiments), and oral history. We also review archival documents of later LGBTQ lives—ordinary and iconic—held at the Beinecke Rare Book and Manuscript Library as well as the Lesbian Herstory Archives.\n", + "AMST 345 Latinx Ethnography. Ana Ramos-Zayas. Consideration of ethnography within the genealogy and intellectual traditions of Latinx Studies. Topics include: questions of knowledge production and epistemological traditions in Latin America and U.S. Latino communities; conceptions of migration, transnationalism, and space; perspectives on \"(il)legality\" and criminalization; labor, wealth, and class identities; contextual understandings of gender and sexuality; theorizations of affect and intimate lives; and the politics of race and inequality under white liberalism and conservatism in the United States.\n", + "AMST 346 Poetry and Objects. Karin Roffman. This course on 20th and 21st century poetry studies the non-symbolic use of familiar objects in poems. We meet alternating weeks in the Beinecke library archives and the Yale Art Gallery objects study classroom to discover literary, material, and biographical histories of poems and objects. Additionally, there are scheduled readings and discussions with contemporary poets. Assignments include both analytical essays and the creation of online exhibitions.\n", + "AMST 350 Drama in Diaspora: South Asian American Theater and Performance. Shilarna Stokes. South Asian Americans have appeared on U.S. stages since the late nineteenth century, yet only in the last quarter century have plays and performances by South Asian Americans begun to dismantle dominant cultural representations of South Asian and South Asian American communities and to imagine new ways of belonging. This seminar introduces you to contemporary works of performance (plays, stand-up sets, multimedia events) written and created by U.S.-based artists of South Asian descent as well as artists of the South Asian diaspora whose works have had an impact on U.S. audiences. With awareness that the South Asian American diaspora comprises multiple, contested, and contingent identities, we investigate how artists have worked to manifest complex representations of South Asian Americans onstage, challenge institutional and professional norms, and navigate the perils and pleasures of becoming visible. No prior experience with or study of theater/performance required. Students in all years and majors welcome.\n", + "AMST 360 Inequality in the Anthropocene: Thinking the Unthinkable. Kate McNally, Kathryn Dudley. This course examines relationships between social inequality and anthropogenic climate change through an interdisciplinary ethnographic lens. Drawing on visual, sonic, and literary forms, we explore diverse modes of inquiry that strive to give analytical form and feeling to the unthinkable enormity of the geological epoch we're in. Final projects involve creative, artistic, multimedia field research.\n", + "AMST 361 Comparative Colonialisms. Lisa Lowe. In this interdisciplinary seminar, students examine several historical and ongoing modes of colonialism—settler colonialism, slavery, and overseas empire, as well as their various contestations—approaching the study through readings in history, anthropology, political economy, literature, arts, and other materials. We discuss questions such as: In what ways are settler colonialism, slavery, and empire independent, and in what ways do they articulate with one another? How have colonialisms been integral to the emergence of the modern U.S. nation-state and economy? How does one read the national archive and engage the epistemology of evidence? What are the roles of cultural practices, narrative, and visual arts in countering colonial power?\n", + "AMST 365 Platforms and Cultural Production. Platforms—digital infrastructures that serve as intermediaries between end-users and complementors—have emerged in various cultural and economic settings, from social media (Instagram), and video streaming (YouTube), to digital labor (Uber), and e-commerce (Amazon). This seminar provides a multidisciplinary lens to study platforms as hybrids of firms and multi-sided markets with unique history, governance, and infrastructures. The thematic sessions of this course discuss how platforms have transformed cultural production and connectivity, labor, creativity, and democracy by focusing on comparative cases from the United States and abroad. The seminar provides a space for broader discussions on contemporary capitalism and cultural production around topics such as inequality, surveillance, decentralization, and ethics. Students are encouraged to bring examples and case studies from their personal experiences.\n", + "AMST 368 Marxism and Social Movements in the Nineteenth Century. Michael Denning. The history and theory of the socialist and Marxist traditions from their beginnings in the early nineteenth century to the world upheavals of 1917–19. Relations to labor, feminist, abolitionist, and anticolonial movements.\n", + "AMST 398 American Indian Law and Policy. Ned Blackhawk. Survey of the origins, history, and legacies of federal Indian law and policy during two hundred years of United States history. The evolution of U.S. constitutional law and political achievements of American Indian communities over the past four decades.\n", + "AMST 422 Writing Tribal Histories. Ned Blackhawk. Historical overview of American Indian tribal communities, particularly since the creation of the United States. Challenges of working with oral histories, government documents, and missionary records.\n", + "AMST 430 Muslims in the United States. Zareena Grewal. Since 9/11, cases of what has been termed \"home-grown terrorism\" have cemented the fear that \"bad\" Islam is not just something that exists far away, in distant lands. As a result, there has been an urgent interest to understand who American Muslims are by officials, experts, journalists, and the public. Although Muslims have been part of America’s story from its founding, Muslims have alternated from an invisible minority to the source of national moral panics, capturing national attention during political crises, as a cultural threat or even a potential fifth column. Today the stakes are high to understand what kinds of meanings and attachments connect Muslims in America to the Muslim world and to the US as a nation. Over the course of the semester, students grapple with how to define and apply the slippery concept of diaspora to different dispersed Muslim populations in the US, including racial and ethnic diasporas, trading diasporas, political diasporas, and others. By focusing on a range of communities-in-motion and a diverse set of cultural texts, students explore the ways mobility, loss, and communal identity are conceptualized by immigrants, expatriates, refugees, guest-workers, religious seekers, and exiles. To this end, we read histories, ethnographies, essays, policy papers, novels, poetry, memoirs; we watch documentary and fictional films; we listen to music, speeches, spoken word performances, and prayers. Our aim is to deepen our understanding of the multiple meanings and conceptual limits of homeland and diaspora for Muslims in America, particularly in the Age of Terror.\n", + "AMST 438 Caribbean Diasporic Literature. Fadila Habchi. An examination of contemporary literature written by Caribbean writers who have migrated to, or who journey between, different countries around the Atlantic rim. Focus on literature written in English in the twentieth and twenty-first centuries, both fiction and nonfiction. Writers include Caryl Phillips, Nalo Hopkinson, and Jamaica Kincaid.\n", + "AMST 439 Fruits of Empire. Gary Okihiro. Readings, discussions, and research on imperialism and \"green gold\" and their consequences for the imperial powers and their colonies and neo-colonies. Spatially conceived as a world-system that enmeshes the planet and as earth's latitudes that divide the temperate from the tropical zones, imperialism as discourse and material relations is this seminar's focus together with its implantations—an empire of plants. Vast plantations of sugar, cotton, tea, coffee, bananas, and pineapples occupy land cultivated by native and migrant workers, and their fruits move from the tropical to the temperate zones, impoverishing the periphery while profiting the core. Fruits of Empire, thus, implicates power and the social formation of race, gender, sexuality, class, and nation.\n", + "AMST 448 Samuel Delany and His Worlds. Tav Nyong'o. Exploration of sex, science fiction, and the downtown scene in New York City, through the archives and writings of Samuel R. Delany. Particular attention to the intersections of music, nightlife, avant-garde performance, literature, and visual art, within the context of social movements from feminism, gay liberation, and HIV/AIDs activism.\n", + "AMST 449 The Historical Documentary. Charles Musser. This course looks at the historical documentary as a method for carrying out historical work in the public humanities. It investigates the evolving discourse sand resonances within such topics as the Vietnam War, the Holocaust and African American history. It is concerned with their relationship of documentary to traditional scholarly written histories as well as the history of the genre and what is often called the \"archival turn.\"\n", + "AMST 452 Mobility, Race, and U.S. Settler Colonialism. Laura Barraclough. This research seminar explores the significance of movement in the making of settler colonial nation-states, as well as contemporary public history projects that interpret those histories of mobility. To do so, it brings together the fields of settler colonial studies, critical Indigenous studies, ethnic studies, public history, and mobility studies. After acquainting ourselves with key debates within each of these fields, we examine case studies from various regions of the settler United States and diverse Indigenous nations. Our goal is to deepen awareness of the complex ways that movements–voluntary and forced, and by settlers, Natives, migrants, and people of color–are reproduced and remembered (or not) in public memory, and how these memories reproduce or destabilize settler colonialism’s social and cultural structures.\n", + "AMST 461 Identity, Diversity, and Policy in U.S. Education. Craig Canfield. Introduction to critical theory (feminism, queer theory, critical race theory, disability studies, trans studies, indigenous studies) as a fundamental tool for understanding and critiquing identity, diversity, and policy in U.S. education. Exploration of identity politics and theory, as they figure in education policy. Methods for applying theory and interventions to interrogate issues in education. Application of theory and interventions to policy creation and reform.\n", + "AMST 463 Documentary Film Workshop. Charles Musser. A yearlong workshop designed primarily for majors in Film and Media Studies or American Studies who are making documentaries as senior projects.\n", + "AMST 467 Biology of Humans through History, Science, and Society. This course is a collaborative course between HSHM and MCDB that brings together humanists and scientists to explore questions of biology, history, and identity. The seminar is intended for STEM and humanities majors interested in understanding the history of science and how it impacts identity, particularly race and gender, in the United States. The course explores how scientific methods and research questions have impacted views of race, sex, gender, gender identity, heterosexism, and obesity. Students learn and evaluate scientific principles and concepts related to biological theories of human difference. There are no prerequisites, this class is open to all.\n", + "AMST 470 Racial Republic: African Diasporic Literature and Culture in Postcolonial France. Fadila Habchi. This is an interdisciplinary seminar on French cultural history from the 1930s to the present. We focus on issues concerning race and gender in the context of colonialism, postcolonialism, and migration. The course investigates how the silencing of colonial history has been made possible culturally and ideologically, and how this silencing has in turn been central to the reorganizing of French culture and society from the period of decolonization to the present. We ask how racial regimes and spaces have been constructed in French colonial discourses and how these constructions have evolved in postcolonial France. We examine postcolonial African diasporic literary writings, films, and other cultural productions that have explored the complex relations between race, colonialism, historical silences, republican universalism, and color-blindness. Topics include the 1931 Colonial Exposition, Black Paris, decolonization, universalism, the Trente Glorieuses, the Paris massacre of 1961, anti-racist movements, the \"beur\" author, memory, the 2005 riots, and contemporary afro-feminist and decolonial movements.\n", + "AMST 471 Individual Reading and Research for Juniors and Seniors. Jim Berger. Special projects intended to enable the student to cover material not otherwise offered by the program. The course may be used for research or for directed reading, but in either case a term paper or its equivalent is required as evidence of work done. It is expected that the student will meet regularly with the faculty adviser. To apply for admission, a student should submit a prospectus signed by the faculty adviser to the director of undergraduate studies.\n", + "AMST 491 Senior Project. Jim Berger. Independent research and proseminar on a one-term senior project. For requirements see under \"Senior requirement\" in the American Studies program description.\n", + "AMST 493 Senior Project for the Intensive Major. Melinda Stang. Independent research and proseminar on a two-term senior project. For requirements see under \"Senior requirement\" in the American Studies program description.\n", + "AMST 600 American Scholars. Lisa Lowe. This required seminar for incoming first-year graduate students in the American Studies doctoral program focuses on varieties of scholarship and research methods employed in the field. The course aims to be both a history of the interdisciplinary American Studies field and an exploration of newer debates, approaches, and frameworks that engage and revise earlier objects, areas, historical timelines, methods, and periods. Beyond the narratives of United States exceptionalism, we engage American Studies scholarship that considers U.S. culture, history, and politics in relation to the histories of slavery, settler colonialism, capitalism, race, gender, sexuality, subcultures, war and empire. To explore the various kinds of approaches and projects, the seminar features visits from Yale scholars. Students will read 100 pages of visiting scholars’ work and collaborate on topical and thematic questions for discussion. Assignments include brief weekly writing assignments. This course is mandatory for first-year American Studies graduate students.\n", + "AMST 620 Pedagogy. Julian Posada, Madiha Tahir. Faculty members instruct their Teaching Fellows on the pedagogical methods for teaching specific subject matter.\n", + "AMST 622 Working Group on Globalization and Culture. Michael Denning. A continuing yearlong collective research project, a cultural studies \"laboratory.\" The group, drawing on several disciplines, meets regularly to discuss common readings, develop collective and individual research projects, and present that research publicly. The general theme for the working group is globalization and culture, with three principal aspects: (1) the globalization of cultural industries and goods, and its consequences for patterns of everyday life as well as for forms of fiction, film, broadcasting, and music; (2) the trajectories of social movements and their relation to patterns of migration, the rise of global cities, the transformation of labor processes, and forms of ethnic, class, and gender conflict; (3) the emergence of and debates within transnational social and cultural theory. The specific focus, projects, and directions of the working group are determined by the interests, expertise, and ambitions of the members of the group, and change as its members change.\n", + "AMST 630 Museums and Religion: the Politics of Preservation and Display. Sally Promey. This interdisciplinary seminar focuses on the tangled relations of religion and museums, historically and in the present. What does it mean to \"exhibit religion\" in the institutional context of the museum? What practices of display might one encounter for this subject? What kinds of museums most frequently invite religious display? How is religion suited (or not) for museum exhibition and museum education?\n", + "AMST 640 Muslims in the United States. Zareena Grewal. Since 9/11, cases of what has been termed \"home-grown terrorism\" have cemented the fear that \"bad\" Islam is not just something that exists far away, in distant lands. As a result, there has been an urgent interest to understand who American Muslims are by officials, experts, journalists, and the public. Although Muslims have been part of America’s story from its founding, Muslims have alternated from an invisible minority to the source of national moral panics, capturing national attention during political crises, as a cultural threat or even a potential fifth column. Today the stakes are high to understand what kinds of meanings and attachments connect Muslims in America to the Muslim world and to the U.S. as a nation. Over the course of the semester, students grapple with how to define and apply the slippery concept of diaspora to different dispersed Muslim populations in the U.S., including racial and ethnic diasporas, trading diasporas, political diasporas, and others. By focusing on a range of communities-in-motion and a diverse set of cultural texts, students explore the ways mobility, loss, and communal identity are conceptualized by immigrants, expatriates, refugees, guest-workers, religious seekers, and exiles. To this end, we read histories, ethnographies, essays, policy papers, novels, poetry, memoirs; we watch documentary and fictional films; we listen to music, speeches, spoken word performances, and prayers. Our aim is to deepen our understanding of the multiple meanings and conceptual limits of homeland and diaspora for Muslims in America, particularly in the Age of Terror.\n", + "AMST 696 Michel Foucault I: The Works, The Interlocutors, The Critics. This graduate-level course presents students with the opportunity to develop a thorough, extensive, and deep (though still not exhaustive!) understanding of the oeuvre of Michel Foucault, and his impact on late-twentieth-century criticism and intellectual history in the United States. Non-francophone and/or U.S. American scholars, as Lynne Huffer has argued, have engaged Foucault’s work unevenly and frequently in a piecemeal way, due to a combination of the overemphasis on The History of Sexuality, Vol 1 (to the exclusion of most of his other major works), and the lack of availability of English translations of most of his writings until the early twenty-first century. This course seeks to correct that trend and to re-introduce Foucault’s works to a generation of graduate students who, on the whole, do not have extensive experience with his oeuvre. In this course, we read almost all of Foucault’s published writings that have been translated into English (which is almost all of them, at this point). We read all of the monographs, and all of the Collège de France lectures, in chronological order. This lightens the reading load; we read a book per week, but the lectures are shorter and generally less dense than the monographs. [The benefit of a single author course is that the more time one spends reading Foucault’s work, the easier reading his work becomes.] We read as many of the essays he published in popular and more widely-circulated media as we can. The goal of the course is to give students both breadth and depth in their understanding of Foucault and his works, and to be able to situate his thinking in relation to the intellectual, social, and political histories of the twentieth and twenty-first centuries. Alongside Foucault himself, we read Foucault’s mentors, interlocutors, and inheritors (Heidegger, Marx, Blanchot, Canguilhem, Derrida, Barthes, Althusser, Bersani, Hartman, Angela Davis, etc); his critics (Mbembe, Weheliye, Butler, Said, etc.), and scholarship that situates his thought alongside contemporary social movements, including student, Black liberation, prison abolitionist, and anti-psychiatry movements.\n", + "AMST 701 Race in American Studies. Matthew Jacobson. This reading-intensive seminar examines influential scholarship across disciplines on \"the race concept\" and racialized relations in American culture and society. Major topics include the cultural construction of race; race as both an instrument of oppressions and an idiom of resistance in American politics; the centrality of race in literary, anthropological, and legal discourse; the racialization of U.S. foreign policy; \"race mixing\" and \"passing,\" vicissitudes of \"whiteness\" in American politics; the centrality of race in American political culture; and \"race\" in the realm of popular cultural representation. Writings under investigation include classic formulations by such scholars as Lawrence Levine and Ronald Takaki, as well as more recent work by Saidiya Hartman, Robin Kelley, and Ann Fabian. Seminar papers give students an opportunity to explore in depth the themes, periods, and methods that most interest them.\n", + "AMST 702 Global Black Aesthetics. Tav Nyong'o. Given the planetary scope increasingly implicit in contemporary art practice and the art world, this course asks after the relationship between politics and aesthetics in the current moment of planetary crisis. Critical discussion of the relation between aesthetics and politics is often framed as solely a question of enhancing democratic participation and emancipating publics. However, this approach is limited and does not sufficiently account for colonial modernity’s role in the construction of the aesthetic, as well as its role in political relegating and regulating populations as dispossessed and disenfranchised. Readings include contemporary black aesthetic theories of refusal, fabulation, and poetics and draw on readings from Denise Ferreira da Silva, Fred Moten, Tina Campt, Saidiya Hartman, Christina Sharpe, John Keene, Dionne Brand, Édouard Glissant, and Sylvia Wynter.\n", + "AMST 706 Readings in African American Women’s History. 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.\n", + "AMST 715 Readings in Nineteenth-Century America. David Blight. The course explores recent trends and historiography on several problems through the middle of the nineteenth century: sectionalism, expansion; slavery and the Old South; northern society and reform movements; Civil War causation; the meaning of the Confederacy; why the North won the Civil War; the political, constitutional, and social meanings of emancipation and Reconstruction; violence in Reconstruction society; the relationships between social/cultural and military/political history; problems in historical memory; the tension between narrative and analytical history writing; and the ways in which race and gender have reshaped research and interpretive agendas.\n", + "AMST 721 The Beautiful Struggle: Blackness, the Archive, and the Speculative. Daphne Brooks. This seminar takes its inspiration from concepts and questions centering theories that engage experimental methodological approaches to navigating the opacities of the archive: presumptively \"lost\" narratives of black life, obscure(d) histories, compromised voices and testimonials, contested (auto)biographies, anonymous testimonies, textual aporias, fabulist documents, confounding marginalia. The scholarly and aesthetic modes by which a range of critics and poets, novelists, dramatists, and historians have grappled with such material have given birth to new analytic lexicons—from Saidiya Hartman’s \"critical fabulation\" to José Estaban Muñoz’s \"ephemera as evidence\" to Tavia Nyong’o’s \"Afrofabulation.\" Such strategies affirm the centrality of speculative thought and invention as vital and urgent forms of epistemic intervention in the hegemony of the archive and open new lines of inquiry in black studies. Our class explores a variety of texts that showcase these new queries and innovations, and we also actively center our efforts from within the Beinecke Rare Book and Manuscript Library, where a number of sessions are held and where we focus on Beinecke holdings that resonate with units of the course. Various sessions also feature distinguished guest interlocutors via Zoom, who are on hand to discuss the specifics of their research methods and improvisational experimentations in both archival exploration and approaches to their prose and poetic projects.\n", + "AMST 725 Writing the Academic Journal Article. Albert Laguna. Graduate students are often told that publishing a journal article is a crucial part of their professional development. This course helps students get it done. Students come to class with a piece of writing—seminar paper, dissertation chapter—that we workshop as a group throughout the course of the term. In addition to personalized feedback, we also have broader discussions about the nuts and bolts of this genre of academic writing: organizing your argument, revision, clarity, framing interventions, etc. We complement this structured approach to writing with discussions aimed at demystifying the process by which an article gets published—the art of selecting the right journal, how to read and respond to reader reports, and general timelines. The goal is for all students to submit their article to the journal of their choice by the end of the term.\n", + "AMST 746 Ethnographic Writing. Kathryn Dudley. This course explores the practice of ethnographic analysis, writing, and representation. Through our reading of contemporary ethnographies and theoretical work on ethnographic fieldwork in anthropological and interdisciplinary research, we explore key approaches to intersubjective encounters, including phenomenological anthropology, relational psychoanalysis, affect studies, and the new materialisms. Our inquiries coalesce around the poetics and politics of what it means to sense and sensationalize co-present subjectivities, temporalities, and ontologies in multispecies worlds and global economies.\n", + "AMST 775 Latinx Ethnography. Ana Ramos-Zayas. Consideration of ethnography within the genealogy and intellectual traditions of Latinx studies. Topics include questions of knowledge production and epistemological traditions in Latin America and U.S. Latino communities; conceptions of migration, transnationalism, and space; perspectives on \"(il)legality\" and criminalization; labor, wealth, and class identities; contextual understandings of gender and sexuality; theorizations of affect and intimate lives; and the politics of race and inequality under white liberalism and conservatism in the United States.\n", + "AMST 783 The Historical Documentary. Charles Musser. This course looks at the historical documentary as a method for carrying out historical work in the public humanities. It investigates the evolving discourse sand resonances within such topics as the Vietnam War, the Holocaust, and African American history. It is concerned with the relationship of documentary to traditional scholarly written histories as well as the history of the genre and what is often called the \"archival turn.\"\n", + "AMST 804 Religion and U.S. Empire. Tisa Wenger, Zareena Grewal. This course draws on perspectives from anthropology, history, American studies, religious studies, Indigenous studies, and postcolonial studies to interrogate the varied intersections between religion and US empire. It asks not only how Christianity and other religious traditions have facilitated imperialism and how they have served as resources for resistance, but also how the categories of \"religion\" and the \"secular\" have been assembled as imperial products alongside modern formations of race, class, gender, and sexuality. Through seminar discussions and written assignments, students gain new analytical tools along with critical purchase on an important new area for research in several intersecting fields of study.\n", + "AMST 830 The American Carceral State. Elizabeth Hinton. This readings course examines the historical development of the U.S. carceral state, focusing on policing practices, crime control policies, prison conditions, and the production of scientific knowledge in the twentieth century. Key works are considered to understand the connections between race and the development of legal and penal systems over time, as well as how scholars have explained the causes and consequences of mass incarceration in America. Drawing from key insights from new histories in the field of American carceral studies, we trace the multifaceted ways in which policymakers and officials at all levels of government have used criminal law, policing, and imprisonment as proxies for exerting social control in communities of color throughout U.S. history.\n", + "AMST 832 Documentary Film Workshop. Charles Musser. This workshop in audiovisual scholarship explores ways to present research through the moving image. Students work within a Public Humanities framework to make a documentary that draws on their disciplinary fields of study. Designed to fulfill requirements for the M.A. with a concentration in Public Humanities.\n", + "AMST 900 Independent Research. \n", + "AMST 901 Directed Reading. \n", + "AMST 901 Directed Reading: Directed Studies: Universe. \n", + "AMST 902 Prospectus Workshop. Crystal Feimster. Upon completion of course work, students are required to participate in at least one term of the prospectus workshop, ideally the term before the prospectus colloquium is held. Open to all students in the program and joint departments, the workshop serves as a forum for discussing the selection of a dissertation topic, refining a project’s scope, organizing research materials, and evaluating work in progress. The workshop meets once a month.\n", + "AMST 903 Introduction to Public Humanities. What is the relationship between knowledge produced in the university and the circulation of ideas among a broader public, between academic expertise on the one hand and nonprofessionalized ways of knowing and thinking on the other? What is possible? This seminar provides an introduction to various institutional relations and to the modes of inquiry, interpretation, and presentation by which practitioners in the humanities seek to invigorate the flow of information and ideas among a public more broadly conceived than the academy, its classrooms, and its exclusive readership of specialists. Topics include public history, museum studies, oral and community history, public art, documentary film and photography, public writing and educational outreach, the socially conscious performing arts, and fundraising. In addition to core readings and discussions, the seminar includes presentations by several practitioners who are currently engaged in different aspects of the Public Humanities. With the help of Yale faculty and affiliated institutions, participants collaborate in developing and executing a Public Humanities project of their own definition and design. Possibilities might include, but are not limited to, an exhibit or installation, a documentary, a set of walking tours, a website, a documents collection for use in public schools.\n", + "AMST 904 Practicum. Karin Roffman. Public Humanities students are required to complete a one-term internship with one of our partnered affiliates (to be approved by the Public Humanities DGS or assistant DGS) for practical experience in the field. Potential internships include in-house opportunities at the Beinecke Library, Sterling Memorial Library, or one of Yale’s museums, or work at a regional or national institution such as a media outlet, museum, or historical society. In lieu of the internship, students may choose to complete a \"micro-credential.\" Micro-credentials are structured as workshop series (3–5 daylong meetings over the course of a year) rather than as term courses, and include revolving offerings in topics such as oral history, collections and curation, writing for exhibits, podcast production, website design, scriptwriting from the archive, or grant writing for public intellectual work.\n", + "AMST 905 Public Humanities Capstone Project. Karin Roffman. The course work and practicum/micro-credential lead to a significant project to be approved by the DGS or assistant DGS (an exhibition, documentary, research paper, etc.) and to be presented in a public forum on its completion.\n", + "AMST 917 American Studies Professionalization Workshop. Lisa Lowe. This seminar is designed for advanced Ph.D. candidates who are going on the job market. Students draft and revise three full rounds of the five standard genres of job market materials: job letter, CV, dissertation abstract, teaching portfolio, and diversity statement. Students also participate in mock interviewing skills, developing a job talk, and preparing applications for postdoctoral fellowships. Graded Satisfactory/Unsatisfactory.\n", + "AMTH 222 Linear Algebra with Applications. Brett Smith. Matrix representation of linear equations. Gauss elimination. Vector spaces. Linear independence, basis, and dimension. Orthogonality, projection, least squares approximation; orthogonalization and orthogonal bases. Extension to function spaces. Determinants. Eigenvalues and eigenvectors. Diagonalization. Difference equations and matrix differential equations. Symmetric and Hermitian matrices. Orthogonal and unitary transformations; similarity transformations.\n", + "AMTH 222 Linear Algebra with Applications. Surya Raghavendran. Matrix representation of linear equations. Gauss elimination. Vector spaces. Linear independence, basis, and dimension. Orthogonality, projection, least squares approximation; orthogonalization and orthogonal bases. Extension to function spaces. Determinants. Eigenvalues and eigenvectors. Diagonalization. Difference equations and matrix differential equations. Symmetric and Hermitian matrices. Orthogonal and unitary transformations; similarity transformations.\n", + "AMTH 222 Linear Algebra with Applications. Surya Raghavendran. Matrix representation of linear equations. Gauss elimination. Vector spaces. Linear independence, basis, and dimension. Orthogonality, projection, least squares approximation; orthogonalization and orthogonal bases. Extension to function spaces. Determinants. Eigenvalues and eigenvectors. Diagonalization. Difference equations and matrix differential equations. Symmetric and Hermitian matrices. Orthogonal and unitary transformations; similarity transformations.\n", + "AMTH 244 Discrete Mathematics. Abinand Gopal. Basic concepts and results in discrete mathematics: graphs, trees, connectivity, Ramsey theorem, enumeration, binomial coefficients, Stirling numbers. Properties of finite set systems.\n", + "AMTH 342 Linear Systems. A Stephen Morse. Introduction to finite-dimensional, continuous, and discrete-time linear dynamical systems. Exploration of the basic properties and mathematical structure of the linear systems used for modeling dynamical processes in robotics, signal and image processing, economics, statistics, environmental and biomedical engineering, and control theory.\n", + "AMTH 420 The Mathematics of Data Science. Kevin O'Neill. This course aims to be an introduction to the mathematical background that underlies modern data science. The emphasis is on the mathematics but occasional applications are discussed (in particular, no programming skills are required). Covered material may include (but is not limited to) a rigorous treatment of tail bounds in probability, concentration inequalities, the Johnson-Lindenstrauss Lemma as well as fundamentals of random matrices, and spectral graph theory.\n", + "AMTH 431 Optimization and Computation. Zhuoran Yang. This course is designed for students in Statistics & Data Science who need to know about optimization and the essentials of numerical algorithm design and analysis. It is an introduction to more advanced courses in optimization. The overarching goal of the course is teach students how to design algorithms for Machine Learning and Data Analysis (in their own research). This course is not open to students who have taken S&DS 430.\n", + "AMTH 482 Research Project. John Wettlaufer. Individual research. Requires a faculty supervisor and the permission of the director of undergraduate studies. The student must submit a written report about the results of the project. May be taken more than once for credit.\n", + "AMTH 491 Senior Project. John Wettlaufer. Individual research that fulfills the senior requirement. Requires a faculty supervisor and the permission of the director of undergraduate studies. The student must submit a written report about the results of the project.\n", + "AMTH 553 Unsupervised Learning for Big Data. This course focuses on machine-learning methods well-suited to tackling problems associated with analyzing high-dimensional, high-throughput noisy data including: manifold learning, graph signal processing, nonlinear dimensionality reduction, clustering, and information theory. Though the class goes over some biomedical applications, such methods can be applied in any field.\n", + "AMTH 553 Unsupervised Learning for Big Data. This course focuses on machine-learning methods well-suited to tackling problems associated with analyzing high-dimensional, high-throughput noisy data including: manifold learning, graph signal processing, nonlinear dimensionality reduction, clustering, and information theory. Though the class goes over some biomedical applications, such methods can be applied in any field.\n", + "AMTH 631 Optimization and Computation. Zhuoran Yang. An introduction to optimization and computation motivated by the needs of computational statistics, data analysis, and machine learning. This course provides foundations essential for research at the intersections of these areas, including the asymptotic analysis of algorithms, an understanding of condition numbers, conditions for optimality, convex optimization, gradient descent, linear and conic programming, and NP hardness. Model problems come from numerical linear algebra and constrained least squares problems. Other useful topics include data structures used to represent graphs and matrices, hashing, automatic differentiation, and randomized algorithms.\n", + "AMTH 640 Topics in Numerical Computation. This course discusses several areas of numerical computing that often cause difficulties to non-numericists, from the ever-present issue of condition numbers and ill-posedness to the algorithms of numerical linear algebra to the reliability of numerical software. The course also provides a brief introduction to \"fast\" algorithms and their interactions with modern hardware environments. The course is addressed to Computer Science graduate students who do not necessarily specialize in numerical computation; it assumes the understanding of calculus and linear algebra and familiarity with (or willingness to learn) either C or FORTRAN. Its purpose is to prepare students for using elementary numerical techniques when and if the need arises.\n", + "AMTH 710 Harmonic Analysis on Graphs and Applications to Empirical Modeling. Ronald Coifman. The goal of this graduate-level class is to introduce analytic tools to enable the systematic organization of geometry and analysis on subsets of RN (data). In particular, extensions of multi-scale Fourier analysis on graphs and optimal graph constructions for efficient computations are studied. Geometrization of various Neural Net architectures and related challenges are discussed. Topics are driven by students goals.\n", + "AMTH 999 Directed Reading. Vladimir Rokhlin. In-depth study of elliptic partial differential equations.\n", + "ANTH 075 Observing the World. Jane Lynch. How do we learn about the worlds of others? How do we represent our own? This seminar focuses on the poetics and politics of social observation and engagement. We examine the qualitative research methods (e.g., asking, listening, and observing) used by scholars—as well as other professionals, including journalists and government officials—to produce texts (e.g., academic books, magazine articles, and case files) based on empirical observation. Thinking critically about observation and observational writing as modes of knowledge production, we discuss and develop tools of reading, thinking, and writing to address questions of injustice and power. Texts are juxtaposed with documentary film, photography, and other forms of artistic and visual representation, to help bring both the conventions and possibilities of observational writing more clearly into view. Students complete a range of writing projects, including: descriptive and analytical \"field notes,\" interviews, and essays based on their own observations of the world(s) around them. In addition to developing their writing skills, students also learn basic concepts in the practice and politics of social research and analysis.\n", + "ANTH 116 Introduction to Biological Anthropology. Jessica Thompson. Introduction to human and primate evolution, primate behavior, and human biology. Topics include a review of principles of evolutionary biology and basic molecular and population genetics; the behavior, ecology, and evolution of nonhuman primates; the fossil and archaeological record for human evolution; the origin of modern humans; biological variation in living humans; and the evolution of human behavior.\n", + "ANTH 172 Great Hoaxes and Fantasies in Archaeology. Examination of selected archaeological hoaxes, cult theories, and fantasies; demonstration of how archaeology can be manipulated to authenticate nationalistic ideologies, religious causes, and modern stereotypes. Examples of hoaxes and fantasies include the lost continent of Atlantis, Piltdown man, ancient giants roaming the earth, and alien encounters. Evaluation of how, as a social science, archaeology is capable of rejecting such interpretations about the past.\n", + "ANTH 204 Molecular Anthropology. Serena Tucci. This course is a perfect introduction for anyone interested in understanding how genetics can help us answer fundamental questions in human evolution and population history. The course studies the basic principles of population genetics, molecular evolution, and genetic data analysis. Topics include DNA and human origins, human migrations, genetic adaptation, ancient DNA, and Neandertals. By the end of this course, students learn about the processes that generate and shape genetic variation, as well as the molecular and statistical tools used to reconstruct human evolutionary history.\n", + "ANTH 213 Contemporary Japan and the Ghosts of Modernity. Yukiko Koga. This course introduces students to contemporary Japan, examining how its defeat in the Second World War and loss of empire in 1945 continue to shape Japanese culture and society. Looking especially at the sphere of cultural production, it focuses on the question of what it means to be modern as expressed through the tension between resurgent neonationalism and the aspiration to internationalize. The course charts how the legacy of Japan’s imperial failure plays a significant role in its search for renewal and identity since 1945. How, it asks, does the experience of catastrophic failure—and failure to account for that failure—play into continued aspirations for modernity today? How does Japanese society wrestle with modernity’s two faces: its promise for progress and its history of catastrophic violence? The course follows the trajectory of Japan’s postwar nation-state development after the dissolution of empire, from its resurrection out of the ashes after defeat, to its identity as a US ally and economic superpower during the Cold War, to decades of recession since the 1990s and the search for new relations with its neighbors and new reckonings with its own imperial violence and postwar inactions against the background of rising neonationalism.\n", + "ANTH 229 The Anthropology of Outer Space. Lisa Messeri. Examination of the extraterrestrial through consideration of ideas in anthropology and aligned disciplines. Students discuss, write, and think about outer space as anthropologists and find the value of exploring this topic scientifically, socially, and philosophically.\n", + "ANTH 230 Evolutionary Biology of Women's Reproductive Lives. Claudia Valeggia. Evolutionary and biosocial perspectives on female reproductive lives. Physiological, ecological, and social aspects of women's development from puberty through menopause and aging, with special attention to reproductive processes such as pregnancy, birth, and lactation. Variation in female life histories in a variety of cultural and ecological settings. Examples from both traditional and modern societies.\n", + "ANTH 235 Introduction to Critical Border Studies. Leslie Gross-Wyrtzen. This course serves as an introduction into the major themes and approaches to the study of border enforcement and the management of human mobility. We draw upon a diverse range of scholarship across the social sciences as well as history, architecture, and philosophy to better understand how we find ourselves in this present \"age of walls\" (Tim Marshall 2019). In addition, we take a comparative approach to the study of borders—examining specific contemporary and historical cases across the world in order to gain a comprehensive view of what borders are and how their meaning and function has changed over time. And because there is \"critical\" in the title, we explicitly evaluate the political consequences of borders, examine the sorts of resistances mobilized against them, and ask what alternative social and political worlds might be possible.\n", + "ANTH 236 Fat: Biology, Evolution, and Society. Claudia Valeggia, Katherine Daiy. The goal of this course is to provide an interdisciplinary approach to learning about obesity as a biological and social phenomenon. We use biology as a scaffolding to understand obesity, yet also discuss the social, cultural, and psychological elements that shape our relationship with food and body size. The coursework focuses on three perspectives—the biological pathways over the lifetime that lead to obesity, the evolutionary origin of obesity, and the cross-cultural and societal meanings of obesity. Briefly, topics include adipose tissue as a regulatory and endocrine organ, human body composition variation in differing ecologies, the developmental origins of obesity, efficacy of obesity interventions and political economies’ influence on obesity. This class has a \"leminar\" format, in which lectures are mixed with active, student-centered, in-class discussions.\n", + "ANTH 244 Modern Southeast Asia. Erik Harms. This course offers a comprehensive introduction to the extraordinary diversity of Southeast Asian peoples, cultures, and political economy. Broadly focused on the nation-states that have emerged since the end of World War II (Brunei, Burma [Myanmar], Cambodia, Indonesia, East Timor, Laos, Malaysia, Philippines, Singapore, Thailand, and Vietnam), the course explores the benefits and limits to a regional perspective. Crossing both national and disciplinary boundaries, the course introduces students to key elements of Southeast Asian geography, history, language and literature, belief systems, marriage and family, music, art, agriculture, industrialization and urbanization, politics and government, ecological challenges, and economic change. In addition to providing a broad and comparative survey of \"traditional\" Southeast Asia, the course places special emphasis on the intellectual and practical challenges associated with modernization and development, highlighting the ways different Southeast Asian nations contend with the forces of globalization. The principle readings include key works from a multidisciplinary range of fields covering anthropology, art, economics, geography, history, literature, music, and political science. No prior knowledge of Southeast Asia is expected.\n", + "ANTH 255 Inca Culture and Society. Richard Burger. The history and organization of the Inca empire and its impact on the nations and cultures it conquered. The role of archaeology in understanding the transformation of Andean lifeways; the interplay between ethnohistoric and archaeological approaches to the subject.\n", + "ANTH 280 Evolution of Primate Intelligence. David Watts. Discussion of the extent and evolutionary origins of cognitive abilities in primates (prosimians, monkeys, apes, and humans). Topics include the role of ecological and social factors as evolutionary forces; \"ape language\" studies; and whether any nonhuman primates possess a \"theory of mind.\"\n", + "ANTH 280 Evolution of Primate Intelligence. Discussion of the extent and evolutionary origins of cognitive abilities in primates (prosimians, monkeys, apes, and humans). Topics include the role of ecological and social factors as evolutionary forces; \"ape language\" studies; and whether any nonhuman primates possess a \"theory of mind.\"\n", + "ANTH 280 Evolution of Primate Intelligence. Discussion of the extent and evolutionary origins of cognitive abilities in primates (prosimians, monkeys, apes, and humans). Topics include the role of ecological and social factors as evolutionary forces; \"ape language\" studies; and whether any nonhuman primates possess a \"theory of mind.\"\n", + "ANTH 280 EvolutionOfPrimateIntelligence: ANTH 280 WR section . Discussion of the extent and evolutionary origins of cognitive abilities in primates (prosimians, monkeys, apes, and humans). Topics include the role of ecological and social factors as evolutionary forces; \"ape language\" studies; and whether any nonhuman primates possess a \"theory of mind.\"\n", + "ANTH 301 Foundations of Modern Archaeology. Richard Burger. Discussion of how method, theory, and social policy have influenced the development of archaeology as a set of methods, an academic discipline, and a political tool.\n", + "ANTH 309 Language and Culture. Paul Kockelman. The relations between language, culture, and cognition. What meaning is and why it matters. Readings in recent and classic works by anthropologists, linguists, psychologists, and philosophers.\n", + "ANTH 311 Anthropological Theory and the Post Colonial Encounter. Jane Lynch. Key texts in the theoretical development of sociocultural anthropology. Theorists include Karl Marx, Max Weber, Emile Durkheim, Franz Boas, Zora Neale Hurston, Sidney Mintz, Bernard Cohn, Michel Foucault, Edward Said, Antonio Gramsci, Sherry Ortner, and Joan Scott.\n", + "ANTH 312 Feminist Science and Technology Studies. Natali Valdez. This seminar examines the production of scientific knowledge with an attention to race, gender, and power. It is guided by these key questions: who gets to produce knowledge? What counts as scientific knowledge? What kinds of power structures shape the production of science? How can Black, Indigenous, and postcolonial feminist approaches improve the production, application, and interpretation of science and technology? In the exploration of these questions, students are introduced to the interdisciplinary field of Feminist Science and Technology Studies (FSTS). The course is organized into three parts. Part I explores the history and theories of feminist science studies. From a history of science perspective students explore how modern science was and still is used to classify human difference across race and gender. Part II focuses on feminist examinations of biology, physics, and data science. Through the lens of feminist materialism, we explore topics including environmental politics, reproductive politics, and the relationship between science and capitalism. The final part of the course explores feminist science fiction and queer science writing to examine how science shapes social worlds and in turn how feminist and queer authors reimagine categories of race and gender through science.\n", + "ANTH 316L Introduction to Archaeological Laboratory Sciences. Ellery Frahm. Introduction to techniques of archaeological laboratory analysis, with quantitative data styles and statistics appropriate to each. Topics include dating of artifacts, sourcing of ancient materials, remote sensing, and microscopic and biochemical analysis. Specific techniques covered vary from year to year.\n", + "ANTH 321 Middle East Gender Studies. Marcia Inhorn. The lives of women and men in the contemporary Middle East explored through a series of anthropological studies and documentary films. Competing discourses surrounding gender and politics, and the relation of such discourse to actual practices of everyday life. Feminism, Islamism, activism, and human rights; fertility, family, marriage, and sexuality.\n", + "ANTH 324 Politics of Memory. Yukiko Koga. This course explores the role of memory as a social, cultural, and political force in contemporary society. How societies remember difficult pasts has become a contested site for negotiating the present. Through the lens of memory, we examine complex roles that our relationships to difficult pasts play in navigating issues we face today. This course explores this politics of memory that takes place in the realm of popular culture and public space. The class asks such questions as: How do you represent difficult and contested pasts? What does it mean to enable long-silenced victims’ voices to be heard? What are the consequences of re-narrating the past by highlighting past injuries and trauma? Does memory work heal or open wounds of a society and a nation? Through examples drawn from the Holocaust, the atomic bombing in Hiroshima, the Vietnam War, genocide in Indonesia and massacres in Lebanon, to debates on confederacy statues, slavery, and lynching in the US, this course approaches these questions through an anthropological exploration of concepts such as memory, trauma, mourning, silence, voice, testimony, and victimhood.\n", + "ANTH 342 Cultures and Markets in Asia. Helen Siu. Historical and contemporary movements of people, goods, and cultural meanings that have defined Asia as a region. Reexamination of state-centered conceptualizations of Asia and of established boundaries in regional studies. The intersections of transregional institutions and local societies and their effects on trading empires, religious traditions, colonial encounters, and cultural fusion. Finance flows that connect East Asia and the Indian Ocean to the Middle East and Africa. The cultures of capital and market in the neoliberal and postsocialist world.\n", + "ANTH 371 Inequality in the Anthropocene: Thinking the Unthinkable. Kate McNally, Kathryn Dudley. This course examines relationships between social inequality and anthropogenic climate change through an interdisciplinary ethnographic lens. Drawing on visual, sonic, and literary forms, we explore diverse modes of inquiry that strive to give analytical form and feeling to the unthinkable enormity of the geological epoch we're in. Final projects involve creative, artistic, multimedia field research.\n", + "ANTH 385 Archaeological Ceramics. Anne Underhill. Archaeological methods for analyzing and interpreting ceramics, arguably the most common type of object found in ancient sites. Focus on what different aspects of ceramic vessels reveal about the people who made them and used them.\n", + "ANTH 393 Writing Creative Ethnographies: Exploring Movement, Poetics, and Collaboration. Jill Tan. Students in this seminar on creative ethnographic writing and experimental research design explore and represent anthropological insight beyond academic argumentation—through movement, art, poetics, and collaborative writing. Course readings and media focus on migration, colonialisms, and anti-blackness, situating anthropology’s disciplinary epistemologies, empirics, ethics in integral relation to an understanding its limits, collaborative potentialities, and multimodal methods. Students need not have a background in anthropology; they should however come with a curiosity about working with creative methods and ethnography—a set of practices to render and understand local forms of everyday life as imbricated with global forces.\n", + "ANTH 394 Methods and Research in Molecular Anthropology I. Serena Tucci. The first part of a two-term practical introduction to molecular analysis of anthropological questions. Discussion of genetics and molecular evolution, particularly as they address issues in anthropology, combined with laboratory sessions on basic tools for genetic analysis and bioinformatics. Development of research projects to be carried out in ANTH 395.\n", + "ANTH 401 Meaning and Materiality. Paul Kockelman. The interaction of meaning and materiality. Relations among significance, selection, sieving, and serendipity explored through classic work in biosemiosis, technocognition, and sociogenesis. Sources from sociocultural and linguistic anthropology, philosophy, and cognitive sciences such as psychology.\n", + "ANTH 404 Advanced Topics in Behavioral Ecology. Eduardo Fernandez-Duque. This seminar explores advanced topics in behavioral ecology while examining the mechanisms, function, reproductive consequences, and evolution of behavior. The main goals of the course are to: (1) discuss the primary literature in behavioral ecology, (2) become familiar with current theory and approaches in behavioral ecology, (3) understand how to formulate hypotheses and evaluate predictions about animal behavior, (4) explore the links between behavior and related fields in ecology and evolution (e.g. ecology, conservation biology, genetics, physiology), (5) identify possible universities, research groups, and advisors for summer research or graduate studies. Students watch a mix of live and recorded talks by leading behavioral ecologists who present at the Frontiers in Social Evolution Seminar series, and they attend and participate in the hour-long discussions that follow the talk. The class meets to discuss the primary literature recommended by the presenter and to engage in small-group conversations with those who visit the course.\n", + "ANTH 409 Climate and Society: Perspectives from the Social Sciences and Humanities. Michael Dove. Discussion of the major currents of thought regarding climate and climate change; focusing on equity, collapse, folk knowledge, historic and contemporary visions, western and non-western perspectives, drawing on the social sciences and humanities.\n", + "ANTH 415 Culture, History, Power, and Representation. Helen Siu. This seminar critically explores how anthropologists use contemporary social theories to formulate the junctures of meaning, interest, and power. It thus aims to integrate symbolic, economic, and political perspectives on culture and social process. If culture refers to the understandings and meanings by which people live, then it constitutes the conventions of social life that are themselves produced in the flux of social life, invented by human activity. Theories of culture must therefore illuminate this problematic of agency and structure. They must show how social action can both reproduce and transform the structures of meaning, the conventions of social life. Even as such a position becomes orthodox in anthropology, it raises serious questions about the possibilities for ethnographic practice and theoretical analysis. How, for example, are such conventions generated and transformed where there are wide differentials of power and unequal access to resources? What becomes of our notions of humans as active agents of culture when the possibilities for maneuver and the margin of action for many are overwhelmed by the constraints of a few? How do elites—ritual elders, Brahmanic priests, manorial lords, factory-managers—secure compliance to a normative order? How are expressions of submission and resistance woven together in a fabric of cultural understandings? How does a theory of culture enhance our analyses of the reconstitution of political authority from traditional kingship to modern nation-state, the encapsulation of pre-capitalist modes of production, and the attempts to convert \"primordial sentiments\" to \"civic loyalties\"? How do transnational fluidities and diasporic connections make instruments of nation-states contingent? These questions are some of the questions we immediately face when probing the intersections of culture, politics and representation, and they are the issues that lie behind this seminar.\n", + "ANTH 417 Maya Hieroglyphic Writing. Oswaldo Chinchilla Mazariegos. Introduction to the ancient Maya writing system. Contents of the extant corpus, including nametags, royal and ritual commemorations, dynastic and political subjects, and religious and augural subjects; principles and methods of decipherment; overview of the Maya calendar; comparison with related writing systems in Mesoamerica and elsewhere in the ancient world.\n", + "ANTH 429 Primate Models for Human Evolution. David Watts. Comparison of nonhuman primates with hominins–modern humans and our extinct relatives on the human evolutionary lineage since our last common ancestor with chimpanzees and bonobos–is important for understanding how unique human traits evolved and also for understanding our biological and behavioral heritage as primates.  Much such work has involved using chimpanzees as \"referential models,\" but the chimpanzee model has been challenged in various ways, in part because of differences between chimpanzees and bonobos (who are equally closely related to humans). Other primates less-closely related to humans–notably baboons–have served as \"analogical\" models. In this course, we explore the value of such models for gaining insights into human evolutionary history and human behavior. Among the topics included are reconstruction of the diets and behavior of extinct hominins; hunting, meat eating, and meat sharing by nonhuman primates and the role of these behaviors in human evolution; tool making and tool use by nonhuman primates and by early hominins; intergroup aggression in chimpanzees, bonobos, and humans; the usefulness of the \"chimpanzee referential model;\" and comparative cognition of humans and great apes.\n", + "ANTH 430 Muslims in the United States. Zareena Grewal. Since 9/11, cases of what has been termed \"home-grown terrorism\" have cemented the fear that \"bad\" Islam is not just something that exists far away, in distant lands. As a result, there has been an urgent interest to understand who American Muslims are by officials, experts, journalists, and the public. Although Muslims have been part of America’s story from its founding, Muslims have alternated from an invisible minority to the source of national moral panics, capturing national attention during political crises, as a cultural threat or even a potential fifth column. Today the stakes are high to understand what kinds of meanings and attachments connect Muslims in America to the Muslim world and to the US as a nation. Over the course of the semester, students grapple with how to define and apply the slippery concept of diaspora to different dispersed Muslim populations in the US, including racial and ethnic diasporas, trading diasporas, political diasporas, and others. By focusing on a range of communities-in-motion and a diverse set of cultural texts, students explore the ways mobility, loss, and communal identity are conceptualized by immigrants, expatriates, refugees, guest-workers, religious seekers, and exiles. To this end, we read histories, ethnographies, essays, policy papers, novels, poetry, memoirs; we watch documentary and fictional films; we listen to music, speeches, spoken word performances, and prayers. Our aim is to deepen our understanding of the multiple meanings and conceptual limits of homeland and diaspora for Muslims in America, particularly in the Age of Terror.\n", + "ANTH 448 Medical Anthropology at the Intersections: Theory and Ethnography. Marcia Inhorn. The field of medical anthropology boasts a rich theoretical and empirical tradition, in which critically acclaimed ethnographies have been written on topics ranging from local biologies to structural violence. Many scholars engage across the social science and humanities disciplines, as well as with medicine and public health, offering both critiques and applied interventions. This medical anthropology seminar showcases the theoretical and ethnographic engagements of nearly a dozen leading medical anthropologists, with a focus on their canonical works and their intersections across disciplines.\n", + "ANTH 450 Analysis of Lithic Technology. Oswaldo Chinchilla Mazariegos. Introduction to the analysis of chipped and ground stone tools, including instruction in manufacturing chipped stone tools from obsidian. Review of the development of stone tool technology from earliest tools to those of historical periods; relevance of this technology to subsistence, craft specialization, and trade. Discussion of the recording, analysis, and drawing of artifacts, and of related studies such as sourcing and use-wear analysis.\n", + "ANTH 464 Human Osteology. Eric Sargis. A lecture and laboratory course focusing on the characteristics of the human skeleton and its use in studies of functional morphology, paleodemography, and paleopathology. Laboratories familiarize students with skeletal parts; lectures focus on the nature of bone tissue, its biomechanical modification, sexing, aging, and interpretation of lesions.\n", + "ANTH 468 Infrastructures of Empire: Control and (In)security in the Global South. Leslie Gross-Wyrtzen. This advanced seminar examines the role that infrastructure plays in producing uneven geographies of power historically and in the \"colonial present\" (Gregory 2006). After defining terms and exploring the ways that infrastructure has been conceptualized and studied, we analyze how different types of infrastructure (energy, roads, people, and so on) constitute the material and social world of empire. At the same time, infrastructure is not an uncontested arena: it often serves as a key site of political struggle or even enters the fray as an unruly actor itself, thus conditioning possibilities for anti-imperial and decolonial practice. The geographic focus of this course is the African continent, but we explore comparative cases in other regions of the majority and minority world.\n", + "ANTH 471 Readings in Anthropology. William Honeychurch. For students who wish to investigate an area of anthropology not covered by regular departmental offerings. The project must terminate with at least a term paper or its equivalent. No student may take more than two terms for credit. To apply for admission, a student should present a prospectus and bibliography to the director of undergraduate studies no later than the third week of the term. Written approval from the faculty member who will direct the student's reading and writing must accompany the prospectus.\n", + "ANTH 472 Readings in Anthropology. William Honeychurch. For students who wish to investigate an area of anthropology not covered by regular departmental offerings. The project must terminate with at least a term paper or its equivalent. No student may take more than two terms for credit. To apply for admission, a student should present a prospectus and bibliography to the director of undergraduate studies no later than the third week of the term. Written approval from the faculty member who will direct the student's reading and writing must accompany the prospectus.\n", + "ANTH 491 The Senior Essay. William Honeychurch. Supervised investigation of some topic in depth. The course requirement is a long essay to be submitted as the student's senior essay. By the end of the third week of the term in which the essay is written, the student must present a prospectus and a preliminary bibliography to the director of undergraduate studies. Written approval from an Anthropology faculty adviser and an indication of a preferred second reader must accompany the prospectus.\n", + "ANTH 502 Research in Sociocultural Anthropology: Design and Methods. Douglas Rogers. The course offers critical evaluation of the nature of ethnographic research. Research design includes the rethinking of site, voice, and ethnographic authority.\n", + "ANTH 503 Ethnographic Writing. Kathryn Dudley. This course explores the practice of ethnographic analysis, writing, and representation. Through our reading of contemporary ethnographies and theoretical work on ethnographic fieldwork in anthropological and interdisciplinary research, we explore key approaches to intersubjective encounters, including phenomenological anthropology, relational psychoanalysis, affect studies, and the new materialisms. Our inquiries coalesce around the poetics and politics of what it means to sense and sensationalize co-present subjectivities, temporalities, and ontologies in multispecies worlds and global economies.\n", + "ANTH 512 Infrastructures of Empire: Control and (In)security in the Global South. Leslie Gross-Wyrtzen. This advanced seminar examines the role that infrastructure plays in producing uneven geographies of power historically and in the \"colonial present\" (Gregory, 2006). After defining terms and exploring the ways that infrastructure has been conceptualized and studied, we analyze how different types of infrastructure (energy, roads, people, and so on) constitute the material and social world of empire. At the same time, infrastructure is not an uncontested arena: it often serves as a key site of political struggle or even enters the fray as an unruly actor itself, thus conditioning possibilities for anti-imperial and decolonial practice. The geographic focus of this course is the African continent, but we explore comparative cases in other regions of the majority and minority world.\n", + "ANTH 515 Culture, History, Power, and Representation. Helen Siu. This seminar critically explores how anthropologists use contemporary social theories to formulate the junctures of meaning, interest, and power. It thus aims to integrate symbolic, economic, and political perspectives on culture and social process. If culture refers to the understandings and meanings by which people live, then it constitutes the conventions of social life that are themselves produced in the flux of social life, invented by human activity. Theories of culture must therefore illuminate this problematic of agency and structure. They must show how social action can both reproduce and transform the structures of meaning, the conventions of social life. Even as such a position becomes orthodox in anthropology, it raises serious questions about the possibilities for ethnographic practice and theoretical analysis. How, for example, are such conventions generated and transformed where there are wide differentials of power and unequal access to resources? What becomes of our notions of humans as active agents of culture when the possibilities for maneuver and the margin of action for many are overwhelmed by the constraints of a few? How do elites—ritual elders, Brahmanic priests, manorial lords, factory-managers—secure compliance to a normative order? How are expressions of submission and resistance woven together in a fabric of cultural understandings? How does a theory of culture enhance our analyses of the reconstitution of political authority from traditional kingship to modern nation-state, the encapsulation of pre-capitalist modes of production, and the attempts to convert \"primordial sentiments\" to \"civic loyalties\"? How do transnational fluidities and diasporic connections make instruments of nation-states contingent? These questions are some of the questions we immediately face when probing the intersections of culture, politics and representation, and they are the issues that lie behind this seminar.\n", + "ANTH 530 Ethnography and Social Theory. Erik Harms. This seminar for first- and second-year Ph.D. students in Anthropology runs in tandem with the department’s reinvigorated EST Colloquium. The colloquium consists of public presentations by cutting-edge speakers—four or five each term—selected and invited by students enrolled in the seminar. In the seminar, students and the instructor discuss selected works (generally no longer than article-length) related to the topics presented by the colloquium speakers and engage in planning activities associated with organizing the EST Colloquium, including but not limited to developing readings lists, creating a viable calendar, curating the list of speakers, securing co-sponsorships, writing invitations, and introducing and hosting the speakers.\n", + "ANTH 541 Agrarian Societies: Culture, Society, History, and Development. Jonathan Wyrtzen, Marcela Echeverri Munoz. An interdisciplinary examination of agrarian societies, contemporary and historical, Western and non-Western. Major analytical perspectives from anthropology, economics, history, political science, and environmental studies are used to develop a meaning-centered and historically grounded account of the transformations of rural society. Team-taught.\n", + "ANTH 542 Cultures and Markets: Asia Connected through Time and Space. Helen Siu. Historical and contemporary movements of people, goods, and cultural meanings that have defined Asia as a region. Reexamination of state-centered conceptualizations of Asia and of established boundaries in regional studies. The intersections of transregional institutions and local societies and their effects on trading empires, religious traditions, colonial encounters, and cultural fusion. Finance flows that connect East Asia and the Indian Ocean to the Middle East and Africa. The cultures of capital and market in the neoliberal and postsocialist world.\n", + "ANTH 548 Medical Anthropology at the Intersections: Theory and Ethnography. Marcia Inhorn. Examination of narratives of gender in India. Folkloristic and anthropological approaches to gendered performance in story, song, and theater. Recent feminist examinations of television, film, advertising, and literature. Topics include classical epic (Ramayana, Shilapathigaram).\n", + "ANTH 581 Power, Knowledge, and the Environment: Social Science Theory and Method. Michael Dove. Course on the social scientific contributions to environmental and natural resource issues, emphasizing equity, politics, and knowledge. Section I, introduction to the course. Section II, disaster and environmental perturbation: the social science of emerging diseases; and the social origins of disaster. Section III, boundaries: cost and benefit in the Green Revolution; riverine restoration; and aspirational infrastructure. Section IV, methods: working within development projects, and rapid appraisal and consultancies. Section V, local communities, resources, and (under)development: representing the poor, development discourse, and indigenous peoples and knowledge. This is a core M.E.M. specialization course in YSE and a core course in the combined YSE/Anthropology doctoral degree program. Enrollment capped.\n", + "ANTH 597 Power in Conservation. Carol Carpenter. This course examines the anthropology of power, particularly power in conservation interventions in the global South. It is intended to give students a toolbox of ideas about power in order to improve the effectiveness of conservation. Conservation thought and practice are power-laden: conservation thought is powerfully shaped by the history of ideas of nature and its relation to people, and conservation interventions govern and affect peoples and ecologies. This course argues that being able to think deeply, particularly about power, improves conservation policy making and practice. Political ecology is by far the best known and published approach to thinking about power in conservation; this course emphasizes the relatively neglected but robust anthropology of conservation literature outside political ecology, especially literature rooted in Foucault. It is intended to make four of Foucault’s concepts of power accessible, concepts that are the most used in the anthropology of conservation: the power of discourses, discipline and governmentality, subject formation, and neoliberal governmentality. The important ethnographic literature that these concepts have stimulated is also examined. Together, theory and ethnography can underpin our emerging understanding of a new, Anthropocene-shaped world. This course will be of interest to students and scholars of conservation, environmental anthropology, and political ecology, as well as conservation practitioners and policy makers. It is a required course for students in the combined YSE/Anthropology doctoral degree program. It is highly recommended for M.E.Sc. students who need an in-depth course on social science theory. M.E.M. students interested in conservation practice and policy making are also encouraged to consider this course, which makes an effort to bridge the gap between the best academic literature and practice. Open to advanced undergraduates. No prerequisites. Three-hour discussion-centered seminar.\n", + "ANTH 601 Meaning and Materiality. Paul Kockelman. This course is about the relation between meaning and materiality. We read classic work at the intersection of biosemiosis, technocognition, and sociogenesis. And we use these readings to understand the relation between significance, selection, sieving, and serendipity.\n", + "ANTH 612 Latinx Ethnography. Ana Ramos-Zayas. Consideration of ethnography within the genealogy and intellectual traditions of Latinx studies. Topics include questions of knowledge production and epistemological traditions in Latin America and U.S. Latino communities; conceptions of migration, transnationalism, and space; perspectives on \"(il)legality\" and criminalization; labor, wealth, and class identities; contextual understandings of gender and sexuality; theorizations of affect and intimate lives; and the politics of race and inequality under white liberalism and conservatism in the United States.\n", + "ANTH 621 Engaging Anthropology: Histories, Theories, and Practices. Lisa Messeri. This is the first course of a yearlong sequence for doctoral students in Anthropology and combined programs. Students are introduced to the discipline through theoretical, historical, and experimental approaches. In addition to gaining an expansive view of the field, students have the opportunity to hone foundational scholarly skills.\n", + "ANTH 701 Foundations of Modern Archaeology. Richard Burger. How method, theory, and social policy have influenced the development of archaeology as a set of methods, an academic discipline, and a political tool.\n", + "ANTH 716L Introduction to Archaeological Laboratory Sciences. Ellery Frahm. Introduction to techniques of archaeological laboratory analysis, with quantitative data styles and statistics appropriate to each. Topics include dating of artifacts, sourcing of ancient materials, remote sensing, and microscopic and biochemical analysis. Specific techniques covered vary from year to year.\n", + "ANTH 717 Ancient Maya Writing. Oswaldo Chinchilla Mazariegos. Introduction to the ancient Maya writing system. Contents of the extant corpus, including nametags, royal and ritual commemorations, dynastic and political subjects, and religious and augural subjects; principles and methods of decipherment; overview of the Maya calendar; comparison with related writing systems in Mesoamerica and elsewhere in the ancient world.\n", + "ANTH 743 Archaeological Research Design and Proposal Development. William Honeychurch. An effective proposal requires close consideration of all steps of research design, from statement of the problem to data analysis. The course is designed to provide an introduction to the principles by which archaeological research projects are devised and proposed. Students receive intensive training in the preparation of a research proposal with the expectation that the final proposal will be submitted to national and international granting agencies for consideration. The course is structured around the creation of research questions; hypothesis development and statement of expectations; and the explicit linking of expectations to material patterning, field methods, and data analysis. Students review and critique examples of funded and nonfunded research proposals and comment extensively on each other's proposals. In addition to developing one’s own research, learning to constructively critique the work of colleagues is imperative for becoming a responsible anthropological archaeologist.\n", + "ANTH 750 Analysis of Lithic Technology. Oswaldo Chinchilla Mazariegos. This course provides an introduction to the analysis of the chipped and ground stone tools found on archaeological sites. As a laboratory course, it includes hands-on instruction: we learn how to manufacture chipped stone tools out of obsidian. We begin by reviewing the development of chipped and ground stone tool technology from the earliest simple pebble tools to historical period tools. We discuss the relevance of lithics research to issues of subsistence, craft specialization, and trade. We also discuss how these artifacts are recorded, analyzed, and drawn, and we review related studies such as sourcing and use-wear analysis.\n", + "ANTH 755 Inca Culture and Society. Richard Burger. The history and organization of the Inca empire and its impact on the nations and cultures conquered by it. The role of archaeology in understanding the transformation of Andean lifeways is explored, as is the interplay between ethnohistoric and archaeological approaches to the subject.\n", + "ANTH 759 Social Complexity in Ancient China. Anne Underhill. This seminar explores the variety of archaeological methods and theoretical approaches that have been employed to investigate the development and nature of social complexity in ancient China. The session meetings focus on the later prehistoric and early historic periods, and several geographic regions are included. They also consider how developments in ancient China compare to other areas of the world. Most of the readings emphasize archaeological remains, although relevant information from early historical texts is considered.\n", + "ANTH 785 Archaeological Ceramics I. Anne Underhill. Ceramics are a rich source of information about a range of topics including ancient technology, cooking practices, craft specialization, regional trade, and religious beliefs. This course provides a foundation for investigating such topics and gaining practical experience in archaeological analysis of ceramics. Students have opportunities to focus on ceramics of particular interest to them, whether these are low-fired earthen wares, or porcelains. We discuss ancient pottery production and use made in diverse contexts ranging from households in villages to workshops in cities. In addition we refer to the abundant ethnoarchaeological data about traditional pottery production.\n", + "ANTH 788 Origins of Ancient Egypt: Archaeology of the Neolithic, Predynastic, and Early Dynastic Periods. Gregory Marouard. This seminar is a graduate-level course that examines, from an archaeological and material culture perspective, the origins of the Egyptian civilization from the late Neolithic period (ca. 5500 BC) to the beginning of the Early Dynastic period (ca. 2900-2800 BC). After a progressive change of the Northeastern Africa climate in the course of the sixth millennium BC, the late Neolithic populations regroup within the Nile valley and rapidly settle in several parts of this natural corridor and major axis of communication between the African continent and the Middle East. Strongly influenced by the Saharan or the Levantine Neolithic, two early Egyptian sedentary communities will arise in Lower and Upper Egypt with very distinctive material cultures and burial practices, marking the gradual development of a complex society from which emerge important societal markers such as social differentiation, craft specialization, long-distance exchange networks, emergence of writing, administration and centralization, that will slowly lead to the development of local elites and early forms of kingship controlling proto-kingdoms. From those societies and the consecutive assimilation of both into a single cultural identity, around 3200 BC, some of the main characteristics of the subsequent Egyptian civilization will emerge from this crucial phase of state formation. Most of the major archaeological sites of this period are investigated through the scope of material culture; art; funerary traditions; and the study of large settlement and cemetery complexes using, as much as possible, information from recent excavations and discoveries. This course includes in particular the study of the first Neolithic settlements (Fayum, Merimde, al-Omari, Badari), the Lower Egyptian cultures (Buto, Maadi, Helwan and the Eastern Delta), the various phases of the Naqada cultures (at Hierakonpolis, Naqada and Ballas, Abydos), and the rise of the state (specifically in Abydos and Memphis areas). This course is suitable for graduate students (M.A. and Ph.D. programs) in the fields of Egyptology, archaeology, anthropology, and ancient history. With instructor and residential college dean approval, undergraduate students with a specialty in Egyptology or archaeology can register. No background in Egyptology is required, and no Egyptian language is taught. This course is the first in a series of chronological survey courses in Egyptian Archaeology.\n", + "ANTH 801 Behavioral Ecology and Social Evolution. Eduardo Fernandez-Duque. Critical evaluation of the current state of theory and empirical research on sexual selection and parental investment in evolutionary ecology through discussion of reviews and empirical studies. Evidence that sexual selection and parental investment have played and continue to play key roles in the evolution and maintenance of particular features of morphology, behavior, and social organization.\n", + "ANTH 824 Politics of Memory. Yukiko Koga. \n", + "\n", + "\n", + "This course explores the role of memory as a social, cultural, and political force in contemporary society. How societies remember difficult pasts has become a contested site for negotiating the present. Through the lens of memory, we examine complex roles that our relationships to difficult pasts play in navigating issues we face today. The course explores the politics of memory that takes place in the realm of popular culture and public space. It asks such questions as: How do you represent difficult and contested pasts? What does it mean to enable long-silenced victims’ voices to be heard? What are the consequences of re-narrating the past by highlighting past injuries and trauma? Does memory work heal or open wounds of a society and a nation? Through examples drawn from the Holocaust, the atomic bombing in Hiroshima, the Vietnam War, genocide in Indonesia, and massacres in Lebanon, to debates on confederacy statues, slavery, and lynching in the United States, the course approaches these questions through an anthropological exploration of concepts such as memory, trauma, mourning, silence, voice, testimony, and victimhood.\n", + "ANTH 849 Primate Models for Human Evolution. David Watts. Review of ways in which the study of living nonhuman primates can be used to address questions about hominin evolution and modern human behavior. Topics include chimpanzees as referential models, intergroup aggression, sexual conflict and sexual selection, social cognition, and inferring diets and social systems of extinct hominins.\n", + "ANTH 864 Human Osteology. Eric Sargis. A lecture and laboratory course focusing on the characteristics of the human skeleton and its use in studies of functional morphology, paleodemography, and paleopathology. Laboratories familiarize students with skeletal parts; lectures focus on the nature of bone tissue, its biomechanical modification, sexing, aging, and interpretation of lesions.\n", + "ANTH 894 Methods and Research in Molecular Anthropology I. Serena Tucci. A two-part practical introduction to molecular analyses of anthropological questions. In the first term, students learn a range of basic tools for laboratory-based genetic analyses and bioinformatics. In the second term, students design and carry out independent laboratory projects that were developed in the first term.\n", + "ANTH 950 Directed Research: Preparation for Qualifying Exam. Erik Harms. By arrangement with faculty.\n", + "ANTH 951 DirRsrch:Ethnology&SocAnthro: Ceramic Research Ancient China. Anne Underhill. By arrangement with faculty.\n", + "ANTH 951 Directed Research in Ethnology and Social Anthropology. Erik Harms. By arrangement with faculty.\n", + "ANTH 952 Directed Research in Linguistics. Erik Harms. By arrangement with faculty.\n", + "ANTH 953 Directed Research in Archaeology and Prehistory. Erik Harms. By arrangement with faculty.\n", + "ANTH 954 Directed Research in Biological Anthropology. By arrangement with faculty.\n", + "ANTH 954 Directed Research in Biological Anthropology. Jonathan Reuning-Scherer. By arrangement with faculty.\n", + "ANTH 955 Directed Research in Evolutionary Biology. Erik Harms. By arrangement with faculty.\n", + "ANTH 963 Topics in the Environmental Humanities. Paul Sabin, Sunil Amrith. This is the required workshop for the Graduate Certificate in Environmental Humanities. The workshop meets six times per term to explore concepts, methods, and pedagogy in the environmental humanities, and to share student and faculty research. Each student pursuing the Graduate Certificate in Environmental Humanities must complete both a fall term and a spring term of the workshop, but the two terms of student participation need not be consecutive. The fall term each year emphasizes key concepts and major intellectual currents. The spring term each year emphasizes pedagogy, methods, and public practice. Specific topics vary each year. Students who have previously enrolled in the course may audit the course in a subsequent year. This course does not count toward the coursework requirement in history.\n", + "APHY 050 Science of Modern Technology and Public Policy. Daniel Prober. Examination of the science behind selected advances in modern technology and implications for public policy, with focus on the scientific and contextual basis of each advance. Topics are developed by the participants with the instructor and with guest lecturers, and may include nanotechnology, quantum computation and cryptography, renewable energy technologies, optical systems for communication and medical diagnostics, transistors, satellite imaging and global positioning systems, large-scale immunization, and DNA made to order.\n", + "APHY 050 Science of Modern Technology and Public Policy. Daniel Prober. Examination of the science behind selected advances in modern technology and implications for public policy, with focus on the scientific and contextual basis of each advance. Topics are developed by the participants with the instructor and with guest lecturers, and may include nanotechnology, quantum computation and cryptography, renewable energy technologies, optical systems for communication and medical diagnostics, transistors, satellite imaging and global positioning systems, large-scale immunization, and DNA made to order.\n", + "APHY 151 Multivariable Calculus for Engineers. Vidvuds Ozolins. An introduction to multivariable calculus focusing on applications to engineering problems. Topics include vector-valued functions, vector analysis, partial differentiation, multiple integrals, vector calculus, and the theorems of Green, Stokes, and Gauss.\n", + "APHY 194 Ordinary and Partial Differential Equations with Applications. Beth Anne Bennett. Basic theory of ordinary and partial differential equations useful in applications. First- and second-order equations, separation of variables, power series solutions, Fourier series, Laplace transforms.\n", + "APHY 293 Einstein and the Birth of Modern Physics. A Douglas Stone. The first twenty-five years of the 20th century represent a turning point in human civilization as for the first time mankind achieved a systematic and predictive understanding of the atomic level constituents of matter and energy, and the mathematical laws which describe the interaction of these constituents. In addition, the General Theory of Relativity opened up for the first time a quantitative study of cosmology, of the history of the universe as a whole. Albert Einstein was at the center of these breakthroughs, and also became an iconic figure beyond physics, representing scientist genius engaged in pure research into the fundamental laws of nature. This course addresses the nature of the transition to modern physics, underpinned by quantum and relativity theory, through study of Einstein’s science, biography, and historical context. It also presents the basic concepts in electromagnetic theory, thermodynamics and statistical mechanics, special theory of relativity, and quantum mechanics which were central to this revolutionary epoch in science.\n", + "APHY 320 Introduction to Semiconductor Devices. Mengxia Liu. An introduction to the physics of semiconductors and semiconductor devices. Topics include crystal structure; energy bands in solids; charge carriers with their statistics and dynamics; junctions, p-n diodes, and LEDs; bipolar and field-effect transistors; and device fabrication. Additional lab one afternoon per week. Prepares for EENG 325 and 401. Recommended preparation: EENG 200.\n", + "APHY 420 Thermodynamics and Statistical Mechanics. Nicholas Read. This course is subdivided into two topics. We study thermodynamics from a purely macroscopic point of view and then we devote time to the study of statistical mechanics, the microscopic foundation of thermodynamics.\n", + "APHY 439 Basic Quantum Mechanics. Robert Schoelkopf. The basic concepts and techniques of quantum mechanics essential for solid-state physics and quantum electronics. Topics include the Schrödinger treatment of the harmonic oscillator, atoms and molecules and tunneling, matrix methods, and perturbation theory.\n", + "APHY 448 Solid State Physics I. Yu He. The first term of a two-term sequence covering the principles underlying the electrical, thermal, magnetic, and optical properties of solids, including crystal structure, phonons, energy bands, semiconductors, Fermi surfaces, magnetic resonances, phase transitions, dielectrics, magnetic materials, and superconductors.\n", + "APHY 458 Principles of Optics with Applications. Hui Cao. Introduction to the principles of optics and electromagnetic wave phenomena with applications to microscopy, optical fibers, laser spectroscopy, and nanostructure physics. Topics include propagation of light, reflection and refraction, guiding light, polarization, interference, diffraction, scattering, Fourier optics, and optical coherence.\n", + "APHY 469 Special Projects. Daniel Prober. Faculty-supervised individual or small-group projects with emphasis on research (laboratory or theory). Students are expected to consult the director of undergraduate studies and appropriate faculty members to discuss ideas and suggestions for suitable topics. This course may be taken more than once, is graded pass/fail, is limited to Applied Physics majors, and does not count toward the senior requirement.\n", + "APHY 470 Statistical Methods with Applications in Science and Finance. Sohrab Ismail-Beigi. Introduction to key methods in statistical physics with examples drawn principally from the sciences (physics, chemistry, astronomy, statistics, biology) as well as added examples from finance. Students learn the fundamentals of Monte Carlo, stochastic random walks, and analysis of covariance analytically as well as via numerical exercises.\n", + "APHY 471 Senior Special Projects. Daniel Prober. Faculty-supervised individual or small-group projects with emphasis on research (laboratory or theory). Students are expected to consult the director of undergraduate studies and appropriate faculty members to discuss ideas and suggestions for suitable topics. This course may be taken more than once and is limited to Applied Physics majors in their junior and senior years.\n", + "APHY 506 Basic Quantum Mechanics. Robert Schoelkopf. Basic concepts and techniques of quantum mechanics essential for solid state physics and quantum electronics. Topics include the Schrödinger treatment of the harmonic oscillator, atoms and molecules and tunneling, matrix methods, and perturbation theory.\n", + "APHY 526 Explorations in Physics and Computation. Logan Wright. Computation has taken on an important, often central, role in both the practice and conception of physical science and engineering physics. This relationship is intricate and multifaceted, including computation for physics, computation with physics, and computation as a lens through which to understand physical processes. This course takes a more or less random walk within this space, surveying ideas and technologies that either apply computation to physics, that understand physical phenomena through the lens of computation, or that use physics to perform computation. Given the extent to which machine learning methods are currently revolutionizing this space of ideas, we focus somewhat more on topics related to modern machine learning, as opposed to other sorts of algorithms and computation. Since it is covered more deeply in other courses, we do not extensively cover error-corrected/fault tolerant quantum information processing, but we do frequently consider quantum physics. The course does not provide a systematic overview of any one topic, but rather a sampling of ideas and concepts relevant to modern research challenges. It is therefore intended for graduate students in early years of their program or research-inclined senior undergraduate students contemplating a research career. As a result, in addition to the scientific topics at hand, key learning goals include the basics of literature review, presentation, collegial criticism (peer review), and synthesizing new research ideas. Evaluation is primarily through two projects, one a lecture reviewing a topic area of interest and one a tutorial notebook providing worked numerical examples/code meant to develop or introduce a concept.\n", + "APHY 548 Solid State Physics I. Yu He. A two-term sequence (with APHY 549) covering the principles underlying the electrical, thermal, magnetic, and optical properties of solids, including crystal structures, phonons, energy bands, semiconductors, Fermi surfaces, magnetic resonance, phase transitions, and superconductivity.\n", + "APHY 576 Topics in Applied Physics Research. Vidvuds Ozolins. The course introduces the fundamentals of applied physics research to graduate students in the Department of Applied Physics in order to introduce them to resources and opportunities for research activities. The content of the class includes overview presentations from faculty and other senior members of the department and related departments about their research and their career trajectories. The class also includes presentations from campus experts who offer important services that support Applied Physics graduate students in their successful degree completion.\n", + "APHY 588 Modern Nanophotonics: Theory and Design. Owen Miller. This course is an introduction to modern nanophotonic theory and design. We introduce a broad range of mathematical and computational tools with which one can analyze, understand, and design for a diverse range of nanophotonic phenomena. The course is meant to be in the orthogonal complement of traditional courses working through Jackson’s Classical Electrodynamics—we (mostly) avoid specialized high-symmetry cases in which Maxwell’s equations can be solved exactly. Instead, our emphasis is on general mode, quasinormal-mode, and scattering-matrix descriptions, as well as surface- and volume-integral formulations that distill the essential physics of complex systems. The unique properties and trade-offs for a variety of computational methods, including finite-element, finite-difference, integral-equation, and modal-expansion (e.g., RCWA) approaches, comprise a significant portion of the latter half of the term. The robust open-source computational tools Meep, S4, and NLopt are introduced early on, to be learned and utilized throughout the term.\n", + "APHY 628 Statistical Physics II. Meng Cheng. An advanced course in statistical mechanics. Topics may include mean field theory of and fluctuations at continuous phase transitions; critical phenomena, scaling, and introduction to the renormalization group ideas; topological phase transitions; dynamic correlation functions and linear response theory; quantum phase transitions; superfluid and superconducting phase transitions; cooperative phenomena in low-dimensional systems.\n", + "APHY 634 Mesoscopic Physics I. Michel Devoret. Introduction to the physics of nanoscale solid state systems, which are large and disordered enough to be described in terms of simple macroscopic parameters like resistance, capacitance, and inductance, but small and cold enough that effects usually associated with microscopic particles, like quantum-mechanical coherence and/or charge quantization, dominate. Emphasis is placed on transport and noise phenomena in the normal and superconducting regimes.\n", + "APHY 650 Theory of Solids I. Leonid Glazman. A graduate-level introduction with focus on advanced and specialized topics. Knowledge of advanced quantum mechanics (Sakurai level) and solid state physics (Kittel and Ashcroft-Mermin level) is assumed. The course teaches advanced solid state physics techniques and concepts.\n", + "APHY 675 Principles of Optics with Applications. Hui Cao. Introduction to the principles of optics and electromagnetic wave phenomena with applications to microscopy, optical fibers, laser spectroscopy, nanophotonics, plasmonics, and metamaterials. Topics include propagation of light, reflection and refraction, guiding light, polarization, interference, diffraction, scattering, Fourier optics, and optical coherence.\n", + "APHY 676 Introduction to Light-Matter Interactions. Peter Rakich. Optical properties of materials and a variety of coherent light-matter interactions are explored through the classical and quantum treatments. The role of electronic, phononic, and plasmonic interactions in shaping the optical properties of materials is examined using generalized quantum and classical coupled-mode theories. The dynamic response of media to strain, magnetic, and electric fields is also treated. Modern topics are explored, including optical forces, photonic crystals, and metamaterials; multi-photon absorption; and parametric processes resulting from electronic, optomechanical, and Raman interactions.\n", + "APHY 691 Quantum Optics. Shruti Puri. Quantization of the electromagnetic field, coherence properties and representation of the electromagnetic field, quantum phenomena in simple nonlinear optics, atom-field interaction, stochastic methods, master equation, Fokker-Planck equation, Heisenberg-Langevin equation, input-output formulation, cavity quantum electrodynamics, quantum theory of laser, trapped ions, light forces, quantum optomechanics, Bose-Einstein condensation, quantum measurement and control.\n", + "APHY 990 Special Investigations. Peter Schiffer. Faculty-supervised individual projects with emphasis on research, laboratory, or theory. Students must define the scope of the proposed project with the faculty member who has agreed to act as supervisor, and submit a brief abstract to the director of graduate studies for approval.\n", + "ARBC 110 Elementary Modern Standard Arabic I. Muhammad Aziz. Development of a basic knowledge of Modern Standard Arabic. Emphasis on grammatical analysis, vocabulary acquisition, and the growth of skills in speaking, listening, reading, and writing.\n", + "ARBC 110 Elementary Modern Standard Arabic I. Muhammad Aziz. Development of a basic knowledge of Modern Standard Arabic. Emphasis on grammatical analysis, vocabulary acquisition, and the growth of skills in speaking, listening, reading, and writing.\n", + "ARBC 110 Elementary Modern Standard Arabic I. Jonas Elbousty. Development of a basic knowledge of Modern Standard Arabic. Emphasis on grammatical analysis, vocabulary acquisition, and the growth of skills in speaking, listening, reading, and writing.\n", + "ARBC 110 Elementary Modern Standard Arabic I. Jonas Elbousty. Development of a basic knowledge of Modern Standard Arabic. Emphasis on grammatical analysis, vocabulary acquisition, and the growth of skills in speaking, listening, reading, and writing.\n", + "ARBC 122 Modern Standard Arabic for Heritage Learners I. Sarab Al Ani. This course is designed for students who have been exposed to Arabic—either at home or by living in an Arabic speaking country —but who have little or no formal training in the language. The main purpose of the course is to: build on the language knowledge students bring to the classroom to improve their skills and performance in the three modes of communication (Interpersonal, Presentational, and Interpretive), to fulfill various needs. Particular attention is paid to building, controlling, and mastering language structures. Effective study strategies are used in this course to strengthen writing skills in MSA. Various assignments and tasks are designed to improve the learner's understanding of several issues related to culture in various Arabic speaking countries.\n", + "ARBC 130 Intermediate Modern Standard Arabic I. Randa Muhammed. Intensive review of grammar; readings from contemporary and classical Arab authors with emphasis on serial reading of unvoweled Arabic texts, prose composition, and formal conversation.\n", + "ARBC 130 Intermediate Modern Standard Arabic I. Randa Muhammed. Intensive review of grammar; readings from contemporary and classical Arab authors with emphasis on serial reading of unvoweled Arabic texts, prose composition, and formal conversation.\n", + "ARBC 136 Beginning Classical Arabic I. Miguel Marques Mano Monteiro de Sena. Introduction to classical Arabic, with emphasis on grammar to improve analytical reading skills. Readings include Qur'anic passages, literary material in both poetry and prose, biographical entries, and religious texts.\n", + "ARBC 150 Advanced Modern Standard Arabic I. Sarab Al Ani. Further development of listening, writing, and speaking skills. For students who already have a substantial background in Modern Standard Arabic.\n", + "ARBC 156 Intermediate Classical Arabic I. Kevin Butts. A course on Arabic grammar and morphology that builds on the skills acquired in ARBC 146/510, with emphasis on vocabulary, grammar, and reading skills and strategies. Readings drawn from a variety of genres, such as biography, history, hadith, and poetry. Previously ARBC 158.\n", + "ARBC 168 Modern Arab Writers. Muhammad Aziz. Study of novels and poetry written by modern Arab writers. Such writers include Taha Hussein, Zaid Dammaj, Huda Barakat, Nizar Qabbani, al-Maqalih, and Mostaghanimi.\n", + "ARBC 191 Egyptian Arabic. Randa Muhammed. A basic course in the Egyptian dialect of Arabic. Principles of grammar and syntax; foundations for conversation and listening comprehension.\n", + "ARBC 500 Elementary Modern Standard Arabic I. Muhammad Aziz. A two-term course for students who have no previous background in Arabic. Students learn the Arabic alphabet, basic vocabulary and expression, and basic grammatical structures and concepts, and concentrate on developing listening and speaking skills. The course aims at developing the following skills: reading to extract the gist of written Modern Standard Arabic texts; speaking with increased ease, good pronunciation, sound grammatical forms, and correct usage; writing to respond to simple daily life issues; forming and recognizing grammatically correct Modern Standard Arabic.\n", + "ARBC 500 Elementary Modern Standard Arabic I. Muhammad Aziz. A two-term course for students who have no previous background in Arabic. Students learn the Arabic alphabet, basic vocabulary and expression, and basic grammatical structures and concepts, and concentrate on developing listening and speaking skills. The course aims at developing the following skills: reading to extract the gist of written Modern Standard Arabic texts; speaking with increased ease, good pronunciation, sound grammatical forms, and correct usage; writing to respond to simple daily life issues; forming and recognizing grammatically correct Modern Standard Arabic.\n", + "ARBC 500 Elementary Modern Standard Arabic I. Jonas Elbousty. A two-term course for students who have no previous background in Arabic. Students learn the Arabic alphabet, basic vocabulary and expression, and basic grammatical structures and concepts, and concentrate on developing listening and speaking skills. The course aims at developing the following skills: reading to extract the gist of written Modern Standard Arabic texts; speaking with increased ease, good pronunciation, sound grammatical forms, and correct usage; writing to respond to simple daily life issues; forming and recognizing grammatically correct Modern Standard Arabic.\n", + "ARBC 500 Elementary Modern Standard Arabic I. Jonas Elbousty. A two-term course for students who have no previous background in Arabic. Students learn the Arabic alphabet, basic vocabulary and expression, and basic grammatical structures and concepts, and concentrate on developing listening and speaking skills. The course aims at developing the following skills: reading to extract the gist of written Modern Standard Arabic texts; speaking with increased ease, good pronunciation, sound grammatical forms, and correct usage; writing to respond to simple daily life issues; forming and recognizing grammatically correct Modern Standard Arabic.\n", + "ARBC 502 Intermediate Modern Standard Arabic I. Randa Muhammed. A two-term course for students with previous background in Arabic. It is designed to improve proficiency in aural and written comprehension as well as in speaking and writing skills. The course aims to develop the following skills: reading to extract the gist as well as key details of written Modern Standard Arabic texts on a variety of academic, social, cultural, economic, and political topics; speaking with greater fluency and enhanced engagement in conversations on a variety of topics; mastering writing, easily forming and recognizing grammatically correct Arabic sentences.\n", + "ARBC 502 Intermediate Modern Standard Arabic I. Randa Muhammed. A two-term course for students with previous background in Arabic. It is designed to improve proficiency in aural and written comprehension as well as in speaking and writing skills. The course aims to develop the following skills: reading to extract the gist as well as key details of written Modern Standard Arabic texts on a variety of academic, social, cultural, economic, and political topics; speaking with greater fluency and enhanced engagement in conversations on a variety of topics; mastering writing, easily forming and recognizing grammatically correct Arabic sentences.\n", + "ARBC 504 Advanced Modern Standard Arabic I. Sarab Al Ani. Focus on improving the listening, writing, and speaking skills of students who already have a substantial background in the study of modern standard Arabic. Prerequisite: ARBC 503 or permission of the instructor.\n", + "ARBC 509 Beginning Classical Arabic I. Miguel Marques Mano Monteiro de Sena. Introduction to classical Arabic, with emphasis on grammar to improve analytical reading skills. Readings include Qur’anic passages, literary material in both poetry and prose, biographical entries, and religious texts.\n", + "ARBC 511 Intermediate Classical Arabic I. Kevin Butts. A course on Arabic grammar and morphology that builds on the skills acquired in ARBC 146/510, with emphasis on vocabulary, grammar, and reading skills and strategies. Readings drawn from a variety of genres, such as biography, history, hadith, and poetry.\n", + "ARBC 520 Egyptian Arabic. Randa Muhammed. \n", + "ARBC 522 Modern Standard Arabic for Heritage Learners I. Sarab Al Ani. This course is designed for students who have been exposed to Arabic—either at home or by living in an Arabic speaking country—but who have little or no formal training in the language. The main purpose of the course is to build on the language knowledge students bring to the classroom to improve their skills and performance in the three modes of communication (interpersonal, presentational, and interpretive) to fulfill various needs. Particular attention is paid to building, controlling, and mastering language structures. Effective study strategies are used in this course to strengthen writing skills in MSA. Various assignments and tasks are designed to improve the learner's understanding of several issues related to culture in various Arabic speaking countries.\n", + "ARBC 560 Graduate Arabic Seminar: Rihlah. Shawkat Toorawa. Study and interpretation of classical Arabic texts for graduate students. The focus this term is on Arabic prose texts.\n", + "ARBC 567 Modern Arab Writers. Muhammad Aziz. Study of novels and poetry written by modern Arab writers, including Taha Hussein, Zaid Dammaj, Hoda Barakat, Nizar Qabbani, al-Maqalih, and Mostaghanimi. Prerequisite: ARBC 504 or permission of the instructor.\n", + "ARCG 110 Introduction to the History of Art: Global Decorative Arts. Edward Cooke. Global history of the decorative arts from antiquity to the present. The materials and techniques of ceramics, textiles, metals, furniture, and glass. Consideration of forms, imagery, decoration, and workmanship. Themes linking geography and time, such as trade and exchange, simulation, identity, and symbolic value.\n", + "ARCG 110 Introduction to the History of Art: Global Decorative Arts. Global history of the decorative arts from antiquity to the present. The materials and techniques of ceramics, textiles, metals, furniture, and glass. Consideration of forms, imagery, decoration, and workmanship. Themes linking geography and time, such as trade and exchange, simulation, identity, and symbolic value.\n", + "ARCG 110 Introduction to the History of Art: Global Decorative Arts. Global history of the decorative arts from antiquity to the present. The materials and techniques of ceramics, textiles, metals, furniture, and glass. Consideration of forms, imagery, decoration, and workmanship. Themes linking geography and time, such as trade and exchange, simulation, identity, and symbolic value.\n", + "ARCG 110 Introduction to the History of Art: Global Decorative Arts. Global history of the decorative arts from antiquity to the present. The materials and techniques of ceramics, textiles, metals, furniture, and glass. Consideration of forms, imagery, decoration, and workmanship. Themes linking geography and time, such as trade and exchange, simulation, identity, and symbolic value.\n", + "ARCG 110 Introduction to the History of Art: Global Decorative Arts. Global history of the decorative arts from antiquity to the present. The materials and techniques of ceramics, textiles, metals, furniture, and glass. Consideration of forms, imagery, decoration, and workmanship. Themes linking geography and time, such as trade and exchange, simulation, identity, and symbolic value.\n", + "ARCG 110 Introduction to the History of Art: Global Decorative Arts. Global history of the decorative arts from antiquity to the present. The materials and techniques of ceramics, textiles, metals, furniture, and glass. Consideration of forms, imagery, decoration, and workmanship. Themes linking geography and time, such as trade and exchange, simulation, identity, and symbolic value.\n", + "ARCG 110 Introduction to the History of Art: Global Decorative Arts. Global history of the decorative arts from antiquity to the present. The materials and techniques of ceramics, textiles, metals, furniture, and glass. Consideration of forms, imagery, decoration, and workmanship. Themes linking geography and time, such as trade and exchange, simulation, identity, and symbolic value.\n", + "ARCG 172 Great Hoaxes and Fantasies in Archaeology. Examination of selected archaeological hoaxes, cult theories, and fantasies; demonstration of how archaeology can be manipulated to authenticate nationalistic ideologies, religious causes, and modern stereotypes. Examples of hoaxes and fantasies include the lost continent of Atlantis, Piltdown man, ancient giants roaming the earth, and alien encounters. Evaluation of how, as a social science, archaeology is capable of rejecting such interpretations about the past.\n", + "ARCG 242 Ancient Egyptian Materials and Techniques: Their Histories and Socio-Economic Implications. Gregory Marouard. This seminar investigates in detail ancient Egyptian materials, techniques, and industries through the scope of archaeology, history, and socioeconomical, textual as well as iconographic data. When possible ethnoarchaeological and experimental approaches of the antique chaîne-opératoire are discussed in order to illustrate skills and professions that have now completely disappeared. This class is organized according to various themes within a diachronical approach, from the 4th millennium BC to the Roman Period. Copper and precious metals, construction stones, hard stones and gems, glass and faience production, imported wood or ivory, we explore multiple categories of materials, where and how they were collected or exchanged, the way these products were transported, transformed, refined or assembled and the complex organization of the work involved and administration that was required in order to satisfy the tastes of Egyptian elites or their desires to worship their gods. Some other vernacular savoir-faire linked to the everyday life and the death is explored, through food production and mummification practices. The aim of this seminar is not only to give an overview of the history of techniques for this early civilization but, beyond how things were made, to acquire a more critical view of ancient Egyptian culture through the material culture and as well the strong economic and sociologic implications linked to their objects and constructions―rather than the usual focus on its temples and tombs.\n", + "ARCG 243 Greek Art and Architecture. Milette Gaifman. Monuments of Greek art and architecture from the late Geometric period (c. 760 B.C.) to Alexander the Great (c. 323 B.C.). Emphasis on social and historical contexts.\n", + "ARCG 255 Inca Culture and Society. Richard Burger. The history and organization of the Inca empire and its impact on the nations and cultures it conquered. The role of archaeology in understanding the transformation of Andean lifeways; the interplay between ethnohistoric and archaeological approaches to the subject.\n", + "ARCG 301 Foundations of Modern Archaeology. Richard Burger. Discussion of how method, theory, and social policy have influenced the development of archaeology as a set of methods, an academic discipline, and a political tool.\n", + "ARCG 316L Introduction to Archaeological Laboratory Sciences. Ellery Frahm. Introduction to techniques of archaeological laboratory analysis, with quantitative data styles and statistics appropriate to each. Topics include dating of artifacts, sourcing of ancient materials, remote sensing, and microscopic and biochemical analysis. Specific techniques covered vary from year to year.\n", + "ARCG 354 The Ancient State: Genesis and Crisis from Mesopotamia to Mexico. Harvey Weiss. Ancient states were societies with surplus agricultural production, classes, specialization of labor, political hierarchies, monumental public architecture and, frequently, irrigation, cities, and writing. Pristine state societies, the earliest civilizations, arose independently from simple egalitarian hunting and gathering societies in six areas of the world. How and why these earliest states arose are among the great questions of post-Enlightenment social science. This course explains (1) why this is a problem, to this day, (2) the dynamic environmental forces that drove early state formation, and (3) the unresolved fundamental questions of ancient state genesis and crisis, –law-like regularities or a chance coincidence of heterogenous forces?\n", + "ARCG 385 Archaeological Ceramics. Anne Underhill. Archaeological methods for analyzing and interpreting ceramics, arguably the most common type of object found in ancient sites. Focus on what different aspects of ceramic vessels reveal about the people who made them and used them.\n", + "ARCG 417 Maya Hieroglyphic Writing. Oswaldo Chinchilla Mazariegos. Introduction to the ancient Maya writing system. Contents of the extant corpus, including nametags, royal and ritual commemorations, dynastic and political subjects, and religious and augural subjects; principles and methods of decipherment; overview of the Maya calendar; comparison with related writing systems in Mesoamerica and elsewhere in the ancient world.\n", + "ARCG 450 Analysis of Lithic Technology. Oswaldo Chinchilla Mazariegos. Introduction to the analysis of chipped and ground stone tools, including instruction in manufacturing chipped stone tools from obsidian. Review of the development of stone tool technology from earliest tools to those of historical periods; relevance of this technology to subsistence, craft specialization, and trade. Discussion of the recording, analysis, and drawing of artifacts, and of related studies such as sourcing and use-wear analysis.\n", + "ARCG 464 Human Osteology. Eric Sargis. A lecture and laboratory course focusing on the characteristics of the human skeleton and its use in studies of functional morphology, paleodemography, and paleopathology. Laboratories familiarize students with skeletal parts; lectures focus on the nature of bone tissue, its biomechanical modification, sexing, aging, and interpretation of lesions.\n", + "ARCG 471 Directed Reading and Research in Archaeology. Oswaldo Chinchilla Mazariegos. Qualified students may pursue special reading or research under the guidance of an instructor. A written statement of the proposed research must be submitted to the director of undergraduate studies for approval.\n", + "ARCG 473 Climate Change, Societal Collapse, and Resilience. Harvey Weiss. The coincidence of societal collapses throughout history with decadal and century-scale abrupt climate change events. Challenges to anthropological and historical paradigms of cultural adaptation and resilience. Examination of archaeological and historical records and high-resolution sets of paleoclimate proxies.\n", + "ARCG 491 Senior Research Project in Archaeology. Oswaldo Chinchilla Mazariegos. Required of all students majoring in Archaeological Studies. Supervised investigation of some archaeological topic in depth. The course requirement is a long essay to be submitted as the student's senior essay. The student should present a prospectus and bibliography to the director of undergraduate studies no later than the third week of the term. Written approval from the faculty member who will direct the reading and writing for the course must accompany the prospectus.\n", + "ARCG 642 Ancient Egyptian Materials and Techniques: Their Histories and Socioeconomic Implications. Gregory Marouard. This seminar investigates in detail ancient Egyptian materials, techniques, and industries through the scope of archaeology, history, and socioeconomical, textual, and iconographic data. When possible, ethnoarchaeological and experimental approaches of the antique chaîne-opératoire are discussed in order to illustrate skills and professions that have now completely disappeared. This class is organized according to various themes within a diachronical approach, from the fourth millennium BCE to the Roman period. Copper and precious metals, construction stones, hard stones and gems, glass and faience production, imported wood or ivory—we explore multiple categories of materials; where and how they were collected or exchanged; the way these products were transported, transformed, refined, or assembled; and the complex organization of the work involved and administration that was required in order to satisfy the tastes of Egyptian elites or their desires to worship their gods. Some other vernacular savoir-faire linked to everyday life and death is explored, through food production and mummification practices. The aim is not only to give an overview of the history of techniques for this early civilization but also, beyond how things were made, to acquire a more critical view of ancient Egyptian culture through material culture and the strong economic and sociological implications linked to objects and constructions―rather than the usual focus on Egyptian temples and tombs.\n", + "ARCG 701 Foundations of Modern Archaeology. Richard Burger. How method, theory, and social policy have influenced the development of archaeology as a set of methods, an academic discipline, and a political tool.\n", + "ARCG 716L Introduction to Archaeological Laboratory Sciences. Ellery Frahm. Introduction to techniques of archaeological laboratory analysis, with quantitative data styles and statistics appropriate to each. Topics include dating of artifacts, sourcing of ancient materials, remote sensing, and microscopic and biochemical analysis. Specific techniques covered vary from year to year.\n", + "ARCG 717 Ancient Maya Writing. Oswaldo Chinchilla Mazariegos. Introduction to the ancient Maya writing system. Contents of the extant corpus, including nametags, royal and ritual commemorations, dynastic and political subjects, and religious and augural subjects; principles and methods of decipherment; overview of the Maya calendar; comparison with related writing systems in Mesoamerica and elsewhere in the ancient world.\n", + "ARCG 750 Analysis of Lithic Technology. Oswaldo Chinchilla Mazariegos. This course provides an introduction to the analysis of the chipped and ground stone tools found on archaeological sites. As a laboratory course, it includes hands-on instruction: we learn how to manufacture chipped stone tools out of obsidian. We begin by reviewing the development of chipped and ground stone tool technology from the earliest simple pebble tools to historical period tools. We discuss the relevance of lithics research to issues of subsistence, craft specialization, and trade. We also discuss how these artifacts are recorded, analyzed, and drawn, and we review related studies such as sourcing and use-wear analysis.\n", + "ARCG 755 Inca Culture and Society. Richard Burger. The history and organization of the Inca empire and its impact on the nations and cultures conquered by it. The role of archaeology in understanding the transformation of Andean lifeways is explored, as is the interplay between ethnohistoric and archaeological approaches to the subject.\n", + "ARCG 759 Social Complexity in Ancient China. Anne Underhill. This seminar explores the variety of archaeological methods and theoretical approaches that have been employed to investigate the development and nature of social complexity in ancient China. The session meetings focus on the later prehistoric and early historic periods, and several geographic regions are included. They also consider how developments in ancient China compare to other areas of the world. Most of the readings emphasize archaeological remains, although relevant information from early historical texts is considered.\n", + "ARCG 785 Archaeological Ceramics I. Anne Underhill. Ceramics are a rich source of information about a range of topics including ancient technology, cooking practices, craft specialization, regional trade, and religious beliefs. This course provides a foundation for investigating such topics and gaining practical experience in archaeological analysis of ceramics. Students have opportunities to focus on ceramics of particular interest to them, whether these are low-fired earthen wares, or porcelains. We discuss ancient pottery production and use made in diverse contexts ranging from households in villages to workshops in cities. In addition we refer to the abundant ethnoarchaeological data about traditional pottery production.\n", + "ARCG 788 Origins of Ancient Egypt: Archaeology of the Neolithic, Predynastic, and Early Dynastic Periods. Gregory Marouard. This seminar is a graduate-level course that examines, from an archaeological and material culture perspective, the origins of the Egyptian civilization from the late Neolithic period (ca. 5500 BC) to the beginning of the Early Dynastic period (ca. 2900-2800 BC). After a progressive change of the Northeastern Africa climate in the course of the sixth millennium BC, the late Neolithic populations regroup within the Nile valley and rapidly settle in several parts of this natural corridor and major axis of communication between the African continent and the Middle East. Strongly influenced by the Saharan or the Levantine Neolithic, two early Egyptian sedentary communities will arise in Lower and Upper Egypt with very distinctive material cultures and burial practices, marking the gradual development of a complex society from which emerge important societal markers such as social differentiation, craft specialization, long-distance exchange networks, emergence of writing, administration and centralization, that will slowly lead to the development of local elites and early forms of kingship controlling proto-kingdoms. From those societies and the consecutive assimilation of both into a single cultural identity, around 3200 BC, some of the main characteristics of the subsequent Egyptian civilization will emerge from this crucial phase of state formation. Most of the major archaeological sites of this period are investigated through the scope of material culture; art; funerary traditions; and the study of large settlement and cemetery complexes using, as much as possible, information from recent excavations and discoveries. This course includes in particular the study of the first Neolithic settlements (Fayum, Merimde, al-Omari, Badari), the Lower Egyptian cultures (Buto, Maadi, Helwan and the Eastern Delta), the various phases of the Naqada cultures (at Hierakonpolis, Naqada and Ballas, Abydos), and the rise of the state (specifically in Abydos and Memphis areas). This course is suitable for graduate students (M.A. and Ph.D. programs) in the fields of Egyptology, archaeology, anthropology, and ancient history. With instructor and residential college dean approval, undergraduate students with a specialty in Egyptology or archaeology can register. No background in Egyptology is required, and no Egyptian language is taught. This course is the first in a series of chronological survey courses in Egyptian Archaeology.\n", + "ARCG 864 Human Osteology. Eric Sargis. A lecture and laboratory course focusing on the characteristics of the human skeleton and its use in studies of functional morphology, paleodemography, and paleopathology. Laboratories familiarize students with skeletal parts; lectures focus on the nature of bone tissue, its biomechanical modification, sexing, aging, and interpretation of lesions.\n", + "ARCH 006 Architectures of Urbanism: Thinking, Seeing, Writing the Just City. Michael Schlabs. What is architecture, and how is it conceived, relative to notions of the urban – to the broader, deeper, messier web of ideas, forms, and fantasies constituting \"the city?\" Can architecture play a role in defining the city, as such, or does the city’s political and social construction place it outside the scope of specifically architectural concerns? Likewise, what role can the city play in establishing, interrogating, and extrapolating the limits of architecture, whether as a practice, a discourse, or a physical manifestation of human endeavor in the material environment? This course addresses these and other, related questions, seeking to position art and architecture in their broader urban, social, cultural, political, intellectual, and aesthetic contexts. It explores issues of social justice as they relate to the material spaces of the modern city, and the manner in which those spaces are identified, codified, and made operative in service of aesthetic, social, and political experience. Enrollment limited to first-year students. Preregistration required; see under First-Year Seminar Program.\n", + "ARCH 1011 Architectural Design 1. Brennan Buck, Cara Liberatore, Michael Szivos, Nancy Nichols, Nicholas McDermott, Violette de la Selle. This studio is the first of four core design studios where beginning students bring to the School a wide range of experience and background. Exercises introduce the complexity of architectural design by engaging problems that are limited in scale but not in the issues they provoke. Experiential, social, and material concerns are introduced together with formal and conceptual issues.\n", + "ARCH 1021 Architectural Design 3. Abigail Chang, Aniket Shahane, Lindsey Wikstrom, Martin Finio, Peter de Bretteville, Sharon Betts, Sunil Bald. (Required of second-year M.Arch. I students.) This third core studio concentrates on a medium-scale public building, focusing on the integration of composition, site, program, mass, and form in relation to structure, and methods of construction. Interior spaces are studied in detail. Large-scale models and drawings are developed to explore design issues.\n", + "ARCH 1101 Advanced Studio. Alan Organschi, Andrew Ruff. Advanced studios are limited in enrollment. Selection for studios is determined by lottery.\n", + "ARCH 1102 Advanced Studio. Alan Plattus, Elise Barker Limon. Advanced studios are limited in enrollment. Selection for studios is determined by lottery.\n", + "ARCH 1103 Advanced Studio. Alberto Kalach Kichik, Andrei Harwell, Carlos Zedillo. Advanced studios are limited in enrollment. Selection for studios is determined by lottery.\n", + "ARCH 1104 Advanced Studio. Emily Abruzzo, Kimberly Holden. Advanced studios are limited in enrollment. Selection for studios is determined by lottery.\n", + "ARCH 1105 Advanced Studio. Daniel Wood, Karolina Czeczek. Advanced studios are limited in enrollment. Selection for studios is determined by lottery.\n", + "ARCH 1106 Advanced Studio. Gavin Hogben, Marina Tabassum. Advanced studios are limited in enrollment. Selection for studios is determined by lottery.\n", + "ARCH 1107 Advanced Studio. Can Bui, Jean Pierre Crousse, Sandra Barclay. Advanced studios are limited in enrollment. Selection for studios is determined by lottery.\n", + "ARCH 1108 Advanced Studio. Andrew Benner, Azadeh Rashidi, Billie Tsien. Advanced studios are limited in enrollment. Selection for studios is determined by lottery.\n", + "ARCH 1109 Advanced Studio. Chat Travieso. Advanced studios are limited in enrollment. Selection for studios is determined by lottery.\n", + "ARCH 1110 Advanced Studio. Mark Gage. Advanced studios are limited in enrollment. Selection for studios is determined by lottery.\n", + "ARCH 1211 Drawing and Architectural Form. Victor Agran. With the emergence of increasingly sophisticated digital technologies, the practice of architecture is undergoing the most comprehensive transformation in centuries. Drawing, historically the primary means of generation, presentation, and interrogation of design ideas, is currently ill-defined and under stress. This course examines the historical and theoretical development of descriptive geometry and perspective through the practice of rigorous constructed architectural drawings. The methods and concepts studied serve as a foundation for the development of drawings that consider the relationship between a drawing’s production and its conceptual objectives. Weekly readings, discussions, and drawing exercises investigate the work of key figures in the development of orthographic and three-dimensional projection. Ultimately, the goal is to engage in a focused dialogue about the practice of drawing and different methods of spatial inquiry. Limited enrollment.\n", + "ARCH 1228 Ruins, Ruination and Reuse. Mark Gage. Architectural ruins index the total failure of individual buildings, technologies, economies, or, at times, entire civilizations. This course researches the topics of ruination and architectural ruins—what produces them, what defines them, and how they impact individuals, cities, and civilizations on levels from the visual and formal to the philosophical and psychological. The formal and visual materials of this course emerge from the study of ruins from not only the past and present, but also the future, through research into the speculative territories of online \"ruin porn,\" new genres of art practice, and in particular dystopian television and film projects that reveal an intense contemporary cultural interest in apocalyptic themes. While significant nineteenth-century theories of architectural ruination, including those of John Ruskin (anti-restoration) and Eugène Emmanuel Viollet-le-Duc (pro-restoration), are addressed, the primary intellectual position of the course emerges from readings and discussions of the philosophical methodology of \"ruination.\" Student projects involve the philosophical and aesthetic ruination of iconic architectural projects to determine not only their essential qualities, but hidden, latent ones as well. Subsequent group discussion of this work vacillates between philosophical and aesthetic poles in an attempt to tease out new observations on these projects as well as on the nature of ruins and ruination. The self-designed final project is determined pending consultation between the students and instructor, but involves photorealistic failure of past, present, or future architectural or urban projects; dystopic visual speculations; fabrication experiments that test actual material decay and failure; or attempts to reproduce the aesthetic ambitions of ruin porn through the manipulation of existing, or the design of new, projects. The goal of the course is not to convey an existing body of architectural knowledge, but to unearth a new architectural discourse that considers architecture in reverse—emphasizing its decay rather than its creation in an effort to reveal new territories of architectural agency. Limited enrollment.\n", + "ARCH 1233 Composition and Form. Peter de Bretteville. This seminar addresses issues of architectural composition and form in four three-week exercises titled Form, Structure, Section, and Elevation. Leaving aside demands of program and site in order to concentrate on formal relationships and the impact of alternative strategies, these exercises are intended to develop techniques by which words, briefs, written descriptions, intentions, and requirements can be translated into three dimensions. Each subject is introduced by a one-hour lecture on organizational paradigms in works of architecture from many periods and a variety of cultures. The medium is both physical and 3-D digital models. Multiple iterations emerging from the first-week sketches and finalized in the following week are the basis for the generation of multiple, radically differing strategies, each to be analyzed and understood for its own unique possibilities and consequences. Limited enrollment.\n", + "ARCH 1248 Cartographies of Climate Change. Joyce Hsiang. Climate change disproportionately affects the people and places with the least power and resources. As our sea levels have risen, so too has the extreme socioeconomic disparity of specific communities and countries, creating a drowning class of climate refugees. Entire countries on the front lines of sea-level rise face the specter of nationhood without territory, despite the undeniable fact that their contribution to this global problem is negligible. And if climate change is in fact \"the result of human activity since the mid-20th century,\" it is in actuality a largely male-made phenomenon, if we unpack the gender dynamics and underlying power structures of the proto-G8 nations, the self-proclaimed leaders of industrialization. These power dynamics become even further exacerbated as we consider the implications of the particularly American interest in doubling down on investing in the heaviest piece of infrastructure ever—climate engineering. The architectural community appears to be in agreement. Climate change is a fundamental design problem. And yet calls to action have been ineffectual, responses underwhelming in the face of this overwhelming challenge. As the architectural community is eagerly poised to jump on the design bandwagon, this course seeks to reveal, foreground, empower, and give physical form to the spatial dimensions and power dynamics of the people and places most impacted by climate change. More broadly, the course aspires to help students develop their own critical stance on climate change and the role architects play.\n", + "ARCH 1249 Virtual Futures. Jason Kim, Olalekan Jeyifous. This course is an investigation of the ways technology, which now mediates data through spatial computing platforms such as extended reality (XR), will continue to impact our relationship with the built environment and the architect’s role in the development of these new digital horizons. Our exploration in XR includes a special guest instructor, Olalekan Jeyifous, a visual artist whose work explores visions of the future as a critique of contemporary social structures though the creation of dystopian realities describing urban issues, politics, art, and popular culture as expressions of the black diaspora within the disappearing urban ephemera of places like Brooklyn, New York, where his practice is based. Together, we explore the existing urban condition as an environment co-constitutive of other realities such as social structures, institutionalized injustice, and prevailing false narratives expressed as imagined futures in the form of non-static immersive experiences of the city. These imagined futures reveal the thin line between hope and despair as expressions of uncomfortable truths about the current trajectories of society.\n", + "ARCH 1250 The Plan. Brennan Buck. The architectural plan is an index of architectural values—of how buildings configure people in relation to each other. Historically, the plan was the means through which architects deployed principles of proportion, composition, uniformity, montage, and figuration. It expresses the underlying ethics and ideologies of the architecture; evidences the background environment of building technologies, rules, regulations, conventions, and customs; and traces the power relations that buildings enact. The recent return of the plan as a topic of discourse and focus of architectural energy suggests renewed interest in the correlation of form and politics that the plan describes. This course sketches the history of plan making in the west during the nineteenth and twentieth centuries, from Beaux Arts composition to modern \"non-composition,\" before focusing on the scattershot discourse about the plan today. Rather than positing a single grand thesis about the contemporary plan, the course foregrounds the countless threads of plan making evident today and asks students to identify the underlying ideas, histories, and implications of specific plans.\n", + "ARCH 1253 Small Objects. Joel Greenwood, Nathan Burnell, Timothy Newton. \n", + "ARCH 1254 Ink. Michelle Fornabai. \n", + "ARCH 1259 Geometric Translations. Sunil Bald. \n", + "ARCH 1289 Space-Time-Form. Eeva-Liisa Pelkonen. This seminar explores key concepts, techniques, and media that have affected the design, discussion, and representation of architecture in the twentieth century. The seminar aims to develop a particular type of disciplinary knowledge by crossing experience and act with historical and theoretical engagement. The class foregrounds reciprocity of practice and context, believing the exchange provides an invaluable tool for understanding the origin of ideas and thereby capitalizing on their full potential. Each class is organized around a single concept (form, structure, space, time); technique (drawing, material, color); or media (typography, photography, weaving). Sessions require both a visual/material exercise and close reading of seminal texts. Particular attention is paid to working with different tools and techniques, registering, observing, and analyzing formal and material techniques and effects. Limited enrollment.\n", + "ARCH 150 Introduction to Architecture. Alexander Purves, Trattie Davies. Lectures and readings in the language of architecture. Architectural vocabulary, elements, functions, and ideals. Notebooks and projects required.\n", + "ARCH 161 Introduction to Structures. Erleen Hatfield. Basic principles governing the behavior of building structures. Developments in structural form combined with the study of force systems, laws of statics, and mechanics of materials and members and their application to a variety of structural systems.\n", + "ARCH 2011 Structures I. Kyoung Moon. (Required of first-year M.Arch. I students.) An introduction to the analysis and design of building structural systems and the evolution and impact of these systems on architectural form. Lectures and homework assignments cover structural classifications, fundamental principles of mechanics, computational methods, and the behavior and case studies of truss, cable, arch, and simple framework systems. Discussion sections explore the applications of structural theory to the design of wood and steel systems for gravity loads through laboratory and computational exercises and design projects. Homework, design projects, and midterm and final examinations are required.\n", + "ARCH 2018 Advanced Building Envelope Design. Anna Dyson. (Required of second-year M.Arch. I students who waive ARCH 2021.) This course is geared toward graduate students in Architecture who already have an advanced background in bioclimatic analysis and design and who wish to pursue an area of design research in conjunction with their studio projects. The core content of the course is a hybrid lecture/seminar format that focuses on an overview of emerging critical theory and technology in the areas of environmental and energy systems. The deliverable is a design research project that runs in parallel to design studio and considers an aspect of the studio project that gets pushed in a highly developed and experimental direction toward new methods of metabolizing energy, water, air, or living systems through the building envelope. We reconsider fundamentally novel ways of redirecting energy and water flows toward the fulfillment of various social mandates to transform the relationship between the built environment and extended ecosystems.\n", + "ARCH 2021 Environmental Design. Mae-Ling Lokko. (Required of second-year M.Arch. I students.) This course examines the fundamental scientific principles governing the thermal, luminous, and acoustic environments of buildings, and introduces students to the methods and technologies for creating and controlling the interior environment. Beginning with an overview of the laws of thermodynamics and the principles of heat transfer, the course investigates the application of these principles in the determination of building behavior, and explores the design variables, including climate, for mitigating that behavior. The basic characteristics of HVAC systems are discussed, as are alternative systems such as natural ventilation. The second half of the term draws on the basic laws of physics for optics and sound and examines the application of these laws in creating the visual and auditory environments of a building. Material properties are explored in detail, and students are exposed to the various technologies for producing and controlling light, from daylighting to fiber optics. The overarching premise of the course is that the understanding and application of the physical principles by the architect must respond to and address the larger issues surrounding energy and the environment at multiple scales and in domains beyond a single building. The course is presented in a lecture format. Homework, computational labs, design projects, short quizzes, and a final exam are required.\n", + "ARCH 2031 Architectural Practice and Management. Cristian Oncescu, Dov Feinmesser, Heather Kim, Melinda Agron, Paolo Campos, Susana La Porta Drago. (Required of third-year M.Arch. I students. No waivers allowed. Available as an elective for M.Arch. II students who obtain permission of the instructor.) The process by which an architectural design becomes a building requires the architect to control many variables beyond the purely aesthetic, and understanding how to control that process is key to successful practice. This course provides an understanding of the fundamentals of the structure and organization of the profession and the mechanisms and systems within which it works as well as the organization, management, and execution of architectural projects. Lectures explore the role and function of the architect, the legal environment, models of practice and office operations, fees and compensation, project delivery models and technology, and project management in the context of the evolution of architectural practice in the delivery of buildings.\n", + "ARCH 2222 The Mechanical Eye. Dana Karwas. This course examines the human relationship to mechanized perception in art and architecture. Mechanical eyes, such as satellites, rovers, computer vision, and autonomous sensing devices, give us unprecedented access to nonhuman and superhuman views into known and unknown environments. But the technology of automatic observation alienates human observers and fools them into thinking that this is an unemotional, inhuman point of view due to its existence in a numeric or digital domain. The observer is looking at seemingly trustworthy data that has been \"flattened\" or distilled from the real world. But this face-value acceptance should be rejected; interpreters of this device data should interrogate the motives, biases, or perspectives informing the \"artist\" in this case (that is, the developer/programmer/engineer who created the devices). Despite the displacement of direct human observation, mechanical eyes present in remote sensing, LiDAR scanning, trail-cams, metagenomic sequencing, urban informatics, and hyperspectral imaging have become fundamental to spatial analysis. But as these become standard practice, observers should also be trained in cracking open the data to understand the human perspective that originally informed it. In this class, students investigate the impact of the mechanical eye on cultural and aesthetic inquiry into a specific site. They conceptually consider their role as interpreter for the machine and create a series of site analysis experiments across a range of mediums. The experiments are based on themes of inversion, mirroring, portraiture, memory, calibration, and foregrounding to \"unflatten\" data into structure and form. Limited enrollment.\n", + "ARCH 2242 Slavery, Its Legacies, and the Built Environment. Jordan Carver, Luis C.deBaca, Phillip Bernstein. This collaboration of the Law School and School of Architecture is taught in conjunction with the University of Michigan Law School’s Problem Solving Initiative. The course examines the legal and social impact of modern and historic forms of slavery and involuntary servitude. Drawing from the disciplines of law, history, land use, architecture, and others, student teams assemble a final portfolio that will inform a spring 2022 School of Architecture studio course that will design a national slavery memorial on the Washington, D.C., waterfront. This course satisfies the ABA Experiential Learning requirement.\n", + "ARCH 2245 Alternative Development Workshop. Nicholas McDermott. \n", + "ARCH 2246 Introduction to Architectural Robotics. Hakim Hasan. \n", + "ARCH 2249 Bad Buildings:Decarbonization Through Reuse, Retrofit and Proposition. Tess McNamara. \n", + "ARCH 2299 Independent Course Work. Mae-Ling Lokko. Program to be determined with a faculty adviser of the student’s choice and submitted, with the endorsement of the study area coordinators, to the Rules Committee for confirmation of the student’s eligibility under the rules. (See the School’s Academic Rules and Regulations.)\n", + "ARCH 250 Methods and Form in Architecture I. Anne Barrett, Deborah Garcia. Analysis of architectural design of specific places and structures. Analysis is governed by principles of form in landscape, program, ornament, and space, and includes design methods and techniques. Readings and studio exercises required.\n", + "ARCH 260 History of Architecture to 1750. Kyle Dugdale. Introduction to the history of architecture from antiquity to the dawn of the Enlightenment, focusing on narratives that continue to inform the present. The course begins in Africa and Mesopotamia, follows routes from the Mediterranean into Asia and back to Rome, Byzantium, and the Middle East, and then circulates back to mediaeval Europe, before juxtaposing the indigenous structures of Africa and America with the increasingly global fabrications of the Renaissance and Baroque. Emphasis on challenging preconceptions, developing visual intelligence, and learning to read architecture as a story that can both register and transcend place and time, embodying ideas within material structures that survive across the centuries in often unexpected ways.\n", + "ARCH 260 History of Architecture to 1750. Introduction to the history of architecture from antiquity to the dawn of the Enlightenment, focusing on narratives that continue to inform the present. The course begins in Africa and Mesopotamia, follows routes from the Mediterranean into Asia and back to Rome, Byzantium, and the Middle East, and then circulates back to mediaeval Europe, before juxtaposing the indigenous structures of Africa and America with the increasingly global fabrications of the Renaissance and Baroque. Emphasis on challenging preconceptions, developing visual intelligence, and learning to read architecture as a story that can both register and transcend place and time, embodying ideas within material structures that survive across the centuries in often unexpected ways.\n", + "ARCH 260 History of Architecture to 1750. Introduction to the history of architecture from antiquity to the dawn of the Enlightenment, focusing on narratives that continue to inform the present. The course begins in Africa and Mesopotamia, follows routes from the Mediterranean into Asia and back to Rome, Byzantium, and the Middle East, and then circulates back to mediaeval Europe, before juxtaposing the indigenous structures of Africa and America with the increasingly global fabrications of the Renaissance and Baroque. Emphasis on challenging preconceptions, developing visual intelligence, and learning to read architecture as a story that can both register and transcend place and time, embodying ideas within material structures that survive across the centuries in often unexpected ways.\n", + "ARCH 260 History of Architecture to 1750. Introduction to the history of architecture from antiquity to the dawn of the Enlightenment, focusing on narratives that continue to inform the present. The course begins in Africa and Mesopotamia, follows routes from the Mediterranean into Asia and back to Rome, Byzantium, and the Middle East, and then circulates back to mediaeval Europe, before juxtaposing the indigenous structures of Africa and America with the increasingly global fabrications of the Renaissance and Baroque. Emphasis on challenging preconceptions, developing visual intelligence, and learning to read architecture as a story that can both register and transcend place and time, embodying ideas within material structures that survive across the centuries in often unexpected ways.\n", + "ARCH 271 Introduction to Islamic Architecture. Kishwar Rizvi. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "ARCH 271 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "ARCH 271 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "ARCH 271 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "ARCH 271 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "ARCH 271 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "ARCH 271 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "ARCH 271 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "ARCH 271 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "ARCH 271 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "ARCH 271 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "ARCH 280 American Architecture and Urbanism. Elihu Rubin. Introduction to the study of buildings, architects, architectural styles, and urban landscapes, viewed in their economic, political, social, and cultural contexts, from precolonial times to the present. Topics include: public and private investment in the built environment; the history of housing in America; the organization of architectural practice; race, gender, ethnicity and the right to the city; the social and political nature of city building; and the transnational nature of American architecture.\n", + "ARCH 3012 Architecture and Modernity: Theories and Projects. Esther da Costa Meyer. (Required of first-year M.Arch. I and M.E.D. students; available as an elective for M.Arch. II students.) This course seeks to question modern architecture and historiography through the lenses of both colonialism and decoloniality. Colonialism and the power structures that sustained it have deeply affected architecture across the globe and left a pervasive mark on the histories of architecture in use to this day. At the same time, forceful and resilient counter-cultures emerged throughout colonized, and later postcolonial, nations which engendered extraordinary architecture and critically aware historiographies that continually challenge the universalist pretensions of western modernity. Our agenda is a historiography that does not speak from the center alone but from the \"margins\" as well---a diverse, inclusive account that rejects hegemonic narratives and practices. Deconstructing binaries, it engages in self-reflexive critique, works to pluralize authorship, and brings analytical rigor to bear on its main task: to uncover the persistence of Euro-centered modes in the production of architectural knowledge even in the supposedly postcolonial present; and to suggest other interpretive models.\n", + "ARCH 3012 Architecture and Modernity: Theories and Projects. (Required of first-year M.Arch. I and M.E.D. students; available as an elective for M.Arch. II students.) This course seeks to question modern architecture and historiography through the lenses of both colonialism and decoloniality. Colonialism and the power structures that sustained it have deeply affected architecture across the globe and left a pervasive mark on the histories of architecture in use to this day. At the same time, forceful and resilient counter-cultures emerged throughout colonized, and later postcolonial, nations which engendered extraordinary architecture and critically aware historiographies that continually challenge the universalist pretensions of western modernity. Our agenda is a historiography that does not speak from the center alone but from the \"margins\" as well---a diverse, inclusive account that rejects hegemonic narratives and practices. Deconstructing binaries, it engages in self-reflexive critique, works to pluralize authorship, and brings analytical rigor to bear on its main task: to uncover the persistence of Euro-centered modes in the production of architectural knowledge even in the supposedly postcolonial present; and to suggest other interpretive models.\n", + "ARCH 3012 Architecture and Modernity: Theories and Projects. (Required of first-year M.Arch. I and M.E.D. students; available as an elective for M.Arch. II students.) This course seeks to question modern architecture and historiography through the lenses of both colonialism and decoloniality. Colonialism and the power structures that sustained it have deeply affected architecture across the globe and left a pervasive mark on the histories of architecture in use to this day. At the same time, forceful and resilient counter-cultures emerged throughout colonized, and later postcolonial, nations which engendered extraordinary architecture and critically aware historiographies that continually challenge the universalist pretensions of western modernity. Our agenda is a historiography that does not speak from the center alone but from the \"margins\" as well---a diverse, inclusive account that rejects hegemonic narratives and practices. Deconstructing binaries, it engages in self-reflexive critique, works to pluralize authorship, and brings analytical rigor to bear on its main task: to uncover the persistence of Euro-centered modes in the production of architectural knowledge even in the supposedly postcolonial present; and to suggest other interpretive models.\n", + "ARCH 3012 Architecture and Modernity: Theories and Projects. (Required of first-year M.Arch. I and M.E.D. students; available as an elective for M.Arch. II students.) This course seeks to question modern architecture and historiography through the lenses of both colonialism and decoloniality. Colonialism and the power structures that sustained it have deeply affected architecture across the globe and left a pervasive mark on the histories of architecture in use to this day. At the same time, forceful and resilient counter-cultures emerged throughout colonized, and later postcolonial, nations which engendered extraordinary architecture and critically aware historiographies that continually challenge the universalist pretensions of western modernity. Our agenda is a historiography that does not speak from the center alone but from the \"margins\" as well---a diverse, inclusive account that rejects hegemonic narratives and practices. Deconstructing binaries, it engages in self-reflexive critique, works to pluralize authorship, and brings analytical rigor to bear on its main task: to uncover the persistence of Euro-centered modes in the production of architectural knowledge even in the supposedly postcolonial present; and to suggest other interpretive models.\n", + "ARCH 3012 Architecture and Modernity: Theories and Projects. (Required of first-year M.Arch. I and M.E.D. students; available as an elective for M.Arch. II students.) This course seeks to question modern architecture and historiography through the lenses of both colonialism and decoloniality. Colonialism and the power structures that sustained it have deeply affected architecture across the globe and left a pervasive mark on the histories of architecture in use to this day. At the same time, forceful and resilient counter-cultures emerged throughout colonized, and later postcolonial, nations which engendered extraordinary architecture and critically aware historiographies that continually challenge the universalist pretensions of western modernity. Our agenda is a historiography that does not speak from the center alone but from the \"margins\" as well---a diverse, inclusive account that rejects hegemonic narratives and practices. Deconstructing binaries, it engages in self-reflexive critique, works to pluralize authorship, and brings analytical rigor to bear on its main task: to uncover the persistence of Euro-centered modes in the production of architectural knowledge even in the supposedly postcolonial present; and to suggest other interpretive models.\n", + "ARCH 306 Ornamenting Architecture: Cosmos, Nature, Neuroaesthetics. Kassandra Semenov-Leiva, Misha Semenov-Leiva. From foliated friezes to snaking spirals, gruesome gargoyles to graceful guilloches, humans have used ornament for millennia to adorn objects and buildings. What is the function of ornament in the built environment? How does it mediate between the objects it adorns, the viewers it addresses, and the cosmos? What role does it play in orchestrating building occupants’ sense of space, order, and time? And is there scientific evidence for any of these claims? This course provides a venue for exploring these questions through hands-on design and analysis while finding empirical grounding in the emerging fields of biophilic design and neuroaesthetics. Design exercises introduce students to symmetry operations, tessellation, repeat patterns, and foliation, giving the class a basic fluency in the language of ornament. As we study historic precedents and the fundamental geometric properties of ornament, we simultaneously research how these patterns are perceived by the brain, both in the scientific literature and through the use of our own eye trackers and EEG sensors. Students are led through a series of design exercises of increasing complexity in both two and three dimensions, culminating in an ornament project for a shared site. This seminar is meant to nurture methodologies of design that fuse a grounding in the history of ornament with the application of cutting edge technology, enabling novel forms of empirically-grounded design.\n", + "ARCH 3072 Design Research I: Cross-Disciplinary Perspectives. Anthony Acciavatti. (Required of and limited to first-year M.Arch. II students.) This introductory class familiarizes students with a new skill set: how to conduct applied design research seen through the lens of each of the research perspectives taught in the program. In the process, students begin to develop their own research questions.\n", + "ARCH 3073 Design Research II: Methods Workshop. Ana Duran, Jordan Carver. (Required of and limited to first-year M.Arch. II students.) This seminar requires students to explore an assigned theme based on urgent contemporary issues in architecture and urbanism, both through individual projects and as a group. Students also select thesis projects adjacent to the course theme to take into the subsequent post-professional seminar and post-professional design studio.\n", + "ARCH 3092 Independent M.E.D. Research. Keller Easterling. (Required of and limited to M.E.D. students in each term; credits vary per term, determined in consultation with the director of M.E.D. Studies.) The proposal submitted with the admissions application is the basis for each student’s study plan, which is developed in consultation with faculty advisers. Independent research is undertaken for credit each term, under the direction of a principal adviser, for preparation and completion of a written thesis. The thesis, which details and summarizes the independent research, is to be completed for approval by the M.E.D. committee by the end of the fourth term.\n", + "ARCH 3105 Capital Building: Histories of Architecture and Accumulation. David Sadighian. \n", + "ARCH 3106 Circa 1600. Kishwar Rizvi. \n", + "ARCH 3107 American Architecture and Urbanism. Elihu Rubin. \n", + "ARCH 3108 Domo Ludens: Modern Art and Architecture at Play. Michael Schlabs. The notion of play occupies a special place in the history of modern art and architecture. Theorized in the 19th century by Friedrich Froebel as fundamental to the process by which children learn, play would form the basis of Froebel’s kindergarten, now a model for early childhood education worldwide. The aesthetic intensity of Froebel’s program would likewise contribute to a variety of radical educational projects in the 19th and 20th centuries, including the Bauhaus. Later, Johan Huizinga’s seminal meditation on the \"play element in culture,\" Homo Ludens, would provide an intellectual foundation for a number of 20th century aesthetic and political movements, among them the Situationist International. Finally, a generous focus on play has recently reemerged within the discourse on a range of 21st century art and design practices, characterized by a shared focus on participation and performativity, as in the work of Rirkrit Tiravanija and Lottie Child. This course, then, explores the place and problem of play in three ways: as a critical framework for understanding the aesthetic qualities of the human environment; as a mode of experience, giving meaning to that environment; and as a working method employed by artists and architects as a specific form of practice.\n", + "ARCH 3109 Field to Building, and Back. Mae-Ling Lokko. \n", + "ARCH 314 History of Landscape in Western Europe and the United States: Antiquity to 1950. Warren Fuermann. This course is designed as an introductory survey of the history of landscape architecture and the wider, cultivated landscape in Western Europe and the United States from the Ancient Roman period to mid-twentieth century America. Included in the lectures, presented chronologically, are the gardens of Ancient Rome, medieval Europe, the early and late Italian Renaissance, 17th century France, 18th century Britain, 19th century Britain and America with its public and national parks, and mid-twentieth century America. The course focuses each week on one of these periods, analyzes in detail iconic gardens of the period, and placse them within their historical and theoretical context.\n", + "ARCH 3240 Spatial Concepts of Japan: Their Origins and Development in Architecture and Urbanism. Yoko Kawai. The seminar explores the origins and developments of Japanese spatial concepts and surveys how they help form the contemporary architecture, ways of life, and cities of the country. Many Japanese spatial concepts, such as ma, are about creating time-space distances and relationship between objects, people, space, and experiences. These concepts go beyond the fabric of a built structure and encompass architecture, landscape, and city. Each class is designed around one or two Japanese words that signify particular design concepts. Each week, a lecture on the word(s) with its design features, backgrounds, historical examples, and contemporary application is followed by student discussion. Contemporary works studied include those by Maki, Isozaki, Ando, Ito, SANAA, and Fujimoto. The urbanism and landscape of Tokyo and Kyoto are discussed. Students are required to make in-class presentations and write a final paper. Limited enrollment.\n", + "ARCH 325 Marronage Practice: Architectures, Design Methods, and Urbanisms of Freedom. Ana Duran. This seminar introduces and explores Black, indigenous, and other historically marginalized modes of cultural production—collectively referred to here as \"fugitive practices.\" The course confronts the erasure (and re-centering) of these modes by rethinking the episteme of architecture—questioning history, planning, and urbanism—but also of the body, the design of objects, and making. Modes of sociocultural and aesthetic production explored in the course may include: improvisation in jazz, hip-hop and social dance; textiles of the Modern African Diaspora and indigenous peoples; informal economies; ingenuity in vernacular architecture; and others. The course is structured around seven two-week \"modules,\" each containing a seminar discussion, a design exercise, and a short written accompaniment. It is conducted in collaboration with a parallel seminar being offered by faculty at Howard University.\n", + "ARCH 3267 Semiotics. Francesco Casetti. Digging into semiotics tradition, the seminar provides analytical tools for \"close readings\" of a vast array of objects and operations, from verbal texts to all sorts of images, from cultural practices to all sorts of manipulation. Semiotics’ foundational goal consisted in retracing how meaning emerges in these objects and operations, how it circulates within and between different cultural environments, and how it affects and is affected by the cultural contexts in which these objects and operations are embedded. To revamp semiotics’ main tasks, after an introduction about the idea of \"making meaning,\" the seminar engages students in a weekly discussion about situations, procedures, objects, and attributes that are \"meaningful,\" in the double sense that they have meaning and they arrange reality in a meaningful way. Objects of analysis are intentionally disparate; the constant application of a set of analytical tools provides the coherence of the seminar. Students are expected to regularly attend the seminar, actively participate in discussions, propose new objects of analysis, present a case study (fifteen–twenty minutes), and write a final paper (max. 5,000 words). Enrollment limited to fifteen. Also FILM 833.\n", + "ARCH 327 Difference and the City. Justin Moore. Four hundred and odd years after colonialism and racial capitalism brought twenty and odd people from Africa to the dispossessed indigenous land that would become the United States, the structures and systems that generate inequality and white supremacy persist. Our cities and their socioeconomic and built environments continue to exemplify difference. From housing and health to mobility and monuments, cities small and large, north and south, continue to demonstrate intractable disparities. The disparate impacts made apparent by the COVID-19 pandemic and the reinvigorated and global Black Lives Matter movement demanding change are remarkable. Change, of course, is another essential indicator of difference in urban environments, exemplified by the phenomena of disinvestment or gentrification. This course explores how issues like climate change and growing income inequality intersect with politics, culture, gender equality, immigration and migration, technology, and other considerations and forms of disruption.\n", + "ARCH 3299 Independent Course Work. Michael Schlabs. Program to be determined with a faculty adviser of the student’s choice and submitted, with the endorsement of the study area coordinator, to the Rules Committee for confirmation of the student’s eligibility under the rules. (See the School’s Academic Rules and Regulations.)\n", + "ARCH 3299 Independent Course Work. Eeva-Liisa Pelkonen. Program to be determined with a faculty adviser of the student’s choice and submitted, with the endorsement of the study area coordinator, to the Rules Committee for confirmation of the student’s eligibility under the rules. (See the School’s Academic Rules and Regulations.)\n", + "ARCH 3301 Four Urban Thinkers and Their Visions for New York City: Mumford, Moses, Jacobs, Koolhaas. Joan Ockman. The seminar is constructed as a debate among the ideas of four urban thinkers whose influential contributions to the discourse of the modern city were shaped by their divergent responses to New York City’s urban and architectural development: Lewis Mumford (1895–1990), Robert Moses (1888–1981), Jane Jacobs (1916–2006), and Rem Koolhaas (1944–). In counterposing their respective arguments, the seminar addresses issues of civic representation and environmentalism, infrastructure development and urban renewal policy, community and complexity, and the role of architecture in the urban imaginary. The focus is twofold: on the contribution of the \"urban intellectual\" to the making of culture; and on New York’s architectural and urban history. New York has been called the capital of the twentieth century. By reassessing the legacy and agency of these visionary thinkers, the seminar not only reflects on New York’s evolution over the course of the last century but raises questions about the future of cities in the twenty-first century. A selection of historical and theoretical material complements seminal readings by the four protagonists. Each student is responsible for making two case-study presentations and producing a thematically related term paper. Limited enrollment.\n", + "ARCH 3303 Urban Century Theorizing Global Urbanism. Vyjayanthi Rao. From the beginning of the twentieth century to the present, urbanization has gradually come to dominate political, economic, social, and cultural landscapes of the contemporary world. To be urban was to be modern, and the development of modern social theory relied on using the city as its research laboratory. Two decades into the twenty-first century, features of urbanization such as density, resource extraction, environmental degradation, and intense social inequalities appear to be ubiquitous across different geopolitical conditions. This course presents students with a range of theories that attempt to make sense of the variegated and intersecting conditions that define contemporary urban localities. Building on the understanding offered by these theories, we conclude with an exploration of emerging positions, concepts, and propositions that enable new ways of understanding the centrality of urbanism within a world dominated by uncertainty, speculation, and dystopia.\n", + "ARCH 3322 Mutualism: Spatial Activism and Planetary Political Solidarity. Keller Easterling. \n", + "ARCH 337 Field to Building, and Back. Mae-Ling Lokko. From plant fibers to peat particles, cellulose to lignin, fungi to carbon-neutral concrete–  the use of a broad renewable material ecology from the field is becoming the feedstock of the 21st century materials revolution. On the one hand, the design of such renewable material streams are framed within today’s carbon framework as ‘substitutes’ within a hydrocarbon material economy and on the other, such materials are proposed in direct resistance to these very systems, as ‘alternatives’ to such ‘development’. The seminar explores the spectrum of biobased design histories and pathways within Arturo Escobar’s pluriversal framework. From the North Atlantic Scottish blackhouses, equatorial Tongkonan to the wetland ecologies of the Totora, the course begins with an exploration of field materials through vernacular architecture and agricultural practices. The second part of the course explores the relative levels of displacement of field materials from today’s material economies in response to empire–both botanical and industrial. Finally, students investigate continuation of local narratives alongside the relocalization of global narratives of three materials–timber, biomass and fungi-based building material systems.\n", + "ARCH 345 Civic Art: Introduction to Urban Design. Alan Plattus. Introduction to the history, analysis, and design of the urban landscape. Principles, processes, and contemporary theories of urban design; relationships between individual buildings, groups of buildings, and their larger physical and cultural contexts. Case studies from New Haven and other world cities.\n", + "ARCH 360 Urban Lab: An Urban World. Joyce Hsiang. Understanding the urban environment through methods of research, spatial analysis, and diverse means of representation that address historical, social, political, and environmental issues that consider design at the scale of the entire world. Through timelines, maps, diagrams, collages and film, students frame a unique spatial problem and speculate on urbanization at the global scale.\n", + "ARCH 386 Styles of Acad & Prof Prose: Writing about Architecture. Christopher Hawthorne. A seminar and workshop in the conventions of good writing in a specific field. Each section focuses on one academic or professional kind of writing and explores its distinctive features through a variety of written and oral assignments, in which students both analyze and practice writing in the field. Section topics, which change yearly, are listed at the beginning of each term on the English departmental website. This course may be repeated for credit in a section that treats a different genre or style of writing; may not be repeated for credit toward the major. Formerly ENGL 121.\n", + "ARCH 4011 Introduction to Urban Design. Alan Plattus, Matthew Rosen. (Required of first-year M.Arch. I students.) This course is an introduction to the history, analysis, and design of the urban landscape presented with weekly lectures and discussion sections. Emphasis is placed on understanding the principles, processes, and contemporary theories of urban design, and the relations between individual buildings, groups of buildings, and the larger physical and cultural contexts in which they are created and with which they interact. Case studies are drawn from cities around the world and throughout history and focus on the role of public space and public art in shaping the form, use, and identity of cities and regions.\n", + "ARCH 4011 Introduction to Urban Design. Alan Plattus. (Required of first-year M.Arch. I students.) This course is an introduction to the history, analysis, and design of the urban landscape presented with weekly lectures and discussion sections. Emphasis is placed on understanding the principles, processes, and contemporary theories of urban design, and the relations between individual buildings, groups of buildings, and the larger physical and cultural contexts in which they are created and with which they interact. Case studies are drawn from cities around the world and throughout history and focus on the role of public space and public art in shaping the form, use, and identity of cities and regions.\n", + "ARCH 4011 Introduction to Urban Design. Matthew Rosen. (Required of first-year M.Arch. I students.) This course is an introduction to the history, analysis, and design of the urban landscape presented with weekly lectures and discussion sections. Emphasis is placed on understanding the principles, processes, and contemporary theories of urban design, and the relations between individual buildings, groups of buildings, and the larger physical and cultural contexts in which they are created and with which they interact. Case studies are drawn from cities around the world and throughout history and focus on the role of public space and public art in shaping the form, use, and identity of cities and regions.\n", + "ARCH 4011 Introduction to Urban Design. Matthew Rosen. (Required of first-year M.Arch. I students.) This course is an introduction to the history, analysis, and design of the urban landscape presented with weekly lectures and discussion sections. Emphasis is placed on understanding the principles, processes, and contemporary theories of urban design, and the relations between individual buildings, groups of buildings, and the larger physical and cultural contexts in which they are created and with which they interact. Case studies are drawn from cities around the world and throughout history and focus on the role of public space and public art in shaping the form, use, and identity of cities and regions.\n", + "ARCH 4210 Design Brigade. Dana Karwas, Elihu Rubin, Ming Thompson. \n", + "ARCH 4222 History of Western European Landscape Architecture. Warren Fuermann. This course presents an introductory survey of the history of gardens and the interrelationship of architecture and landscape architecture in Western Europe from antiquity to 1700, focusing primarily on Italy. The course examines chronologically the evolution of several key elements in landscape design: architectural and garden typologies; the boundaries between inside and outside; issues of topography and geography; various uses of water; organization of plant materials; and matters of garden decoration, including sculptural tropes. Specific gardens or representations of landscape in each of the four periods under discussion—Ancient Roman, medieval, early and late Renaissance, and Baroque—are examined and situated within their own cultural context. Throughout the seminar, comparisons of historical material with contemporary landscape design are emphasized. Limited enrollment.\n", + "ARCH 4247 Difference and the City. Justin Moore. Four hundred and odd years after colonialism and racial capitalism brought twenty and odd people from Africa to the dispossessed indigenous land that would become the United States, the structures and systems that generate inequality and white supremacy persist. Our cities and their socioeconomic and built environments continue to exemplify difference. From housing and health to mobility and monuments, cities small and large, north and south, continue to demonstrate intractable disparities. The disparate impacts made apparent by the COVID-19 pandemic and the reinvigorated and global Black Lives Matter movement demanding change are remarkable. Change, of course, is another essential indicator of difference in urban environments, exemplified by the phenomena of disinvestment or gentrification. This course explores how issues like climate change and growing income inequality intersect with politics, culture, gender equality, immigration and migration, technology, and other considerations and forms of disruption.\n", + "ARCH 4293 Housing Connecticut: Developing Healthy and Sustainable Neighborhoods. Alan Plattus, Andrei Harwell, Anika Singh Lemar. In this inaugural interdisciplinary clinic taught between the School of Architecture, School of Law, and School of Management, and organized by the Yale Urban Design Workshop, students will gain hands-on, practical experience in architectural and urban design, development and social entrepreneurship while contributing novel solutions to the housing affordability crisis. Working in teams directly with local community-based non-profits, students will co-create detailed development proposals anchored by affordable housing, but which also engage with a range of community development issues including environmental justice, sustainability, resilience, social equity, identity, food scarcity, mobility, and health. Through seminars and workshops with Yale faculty and guest practitioners in the field, students will be introduced to the history, theory, issues, and contemporary practices in this field, and will get direct feedback on their work. Offered in partnership with the Connecticut Department of Housing (DOH) as part of the Connecticut Plan for Healthy Cities, proposals will have the opportunity to receive funding from the State both towards the implementation of rapidly deployed pilot projects during the course period, as well as towards predevelopment activities for larger projects, such as housing rehabilitation or new building construction. Students will interact with the Connecticut Commissioner of Housing and the Connecticut Green Bank.\n", + "ARCH 4294 Reckoning Environmental Uncertainty. Anthony Acciavatti. This seminar will focus on a series of historical episodes since 1200 C.E. that present different approaches to reckoning environmental uncertainty to develop specific social and spatial configurations. Topics range from anthropogenic forests in southern China to seafaring across the Pacific Ocean and from patchworks of agriculture and urban centers throughout the Gangetic plains to the proliferation of observatories across the globe to monitor weather patterns. What ties these diverse places and histories together is but one goal: to understand how strategies for claiming knowledge are entangled with environmental uncertainty. The aim of this course will be to assemble, and consider spatially, a variety of approaches to how people have come to know the world around them and what they have done to account for change.\n", + "ARCH 4296 Introduction to Planning and Development. Eric Kober, Joseph Rose. \n", + "ARCH 4299 Independent Course Work. Alan Plattus. Program to be determined with a faculty adviser of the student’s choice and submitted, with the endorsement of the study area coordinator, to the Rules Committee for confirmation of the student’s eligibility under the rules. (See the School’s Academic Rules and Regulations. Available for credit to fulfill the M.Arch. I Urbanism and Landscape elective requirement with the approval of the study area coordinators.)\n", + "ARCH 450 Senior Studio. Adam Hopfner, Tei Carpenter. Advanced problems with emphasis on architectural implications of contemporary cultural issues. The complex relationship among space, materials, and program. Emphasis on the development of representations—drawings and models—that effectively communicate architectural ideas.\n", + "ARCH 471 Individual Tutorial. Michael Schlabs. Special courses may be established with individual members of the department only. The following conditions apply: (1) a prospectus describing the nature of the studio program and the readings to be covered must be approved by both the instructor and the director of undergraduate studies; (2) regular meetings must take place between student and instructor; (3) midterm and final reviews are required.\n", + "ARCH 472 Individual Tutorial Lab. Michael Schlabs. \n", + "ARCH 490 Senior Research Colloquium. Kyle Dugdale. Research and writing colloquium for seniors in the Urban Studies and History, Theory, and Criticism tracks. Under guidance of the instructor and members of the Architecture faculty, students define their research proposals, shape a bibliography, improve research skills, and seek criticism of individual research agendas. Requirements include proposal drafts, comparative case study analyses, presentations to faculty, and the formation of a visual argument. Guest speakers and class trips to exhibitions, lectures, and special collections encourage use of Yale's resources.\n", + "ARCH 551 Ph.D. Seminar: History/Theory I: Architecture & Geography. Eeva-Liisa Pelkonen. The course centered around the question relevant to architectural scholars and practicing architects alike: how to make sense of architecture’s relationship to a particular locale and how to define the factors and actors that define that define that locale and its scope. We will interrogate how different geographic ideas, concepts, and imagery has been used to discuss both natural and cultural phenomena in scholarship and design; how surveys and cartography have been deployed by different actors; and what different material practices teach us about architecture’s geographic footprint. The seminar is organized around different geographic concepts. We will conduct a historiographic overview of geographic ideas such as place and region; interrogate geopolitical subtexts behind national and international architectures; consider the impact of various forms of transnational exchange within the history of architecture and urbanism; and explore the usefulness of new geographic markers like Global South and Global North in highlighting economic disparities. Throughout the semester pay attention to how various geographic narratives have been represented architecturally and disseminated through various media from exhibitions to photography and film. Readings are selected with the transdisciplinary nature of the field in mind. We will read canonical architectural texts by Kenneth Frampton, Barbara Miller Lane, and Christian Norbert-Schultz, who have all used geographic concepts and markers in their writings. In addition, we will study foundational texts by 20th century historians, political scientists, and geographers, such as Benedikt Anderson, Arjun Appadurai, Fernand Braudel, Denis Cosgrove, Lucien Fevbre, Henri Lefebvre, and Paul Ricoeur, and learn from radical geographers, such as Guy Debord, David Harvey, and Doreen Massey, who, starting in the 1950s and 1960s, began to study geography from the perspective of civil rights, colonialism, environmental pollution, social inequality, and war. The course is required for first- and second-year PhD students at YSOA and welcomes PhD students from other departments. It is also open to M.E.D. and selected M.Arch I and II students, who should communicate their interest to professor Pelkonen via email (eeva-liisa.pelkonen@yale.edu).\n", + "ARCH 553 Ph.D. Seminar: History/Theory III: Architecture & Geography. Eeva-Liisa Pelkonen. Required in, and limited to, Ph.D. second year, fall term, History and Theory track. Content to be announced.\n", + "ARCH 555 PhD Independent Course Work: Spatializing Context. Anthony Acciavatti. \n", + "ARCH 555 PhD Independent Study. Joan Ockman. \n", + "ARCH 558 Ph.D. Seminar: Ecosystems in Architecture I. Anna Dyson. Required in, and limited to, Ph.D first year, fall term, Ecosystems track. Seminar content includes discourse analysis.\n", + "ARCH 568 Ph.D. Seminar: Ecosystems in Architecture III. Anna Dyson. Required in, and limited to, Ph.D. second year, fall term, Ecosystems track. Seminar covers scientific methods in bioclimatic analysis.\n", + "ART 006 Art of the Printed Word. Jesse Marsolais. Introduction to the art and historical development of letterpress printing and to the evolution of private presses. Survey of hand printing; practical study of press operations using antique platen presses and the cylinder proof press. Material qualities of printed matter, connections between content and typographic form, and word/image relationships.\n", + "ART 010 Interdisciplinary Exploration For Making Fictional Worlds, Flying Machines, and Shaking Things Up. Nathan Carter. Whether you aspire to be an engineer, doctor, or astronaut, it can still be vital to dream and invent―by drawing and sculpting in order to generate ideas and develop strategies for learning how to make something out of nothing. In this course, students consider how artists and inventors have used seemingly unrelated materials and content in order to activate creative thinking and generative activity. Students engage in a wide variety of interdisciplinary activities such as drawing, sculpting, painting, printing, photography, reprographics, instrument-building and sound broadcasting. This course emphasizes experimenting with strategies for generating ideas, images and objects, and employs broad modes of creating, including elements of chance, spontaneity, collaborating communally, and synthesizing disparate elements into the process of making.\n", + "ART 111 Visual Thinking. Anahita Vossoughi. An introduction to the language of visual expression, using studio projects to explore the fundamental principles of visual art. Students acquire a working knowledge of visual syntax applicable to the study of art history, popular culture, and art. Projects address all four major concentrations (graphic design, printing/printmaking, photography, and sculpture).\n", + "ART 114 Basic Drawing. Ryan Sluggett. An introduction to drawing, emphasizing articulation of space and pictorial syntax. Class work is based on observational study. Assigned projects address fundamental technical and conceptual problems suggested by historical and recent artistic practice. No prior drawing experience required.\n", + "ART 114 Basic Drawing. Cameron Barker. An introduction to drawing, emphasizing articulation of space and pictorial syntax. Class work is based on observational study. Assigned projects address fundamental technical and conceptual problems suggested by historical and recent artistic practice. No prior drawing experience required.\n", + "ART 114 Basic Drawing. Meleko Mokgosi. An introduction to drawing, emphasizing articulation of space and pictorial syntax. Class work is based on observational study. Assigned projects address fundamental technical and conceptual problems suggested by historical and recent artistic practice. No prior drawing experience required.\n", + "ART 114 Basic Drawing. Daniel Greenberg. An introduction to drawing, emphasizing articulation of space and pictorial syntax. Class work is based on observational study. Assigned projects address fundamental technical and conceptual problems suggested by historical and recent artistic practice. No prior drawing experience required.\n", + "ART 116 Color Practice. Kern Samuel. Study of the interactions of color, ranging from fundamental problem solving to individually initiated expression. The collage process is used for most class assignments.\n", + "ART 120 Introduction to Sculpture: Wood. Sae Jun Kim. Introduction to wood and woodworking technology through the use of hand tools and woodworking machines. The construction of singular objects; strategies for installing those objects in order to heighten the aesthetic properties of each work. How an object works in space and how space works upon an object.\n", + "ART 121 Introduction to Sculpture: Metal. Desmond Lewis. Introduction to working with metal through examination of the framework of cultural and architectural forms. Focus on the comprehensive application of construction in relation to concept. Instruction in welding and general metal fabrication. Ways in which the meaning of work derives from materials and the form those materials take.\n", + "ART 130 Painting Basics. Maria De Los Angeles. A broad formal introduction to basic painting issues, including the study of composition, value, color, and pictorial space. Emphasis on observational study. Course work introduces students to technical and historical issues central to the language of painting.\n", + "ART 130 Painting Basics. Matthew Keegan. A broad formal introduction to basic painting issues, including the study of composition, value, color, and pictorial space. Emphasis on observational study. Course work introduces students to technical and historical issues central to the language of painting.\n", + "ART 132 Introduction to Graphic Design. Henk Van Assen. A studio introduction to visual communication, with emphasis on the visual organization of design elements as a means to transmit meaning and values. Topics include shape, color, visual hierarchy, word-image relationships, and typography. Development of a verbal and visual vocabulary to discuss and critique the designed world.\n", + "ART 132 Introduction to Graphic Design. Luiza Dale. A studio introduction to visual communication, with emphasis on the visual organization of design elements as a means to transmit meaning and values. Topics include shape, color, visual hierarchy, word-image relationships, and typography. Development of a verbal and visual vocabulary to discuss and critique the designed world.\n", + "ART 136 Black & White Photography Capturing Light. Lisa Kereszi. An introductory course in black-and-white photography concentrating on the use of 35mm cameras. Topics include the lensless techniques of photograms and pinhole photography; fundamental printing procedures; and the principles of film exposure and development. Assignments encourage the variety of picture-forms that 35mm cameras can uniquely generate. Student work is discussed in regular critiques. Readings examine the invention of photography and the flâneur tradition of small-camera photography as exemplified in the work of artists such as Henri Cartier-Bresson, Helen Levitt, Robert Frank, and Garry Winogrand.\n", + "ART 138 Digital Photography Seeing in Color. Theodore Partin. The focus of this class is the digital making of still color photographs with particular emphasis on the potential meaning of images in an overly photo-saturated world. Through picture-making, students develop a personal visual syntax using color for effect, meaning, and psychology. Students produce original work using a required digital SLR camera. Introduction to a range of tools including color correction, layers, making selections, and fine inkjet printing. Assignments include regular critiques with active participation and a final project.\n", + "ART 138 Digital Photography Seeing in Color. Theodore Partin. The focus of this class is the digital making of still color photographs with particular emphasis on the potential meaning of images in an overly photo-saturated world. Through picture-making, students develop a personal visual syntax using color for effect, meaning, and psychology. Students produce original work using a required digital SLR camera. Introduction to a range of tools including color correction, layers, making selections, and fine inkjet printing. Assignments include regular critiques with active participation and a final project.\n", + "ART 142 Introductory Documentary Filmmaking. Luchina Fisher. The art and craft of documentary filmmaking. Basic technological and creative tools for capturing and editing moving images. The processes of research, planning, interviewing, writing, and gathering of visual elements to tell a compelling story with integrity and responsibility toward the subject. The creation of nonfiction narratives. Issues include creative discipline, ethical questions, space, the recreation of time, and how to represent \"the truth.\"\n", + "ART 184 3D Modeling for Creative Practice. Alvin Ashiatey. Through creation of artwork, using the technology of 3D modeling and virtual representation, students develop a framework for understanding how experiences are shaped by emerging technologies. Students create forms, add texture, and illuminate with realistic lights; they then use the models to create interactive and navigable spaces in the context of video games and virtual reality, or to integrate with photographic images. Focus on individual project development and creative exploration. Frequent visits to Yale University art galleries. This course is a curricular collaboration with The Center for Collaborative Arts and Media at Yale (CCAM).\n", + "ART 185 Principles of Animation. Ben Hagari. The physics of movement in animated moving-image production. Focus on historical and theoretical developments in animation of the twentieth and twenty-first centuries as frameworks for the production of animated film and visual art. Classical animation and digital stop-motion; fundamental principles of animation and their relation to traditional and digital technologies.\n", + "ART 239 Photographic Storytelling. Lisa Kereszi, Natalie Ivis. An introductory course that explores the various elements of photographic storytelling, artistic styles, and practices of successful visual narratives. Students focus on creating original bodies of work with digital cameras. Topics include camera handling techniques, photo editing, sequencing, and photographic literacy. Student work is critiqued throughout the term, culminating in a final project. Through a series of lectures, readings and films, students are introduced to influential works in the global canon of photographic history as well as issues and topics by a multitude of voices in contemporary photography and the documentary tradition.\n", + "ART 241 Introductory Film Writing and Directing. Jonathan Andrews. Problems and aesthetics of film studied in practice as well as in theory. In addition to exploring movement, image, montage, point of view, and narrative structure, students photograph and edit their own short videotapes. Emphasis on the writing and production of short dramatic scenes. Priority to majors in Art and in Film & Media Studies.\n", + "ART 264 Typography!. Alice Chung. An intermediate graphic-design course in the fundamentals of typography, with emphasis on ways in which typographic form and visual arrangement create and support content. Focus on designing and making books, employing handwork, and computer technology. Typographic history and theory discussed in relation to course projects.\n", + "ART 332 Painting Time. Sophy Naess. Painting techniques paired with conceptual ideas that explore how painting holds time both metaphorically and within the process of creating a work. Use of different Yale locations as subjects for observational on-site paintings.\n", + "ART 355 Silkscreen Printing. Alexander Valentine. Presentation of a range of techniques in silkscreen and photo-silkscreen, from hand-cut stencils to prints using four-color separation. Students create individual projects in a workshop environment.\n", + "ART 356 Printmaking I. Hasabie Kidanu. An introduction to intaglio (dry point and etching), relief (woodcut), and screen printing (stencil), as well as to the digital equivalents of each technique, including photo screen printing, laser etching, and CNC milling. How the analog and digital techniques inform the outcome of the printed image, and ways in which they can be combined to create more complex narratives.\n", + "ART 371 Sound Art. Brian Kane, Martin Kersels. Introduction to sound art, a contemporary artistic practice that uses sound and listening as mediums, often creating psychological or physiological reactions as part of the finished artwork. The history of sound art in relation to the larger history of art and music; theoretical underpinnings and practical production; central debates and problems in contemporary sound art. Includes creation and in-class critique of experimental works.\n", + "ART 395 Junior Seminar. Karin Schneider. Ongoing visual projects addressed in relation to historical and contemporary issues. Readings, slide presentations, critiques by School of Art faculty, and gallery and museum visits. Critiques address all four areas of study in the Art major.\n", + "ART 401 Photography Project Seminar. Lisa Kereszi. A further exploration of the practice of photography through a sustained, singular project executed in a consistent manner over the course of the semester, either by analog or digital means. Student work is discussed in regular critiques, the artist statement is discussed, and lectures are framed around the aesthetic concerns that the students’ work provokes. Students are exposed to contemporary issues though visits to Yale’s collections and in lectures by guest artists, and are asked to consider their own work within a larger context. Students must work with the technical skills they have already gained in courses that are the pre-reqs, as this is not a skills-based class. Required of art majors concentrating in photography.\n", + "ART 442 Advanced Film Writing and Directing. Jonathan Andrews. A yearlong workshop designed primarily for majors in Art and in Film & Media Studies making senior projects. Each student writes and directs a short fiction film. The first term focuses on the screenplay, production schedule, storyboards, casting, budget, and locations. In the second term students rehearse, shoot, edit, and screen the film.\n", + "ART 468 Advanced Graphic Design: Ad Hoc Series and Systems. Julian Bittiner. Much of the field of design concerns itself with devising systems in an attempt to create aesthetic coherence and reduce creative uncertainties, seeking efficiencies with respect to time, production and materials. However this strategy always comes up against each individual set of circumstances; the materials and content at hand, a particular cast of collaborators, a given timeframe. There is an element of the ad hoc in every piece of design; a need to improvise, interpret, adapt, make exceptions. A second thematic concern of this class is the exploration of medium-specificity and medium-porosity as they relate to such systems. The course is comprised of a series of interconnected prompts across distinct formats in print, motion, and interactive, at a wide variety of scales. A third and final thread is the cultivation of greater awareness of the evolving social and aesthetic functions of design processes, artifacts, and channels of engagement and distribution, within increasingly complex cultural contexts.\n", + "ART 471 Independent Projects. Alexandria Smith. Independent work that would not ordinarily be accomplished within existing courses, designed by the student in conjunction with a School of Art faculty member. A course proposal must be submitted on the appropriate form for approval by the director of undergraduate studies and the faculty adviser. Expectations of the course include regular meetings, end-of-term critiques, and a graded evaluation.\n", + "ART 495 Senior Project I. Halsey Rodman, Molly Zuckerman-Hartung. A project of creative work formulated and executed by the student under the supervision of an adviser designated in accordance with the direction of the student's interest. Proposals for senior projects are submitted on the appropriate form to the School of Art Undergraduate Studies Committee (USC) for review and approval at the end of the term preceding the last resident term. Projects are reviewed and graded by an interdisciplinary faculty committee made up of members of the School of Art faculty. An exhibition of selected work done in the project is expected of each student.\n", + "ART 496 Senior Project II. Halsey Rodman, Molly Zuckerman-Hartung. A project of creative work formulated and executed by the student under the supervision of an adviser designated in accordance with the direction of the student's interest. Proposals for senior projects are submitted on the appropriate form to the School of Art Undergraduate Studies Committee (USC) for review and approval at the end of the term preceding the last resident term. Projects are reviewed and graded by an interdisciplinary faculty committee made up of members of the School of Art faculty. An exhibition of selected work done in the project is expected of each student.\n", + "ART 510 Pit Crit. Byron Kim, Miguel Luciano. Pit crits are the core of the program in painting/printmaking. The beginning of each weekly session is an all-community meeting with students, the DGS, graduate coordinator, and those faculty members attending the crit. Two-hour critiques follow in the Pit; the fall term is devoted to developing the work of second-year students and the spring term to first-year students. A core group of faculty members as well as a rotation of visiting critics are present to encourage but not dominate the conversation: the most lively and productive critiques happen when students engage fully with each other. Be prepared to listen and contribute. Note: Pit crits are for current Yale students, staff, and invited faculty and guests only; no outside guests or audio/video recording are permitted.\n", + "ART 512 Thesis 2024. Kari Rittenbach, Sophy Naess. The course supports the 2024 Thesis exhibition through development of programmatic and publication-based elements that extend the show to audiences beyond Yale, as well as attending to the logistics of the gallery presentation. Studio visits initiate conversations about the installation of physical work in addition to considering the documentation/recording possibilities that allow the work to interface with dynamic platforms online and in print. The course introduces technology and media resources at CCAM and the Institute for the Preservation of Cultural Heritage at West Campus in addition to biweekly studio visits and group planning meetings. Editorial support is provided in order to enfold students’ writings and research with documents of time-based or site-specific work in an innovative and collectively designed publication. Enrollment limited to second-year students in painting/printmaking.\n", + "ART 542 Individual Criticism: Painting. Alexander Valentine, Alexandria Smith, Byron Kim, Halsey Rodman, Jennifer Pranolo, Karin Schneider, Maria De Los Angeles, Matthew Keegan, Meleko Mokgosi, Molly Zuckerman-Hartung, Sophy Naess. Limited to M.F.A. painting students. Criticism of individual projects.\n", + "ART 546 Round Trip: First-Year Crits. Amanda Parmer, Matthew Keegan. A course required of all incoming M.F.A. students in the painting/printmaking department to unpack, denaturalize, and slow down our making and speaking practices as a community. The course hopes to bridge the intensities characteristic of our program: the intensity of the private studio with the intensity of the semi-public critique. We ask crucial questions about the relationships between form and content, between intents and effects, between authorship, authority, and authenticity, between medium specificity and interdisciplinarity, and between risk and failure. How can our ideas and language be tested against the theories of the past and present? Existential, spiritual, and market-based goals (both internal and instrumental motivations) for art making are explored. Meetings alternate between group critique and reading discussion, supplemented by a series of short writing exercises. Enrollment is limited to incoming students in the department, but readings and concepts are shared widely.\n", + "ART 550 Projections of Print. Alexander Valentine, Maria De Los Angeles. This course is intended for M.F.A. students who wish to develop individual projects in a wide range of printmaking mediums, including both traditional techniques and digital processes and outputs. Participants develop new works and present them in group critiques that meet every other week. Students should have sufficient technical background in traditional printmaking mediums (etching, lithography, silkscreen, or relief) as well as a fundamental understanding of graphic programs such as Photoshop. Demonstrations in traditional mediums are offered in the print studio.\n", + "ART 561 Pedagogy, Power, and Politics in Art. Miranda Samuels. This course explores political dimensions, philosophical contexts and aesthetic implications for the teaching and learning of art. We consider a range of global and historical perspectives on the value of an artistic or aesthetic education to both individuals and society. We reflect on the material conditions that have shaped conceptions and models of art education and investigate alternative pedagogical models that have been developed in spite of them. Together, we unpack the complex relationship between pedagogy and aesthetics through the study of artistic and curatorial projects as well as recent texts that have emphasized the importance of pedagogical strategies to much contemporary art and exhibition making.\n", + "ART 597 Fabric Lab. Vamba Bility. A hands-on, materials-based course offered within a dedicated shared studio space, Fabric Lab explores fiber-related praxis through a series of investigations into weave structures, stitching, needlecraft, and knots, as well as the application and removal of color from fabric via printing and dyeing techniques. Instruction is intended to serve individual studio practice, but weekly meetings in the classroom space provide an opportunity to develop and share technical skills as a group in relationship to specific prompts. Readings and presentations contextualize our material explorations within contemporary art practice, unpacking historical hierarchies of \"fine art\" vs. \"craft\" and attending to the diverse social histories that underlie our engagement with textiles. The course includes some site visits, including artists' studios and textile production facilities.\n", + "ART 628 Studio Seminar: Sculpture. Aki Sasamoto. Limited to M.F.A. sculpture students. Critique of sculpture, time-based media, and ungainly projects. Students present their work in several venues in the sculpture building. Throughout the year a full ensemble of the sculpture faculty and students meet weekly for critiques in which each student’s work is reviewed at least once per term. During the spring term the format slightly changes to include evaluating work-in-progress, especially the thesis work of second-year students.\n", + "ART 632 Sculpture Thesis. American Artist. The course supports the Sculpture Thesis projects. In the fall term, students develop programmatic contents through the production of a zine. This zine is published as a pdf file as the thesis exhibitions open. The class also focuses on making compelling and feasible proposals for the thesis exhibitions by closely examining spatial, logistical, and technological aspects of individual projects. In the spring term, students continue to meet as a group to prepare for installation and documentation of the exhibitions. In April, the focus shifts to professional development. Enrollment is limited to the second-year students in the Sculpture Department.\n", + "ART 642 Individual Criticism: Sculpture. Aki Sasamoto, American Artist, Desmond Lewis, Martin Kersels, Sandra Burns. Limited to M.F.A. sculpture students. Criticism of individual projects.\n", + "ART 666 X-Critique. American Artist, Sandra Burns. Limited to M.F.A. sculpture students. A critique course focusing on time-based and other ungainly works. Students present their work during class time and have the opportunity for an in-depth critique and discussion about their pieces. There is no singular focus in this critique, as the balance of pragmatic and conceptual considerations surrounding the work is examined and discussed in a fluid way depending on the work at hand and the intent of the artist.\n", + "ART 669 X-Critique. American Artist, Sandra Burns. Limited to M.F.A. sculpture students. A critique course focusing on time-based and other ungainly works. Students present their work during class time and have the opportunity for an in-depth critique and discussion about their pieces. There is no singular focus in this critique, as the balance of pragmatic and conceptual considerations surrounding the work is examined and discussed in a fluid way depending on the work at hand and the intent of the artist.\n", + "ART 678 Doing. Aki Sasamoto. This course is a platform for collective experiential learning, and thus participatory in nature. We focus on exploring movements and objects, and we relate those with artists’ practice. Activities include but are not limited to movement exercises, workshops, field trips, guest talks, and occasional prompts. Themes this term include routines, guided walks, object handling, and more. Students organize and participate in group activities. You lead one group activity that reflects your practice. What is at the core of your work/ing? How do you introduce your practice, opposed to your production? Compose a twenty-minute activity for the class that pulls us into what you do. You can invite us to your studio or arrange a meeting site at a nearby location. Each student meets with the instructor to compose this activity prior to the workshop.\n", + "ART 710 Preliminary Studio: Graphic Design. Barbara Glauber, Scott Stowell. For students entering the three-year program. This preliminary-year studio offers an intensive course of study in the fundamentals of graphic design and visual communication. Emphasis is on developing a strong formal foundation and conceptual skills. Broad issues such as typography, color, composition, letterforms, interactive and motion graphics skills, and production technology are addressed through studio assignments.\n", + "ART 712 Prelim Typography. John Gambell. For students entering the three-year program. An intermediate graphic design course in the fundamentals of typography, with emphasis on ways in which typographic form and visual arrangement create and support content. Focus on designing and making books, employing handwork, and computer technology. Typographic history and theory discussed in relation to course projects.\n", + "ART 714 All Design Considered. Henk Van Assen. This two-term course meets with Prelim Graphic Design students on a regular basis to discuss different areas of graphic design, explore modes of practice, and help evaluate a student's work made in other studio classes. Through group discussions, lectures and readings, and individual desk critiques, we investigate different methods of thinking and making. We simultaneously explore the work of others and each student's own development as a graphic designer. Additionally, several field trips are organized to visit design studios and other places of design production and research to encounter and assess various methods of generating work in the context of visual communication. In the spring term, a few self-initiated projects are added to the aforementioned to formally and physically explore some of the content investigated during the fall.\n", + "ART 720 First-Year Graduate Studio: Graphic Design. Andrew Walsh-Lister, Nontsikelelo Mutiti. For students entering the two-year program. The first-year core studio is composed of a number of intense workshops taught by resident and visiting faculty. These core workshops grow from a common foundation, each assignment asking the student to reconsider text, space, or object. We encourage the search for connections and relationships between the projects. Rather than seeing courses as being discreet, our faculty teaching other term-long classes expect to be shown work done in the core studio. Over the course of the term, the resident core studio faculty help students identify nascent interests and possible thesis areas.\n", + "ART 730 Second-Year Graduate Studio: Graphic Design. Dan Michaelson, Manuel Miranda, Yeju Choi. For second-year graduate students. This studio focuses simultaneously on the study of established design structures and personal interpretation of those structures. The program includes an advanced core class and seminar in the fall; independent project development, presentation, and individual meetings with advisers and editors who support the ongoing independent project research throughout the year. Other master classes, workshops, tutorials, and lectures augment studio work. The focus of the second year is the development of independent projects, and a significant proportion of the work is self-motivated and self-directed.\n", + "ART 738 Degree Presentation in Graphic Design. Dan Michaelson, Manuel Miranda, Yeju Choi. For second-year students. Resolution of the design of the independent project fitting the appropriate medium to content and audience. At the end of the second term, two library copies of a catalogue raisonné with all independent project work are submitted by each student, one of which is retained by the University and the other returned to the student. The independent project or \"thesis\" is expected to represent a significant body of work accomplished over the course of two years, culminating in the design of an exhibition of the work.\n", + "ART 742 On Gatherings: Collections and Lecture Performances. Melinda Seu. This is a studio-seminar course about two forms of gatherings: collections and lecture performances. In the first half of the term, we focus on \"material gathering\" through an emphasis on readings and critical examination of archival theory. This portion also includes a field trip to an archival site as well as the creation of a collection of the student's choosing. In reference to Ursula K. Le Guin’s \"Carrier Bag Theory of Fiction,\" we position the first tool as the basket, a tool for communion, rather than the spear, a tool for domination. In doing so, we question the curatorial and political role of the collector, as well as the form of the container of these collections. The second half of the term segues towards \"social gatherings,\" an experimental site of research-based lecture performances and thought theater. As questioned by Gordon Hall, \"What happens when public speaking becomes artwork?\" We read and discuss an abbreviated history of the lecture performance, analyze its wide-ranging forms, and participate in a workshop by Yale Drama. The term culminates with an afternoon of lecture performances, organized and executed by those in the course. This course prioritizes acceptance of second-year Graphic Design students.\n", + "ART 744 Moving Image Methods. Neil Goldberg. This class explores the signature formal properties and possibilities of video and provides critical frameworks for understanding moving image work. A series of hands-on projects introduces video production techniques, with a focus on accessible approaches over technically complex ones. Screenings from various cinema and video art traditions provide context for these explorations and help guide critique of the students’ own work. One thematic focus is on framing the everyday, the overlooked, and the incidental, providing a useful bridge to some of the key concerns of graphic design practice: how to direct attention, create emphasis, make manifest the latent and the liminal. In addition to production strategies, the course offers exercises that focus attention on the act of attention itself, to investigate how video can augment and transfigure the act of observation and uniquely represent what is observed. These exercises build toward the completion of a larger video project incorporating the approaches introduced throughout the term. Students gain the technical and critical facility to incorporate moving image work thoughtfully in their own design practices.\n", + "ART 750 Coded Design. Bryant Wells. Learning how to apply the medium of the Internet to the practice of design. Through discourse, example, and collaboration, we learn how the shape and properties of information influence the digital surfaces around us. Students bring their interest in understanding the nature of systems, develop new ways of looking at their own work through the lens of code, and conceptualize novel social experiences in distributed design. Through HTML, CSS, JavaScript, and API, the web browser becomes a method for helping to create the digital world around us and aids in deepening our understanding of the information economy that feeds creation and consumption online. While this course goes deep into these and other programming technologies and concepts, prior experience with programming or HTML is recommended, but not required.\n", + "ART 761 Writing as Visual Practice. Dena Yago. This six-meeting course supports second-year M.F.A. graphic design students in the writing of their thesis through one-on-one meetings and group discussions. While addressing strategies of documenting past work, the course asks students to develop a unique form of thesis writing that considers the constitutive relations between research, their individualized methodology, and the conditions of their graphic design production.\n", + "ART 762 Exhibition Design. Nontsikelelo Mutiti. Students enrolled in this studio course have the opportunity to work in collaboration with their classmates and peers as well as centers on campus to propose and produce a series of presentations throughout the term. Prompts generated in collaboration with international institutions as well as lectures with artists, architects based across Europe and Southern Africa inform conversations and projects. Studio projects present opportunities for students to develop a number of spatial and temporal strategies for presenting ideas, data, objects, and performances. In addition we attend to the design of collateral that precedes these presentations, such as announcements, and vehicles for extending the experience of the presentation, such as websites, printed materials, and other media as is appropriate for each project. Course enrollment is capped at twelve students. The course is open to students from other areas of study. Experience in other design disciplines, fabrication, and visual studies is a bonus.\n", + "ART 802 Between Frames. John Pilson. A broad survey of narrative, documentary, and experimental film (and television) exploring influence and overlap within traditional visual art genres: sculpture, painting, performance, installation, etc. Screenings and discussions examining a variety of moving image histories, practices, and critical issues. The class also reserves time for screening student works in progress, with special consideration given to the presentation of installations and/or site-specific work.\n", + "ART 822 Practice and Production. Benjamin Donaldson. For first-year photography students. Structured to give students a comprehensive working knowledge of the digital workflow, this course addresses everything from capture to process to print. Students explore procedures in film scanning and raw image processing, discuss the importance of color management, and address the versatility of inkjet printing. Working extensively with Photoshop, students use advanced methods in color correction and image processing, utilizing the medium as a means of refining and clarifying one’s artistic language. Students are expected to incorporate these techniques when working on their evolving photography projects and are asked to bring work to class on a regular basis for discussion and review.\n", + "ART 823 Critical Perspectives in Photography. Michelle Kuo, Roxana Marcoci. For second-year photography students. This class is team-taught by curators and critics, who approach photography from a wide variety of vantage points, to examine critical issues in contemporary photography. The class is taught both in New Haven and New York at various museums and art institutions. The course is designed to help students formulate their thesis projects and exhibitions.\n", + "ART 826 This Means Something: Picture Makers Discuss Their Work and Practice. Gregory Crewdson. Each week, a guest artist working in a variety of disciplines addresses the cohort in whatever format they prefer—a round table discussion, conversation, or presentation— sharing experiences, insights, practice, and personal trajectory. The schedule of guest lecturers is student curated.\n", + "ART 842 Critique Panel. Dawn Kim, Elle Perez, Gregory Crewdson, John Pilson, Lacey Lennon. Each week, four students present work for open review by a rotating faculty panel of artists, curators, and critics. Work can be presented as photographic prints, installation, video, performance, or in any other interpretation. Each student has two slots per term in addition to a final review twice a year.\n", + "ART 891 Eye and Ear. Vinson Cunningham. This seminar is designed to help M.F.A. students incorporate writing into their practice and find language fit to introduce their work to the wider world. Students read and discuss works by writers and artists like Chantal Ackerman, John Cage, Joan Didion, Annie Ernaux, Jenny Holzer, Donald Judd, Barbara Kruger, Glenn Ligon, Frank O’ Hara, Georges Perec, Faith Ringgold, and Zadie Smith—all in service of exploring themes and techniques including description, portraiture, eulogy, argument, appropriation, public address, and personal narrative. Through a series of in-class prompts and take-home assignments, students also create, discuss, and refine writing projects of their own choosing.\n", + "ART 949 Critical & Professional Practices. Marta Kuzma. This course is required for all first-year graduate students in the School of Art. Students are enrolled in one of four thematic sections in their first term and will receive three credits for satisfactory completion. While all sections focus uniformly on tactile professional skill development, use of University research resources (libraries, museums, centers, other faculty, etc.), and introductions to theoretical and critical studies, they vary in thematic content and are not limited to distinct areas of study. Each inter-departmental section enrolls a blend of students from each area of study in the School. Guest lectures are a part of each section. This course culminates in a collaborative final project with all four sections of Critical Practice.\n", + "ART 949 Critical & Professional Practices. Meleko Mokgosi. This course is required for all first-year graduate students in the School of Art. Students are enrolled in one of four thematic sections in their first term and will receive three credits for satisfactory completion. While all sections focus uniformly on tactile professional skill development, use of University research resources (libraries, museums, centers, other faculty, etc.), and introductions to theoretical and critical studies, they vary in thematic content and are not limited to distinct areas of study. Each inter-departmental section enrolls a blend of students from each area of study in the School. Guest lectures are a part of each section. This course culminates in a collaborative final project with all four sections of Critical Practice.\n", + "ART 949 Critical & Professional Practices. A.L. Steiner. This course is required for all first-year graduate students in the School of Art. Students are enrolled in one of four thematic sections in their first term and will receive three credits for satisfactory completion. While all sections focus uniformly on tactile professional skill development, use of University research resources (libraries, museums, centers, other faculty, etc.), and introductions to theoretical and critical studies, they vary in thematic content and are not limited to distinct areas of study. Each inter-departmental section enrolls a blend of students from each area of study in the School. Guest lectures are a part of each section. This course culminates in a collaborative final project with all four sections of Critical Practice.\n", + "ART 949 Critical & Professional Practices. Kymberly Pinder. This course is required for all first-year graduate students in the School of Art. Students are enrolled in one of four thematic sections in their first term and will receive three credits for satisfactory completion. While all sections focus uniformly on tactile professional skill development, use of University research resources (libraries, museums, centers, other faculty, etc.), and introductions to theoretical and critical studies, they vary in thematic content and are not limited to distinct areas of study. Each inter-departmental section enrolls a blend of students from each area of study in the School. Guest lectures are a part of each section. This course culminates in a collaborative final project with all four sections of Critical Practice.\n", + "ASL 110 American Sign Language I. Bellamie Bachleda. An introduction to American Sign Language (ASL), with emphasis on vocabulary, ASL grammar, Deaf Culture and Conversational skills. Use of visual material (DVD), communicative activities, grammar drills, classifiers and Deaf Culture study. ASL 120 is not required to earn credit for ASL 110\n", + "ASL 110 American Sign Language I. Leslie Rubin. An introduction to American Sign Language (ASL), with emphasis on vocabulary, ASL grammar, Deaf Culture and Conversational skills. Use of visual material (DVD), communicative activities, grammar drills, classifiers and Deaf Culture study. ASL 120 is not required to earn credit for ASL 110\n", + "ASL 110 American Sign Language I. Zen Mompremier. An introduction to American Sign Language (ASL), with emphasis on vocabulary, ASL grammar, Deaf Culture and Conversational skills. Use of visual material (DVD), communicative activities, grammar drills, classifiers and Deaf Culture study. ASL 120 is not required to earn credit for ASL 110\n", + "ASL 110 American Sign Language I. Bellamie Bachleda. An introduction to American Sign Language (ASL), with emphasis on vocabulary, ASL grammar, Deaf Culture and Conversational skills. Use of visual material (DVD), communicative activities, grammar drills, classifiers and Deaf Culture study. ASL 120 is not required to earn credit for ASL 110\n", + "ASL 110 American Sign Language I. Leslie Rubin. An introduction to American Sign Language (ASL), with emphasis on vocabulary, ASL grammar, Deaf Culture and Conversational skills. Use of visual material (DVD), communicative activities, grammar drills, classifiers and Deaf Culture study. ASL 120 is not required to earn credit for ASL 110\n", + "ASL 110 American Sign Language I. Zen Mompremier. An introduction to American Sign Language (ASL), with emphasis on vocabulary, ASL grammar, Deaf Culture and Conversational skills. Use of visual material (DVD), communicative activities, grammar drills, classifiers and Deaf Culture study. ASL 120 is not required to earn credit for ASL 110\n", + "ASL 110 American Sign Language I. Zen Mompremier. An introduction to American Sign Language (ASL), with emphasis on vocabulary, ASL grammar, Deaf Culture and Conversational skills. Use of visual material (DVD), communicative activities, grammar drills, classifiers and Deaf Culture study. ASL 120 is not required to earn credit for ASL 110\n", + "ASL 110 American Sign Language I. Leslie Rubin. An introduction to American Sign Language (ASL), with emphasis on vocabulary, ASL grammar, Deaf Culture and Conversational skills. Use of visual material (DVD), communicative activities, grammar drills, classifiers and Deaf Culture study. ASL 120 is not required to earn credit for ASL 110\n", + "ASL 110 American Sign Language I. Bellamie Bachleda. An introduction to American Sign Language (ASL), with emphasis on vocabulary, ASL grammar, Deaf Culture and Conversational skills. Use of visual material (DVD), communicative activities, grammar drills, classifiers and Deaf Culture study. ASL 120 is not required to earn credit for ASL 110\n", + "ASL 130 American Sign Language III. Frances Conlin. Building on ASL 120, this course covers in depth the structure of ASL grammar, fingerspelling, narratives, and visual communication. Students develop expressive and receptive skills in storytelling and dialogue.\n", + "ASL 130 American Sign Language III. Andrew Fisher. Building on ASL 120, this course covers in depth the structure of ASL grammar, fingerspelling, narratives, and visual communication. Students develop expressive and receptive skills in storytelling and dialogue.\n", + "ASL 130 American Sign Language III. Frances Conlin. Building on ASL 120, this course covers in depth the structure of ASL grammar, fingerspelling, narratives, and visual communication. Students develop expressive and receptive skills in storytelling and dialogue.\n", + "ASL 130 American Sign Language III. Andrew Fisher. Building on ASL 120, this course covers in depth the structure of ASL grammar, fingerspelling, narratives, and visual communication. Students develop expressive and receptive skills in storytelling and dialogue.\n", + "ASL 130 American Sign Language III. Frances Conlin. Building on ASL 120, this course covers in depth the structure of ASL grammar, fingerspelling, narratives, and visual communication. Students develop expressive and receptive skills in storytelling and dialogue.\n", + "ASL 130 American Sign Language III. Andrew Fisher. Building on ASL 120, this course covers in depth the structure of ASL grammar, fingerspelling, narratives, and visual communication. Students develop expressive and receptive skills in storytelling and dialogue.\n", + "ASL 150 Critical Issues Facing Deaf People in Society. This course acquaints students with knowledge of d/Deaf and Hard of Hearing (DHH) people by surveying critical issues in how DHH people have been perceived and portrayed throughout history, how DHH and hearing people have advocated together for their civil rights, and how sign language studies, performance arts, and media have been instrumental in promoting these rights. As part of their studies, students create an ASL media or performance arts production that is reflective of this process. Students complete the course with a greater understanding of factors impacting language studies in the Deaf community, awareness of their own roles as members of the ASL community, and the ability to address sociocultural issues in tandem with Deaf communities and broader sign language communities.\n", + "ASTR 040 Expanding Ideas of Time and Space. Meg Urry. Discussions on astronomy, and the nature of time and space. Topics include the shape and contents of the universe, special and general relativity, dark and light matter, and dark energy. Observations and ideas fundamental to astronomers' current model of an expanding and accelerating four-dimensional universe.\n", + "ASTR 110 Planets and Stars. Michael Faison. Astronomy introduction to stars and planetary systems. Topics include the solar system and extrasolar planets, planet and stellar formation, and the evolution of stars from birth to death.\n", + "ASTR 155 Introduction to Astronomical Observing. Michael Faison. A hands-on introduction to techniques used in astronomy to observe astronomical objects. Observations of planets, stars, and galaxies using on-campus facilities and remote observing with Yale's research telescopes. Use of electronic detectors and computer-aided data processing.\n", + "ASTR 160 Frontiers and Controversies in Astrophysics. Marla Geha. A detailed study of three fundamental areas in astrophysics that are currently subjects of intense research and debate: planetary systems around stars other than the sun; pulsars, black holes, and the relativistic effects associated with them; and the age and ultimate fate of the universe.\n", + "ASTR 210 Stars and Their Evolution. Robert Zinn. Foundations of astronomy and astrophysics, focusing on an intensive introduction to stars. Nuclear processes and element production, stellar evolution, stellar deaths and supernova explosions, and stellar remnants including white dwarfs, neutron stars, and black holes. A close look at our nearest star, the sun. How extrasolar planets are studied; the results of such studies.\n", + "ASTR 255 Research Methods in Astrophysics. Malena Rice. An introduction to research methods in astronomy and astrophysics. The acquisition and analysis of astrophysical data, including the design and use of ground- and space-based telescopes, computational manipulation of digitized images and spectra, and confrontation of data with theoretical models. Examples taken from current research at Yale and elsewhere. Use of the Python programming language.\n", + "ASTR 310 Galactic and Extragalactic Astronomy. Jeffrey Kenney. Structure of the Milky Way galaxy and other galaxies; stellar populations and star clusters in galaxies; gas and star formation in galaxies; the evolution of galaxies; galaxies and their large-scale environment; galaxy mergers and interactions; supermassive black holes and active galactic nuclei.\n", + "ASTR 420 Computational Methods for Astrophysics. Paolo Coppi. The analytic, numerical, and computational tools necessary for effective research in astrophysics and related disciplines. Topics include numerical solutions to differential equations, spectral methods, and Monte Carlo simulations. Applications to common astrophysical problems including fluids and N-body simulations.\n", + "ASTR 450 Stellar Astrophysics. Sarbani Basu. The physics of stellar atmospheres and interiors. Topics include the basic equations of stellar structure, nuclear processes, stellar evolution, white dwarfs, and neutron stars.\n", + "ASTR 471 Independent Project in Astronomy. Marla Geha. Independent project supervised by a member of the department with whom the student meets regularly. The project must be approved by the instructor and by the director of undergraduate studies; the student is required to submit a complete written report on the project at the end of the term.\n", + "ASTR 490 The Two-Term Senior Project. Marla Geha. A two-term independent research project to fulfill the senior requirement for the B.S. degree. The project must be supervised by a member of the department and approved by the director of undergraduate studies.\n", + "ASTR 492 The One-Term Senior Project. Marla Geha. A one-term independent research project or essay to fulfill the senior requirement for the B.A. degree. The project must be supervised by a member of the department and approved by the director of undergraduate studies.\n", + "ASTR 501 Dynamics of Astrophysical Many-Body Systems. Frank van den Bosch. This course presents an in-depth treatment of the dynamics of astrophysical systems, including gases, plasmas, and stellar systems. The course starts with a detailed formulation of the theoretical foundations, using kinetic theory and statistical physics to describe the dynamics of many-body systems. Special emphasis is given to collisional processes in various astrophysical systems. Next, after deriving the relevant moment equations, we focus on specific topics related to (1) stellar dynamics, (2) hydrodynamics, and (3) plasma physics. Related to stellar dynamics we cover potential theory, orbit theory, Jeans modeling, gravitational encounters, and secular evolution (bars and spiral structure). In the field of (non-radiative) hydrodynamics we study, among others, the Navier-Stokes equation, vorticity, transport coefficients, accretion flow, turbulence, fluid instabilities, and shocks. We end with a cursory overview of plasma physics, including the Vlasov equation and the two-fluid model, Langmuir waves, Alfvén waves, Landau damping, ideal vs. resistive magnetohydrodynamics (MHD), and dynamos. Throughout the course, we focus on specific astrophysical applications.\n", + "ASTR 520 Computational Methods in Astrophysics and Geophysics. Paolo Coppi. The analytic and numerical/computational tools necessary for effective research in astronomy, geophysics, and related disciplines. Topics include numerical solutions to differential equations, spectral methods, and Monte Carlo simulations. Applications are made to common astrophysical and geophysical problems including fluids and N-body simulations.\n", + "ASTR 550 Stellar Astrophysics. Sarbani Basu. An introduction to the physics of stellar atmospheres and interiors. The basic equations of stellar structure, nuclear processes, stellar evolution, white dwarfs, and neutron stars.\n", + "ASTR 580 Research. By arrangement with faculty.\n", + "ASTR 600 Cosmology. Nikhil Padmanabhan. A comprehensive introduction to cosmology at the graduate level. The standard paradigm for the formation, growth, and evolution of structure in the universe is covered in detail. Topics include the inflationary origin of density fluctuations; the thermodynamics of the early universe; assembly of structure at late times and current status of observations. The basics of general relativity required to understand essential topics in cosmology are covered.\n", + "ASTR 710 Professional Seminar. Charles Bailyn. A weekly seminar covering science and professional issues in astronomy.\n", + "B&BS 640 Developing and Writing a Scientific Research Proposal. Rui Chang. 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 twelve. Required of second-year graduate students in Experimental Pathology.\n", + "BENG 205 Discovery and Design in Biomedical Research. Jay Humphrey. Multi-disciplinary and team-based research approach to the study of clinical dilemma. Focus on an important health care problem, bringing to bear concepts and principles from diverse areas to identify possible solutions. Study of precision regenerative medicine as it involves aspects of bioengineering, materials science, immunobiology, mechanobiology, computational modeling, and experimental design, as well as hands-on fabrication and materials testing (i.e., data collection and analysis).\n", + "BENG 230 Modeling Biological Systems I. Purushottam Dixit, Thierry Emonet. Biological systems make sophisticated decisions at many levels. This course explores the molecular and computational underpinnings of how these decisions are made, with a focus on modeling static and dynamic processes in example biological systems. This course is aimed at biology students and teaches the analytic and computational methods needed to model genetic networks and protein signaling pathways. Students present and discuss original papers in class. They learn to model using MatLab in a series of in-class hackathons that illustrate the biological examples discussed in the lectures. Biological systems and processes that are modeled include: (i) gene expression, including the kinetics of RNA and protein synthesis and degradation; (ii) activators and repressors; (iii) the lysogeny/lysis switch of lambda phage; (iv) network motifs and how they shape response dynamics; (v) cell signaling, MAP kinase networks and cell fate decisions; and (vi) noise in gene expression.\n", + "BENG 251 Biological and Physiological Determinants of Health. Overview of the biological and physiological functions that lead to a state of health in an individual and in a population. Cellular and molecular mechanisms of health explored in the context of major sources of global disease burden. Key physiological systems that contribute to health, including the endocrine, reproductive, cardiovascular, and respiratory systems. The development of technologies that enhance health and of those that harm it.\n", + "BENG 280 Sophomore Seminar in Biomedical Engineering. Cristina Rodriguez. Study of past successes and future needs of the multidisciplinary field of biomedical engineering. Areas of focus include: biomolecular engineering, including drug delivery and regenerative medicine; biomechanics, including mechanobiology and multiscale modeling; biomedical imaging and sensing, including image construction and analysis; and systems biology.\n", + "BENG 350 Physiological Systems. Stuart Campbell, W. Mark Saltzman. Regulation and control in biological systems, emphasizing human physiology and principles of feedback. Biomechanical properties of tissues emphasizing the structural basis of physiological control. Conversion of chemical energy into work in light of metabolic control and temperature regulation.\n", + "BENG 350 Physiological Systems. Regulation and control in biological systems, emphasizing human physiology and principles of feedback. Biomechanical properties of tissues emphasizing the structural basis of physiological control. Conversion of chemical energy into work in light of metabolic control and temperature regulation.\n", + "BENG 350 Physiological Systems. Regulation and control in biological systems, emphasizing human physiology and principles of feedback. Biomechanical properties of tissues emphasizing the structural basis of physiological control. Conversion of chemical energy into work in light of metabolic control and temperature regulation.\n", + "BENG 350 Physiological Systems. Regulation and control in biological systems, emphasizing human physiology and principles of feedback. Biomechanical properties of tissues emphasizing the structural basis of physiological control. Conversion of chemical energy into work in light of metabolic control and temperature regulation.\n", + "BENG 350 Physiological Systems. Regulation and control in biological systems, emphasizing human physiology and principles of feedback. Biomechanical properties of tissues emphasizing the structural basis of physiological control. Conversion of chemical energy into work in light of metabolic control and temperature regulation.\n", + "BENG 350 Physiological Systems. Regulation and control in biological systems, emphasizing human physiology and principles of feedback. Biomechanical properties of tissues emphasizing the structural basis of physiological control. Conversion of chemical energy into work in light of metabolic control and temperature regulation.\n", + "BENG 350 Physiological Systems. Regulation and control in biological systems, emphasizing human physiology and principles of feedback. Biomechanical properties of tissues emphasizing the structural basis of physiological control. Conversion of chemical energy into work in light of metabolic control and temperature regulation.\n", + "BENG 353 Introduction to Biomechanics. Michael Murrell. An introduction to the biomechanics used in biosolid mechanics, biofluid mechanics, biothermomechanics, and biochemomechanics. Diverse aspects of biomedical engineering, from basic mechanobiology to the design of novel biomaterials, medical devices, and surgical interventions.\n", + "BENG 355L Physiological Systems Laboratory. Dustin Scheinost, Nicha Dvornek, Steven Tommasini. Introduction to laboratory techniques and tools used in biomedical engineering for physiological measurement. Topics include bioelectric measurement, signal processing, and bone mechanics.\n", + "BENG 355L Physiological Systems Laboratory. Introduction to laboratory techniques and tools used in biomedical engineering for physiological measurement. Topics include bioelectric measurement, signal processing, and bone mechanics.\n", + "BENG 355L Physiological Systems Laboratory. Introduction to laboratory techniques and tools used in biomedical engineering for physiological measurement. Topics include bioelectric measurement, signal processing, and bone mechanics.\n", + "BENG 410 Physical and Chemical Basis of Bioimaging and Biosensing. Ansel Hillmer, Douglas Rothman, Fahmeed Hyder. Basic principles and technologies for sensing the chemical, electrical, and structural properties of living tissues and of biological macromolecules. Topics include magnetic resonance spectroscopy, microelectrodes, fluorescent probes, chip-based biosensors, X-ray and electron tomography, and MRI.\n", + "BENG 415 Practical Applications of Bioimaging and Biosensing. Ansel Hillmer, Daniel Coman, Evelyn Lake. Detecting, measuring, and quantifying the structural and functional properties of tissue is of critical importance in both biomedical research and medicine. This course focuses on the practicalities of generating quantitative results from raw bioimaging and biosensing data to complement other courses focus on the theoretical foundations which enable the collection of these data. Participants in the course work with real, cutting-edge data collected here at Yale. They become familiar with an array of current software tools, denoising and processing techniques, and quantitative analysis methods that are used in the pursuit of extracting meaningful information from imaging data. The subject matter of this course ranges from bioenergetics, metabolic pathways, molecular processes, brain receptor kinetics, protein expression and interactions to wide spread functional networks, long-range connectivity, and organ-level brain organization. The course provides a unique hands-on experience with processing and analyzing in vitro and in vivo bioimaging and biosensing data that is relevant to current research topics. The specific imaging modes which are covered include in vivo magnetic resonance spectroscopy (MRS) and spectroscopic imaging (MRSI), functional, structural, and molecular imaging (MRI), wide-field fluorescent optical imaging, and positron emission tomography (PET). The course provides the necessary background in biochemistry, bioenergetics, and biophysics for students to motivate the image manipulations which they learn to perform.\n", + "BENG 422 Engineering and Biophysical Approaches to Cancer. Michael Mak. This course focuses on engineering and biophysical approaches to cancer. The course examines the current state of the art understanding of cancer as a complex disease and the advanced engineering and biophysical methods developed to study and treat this disease. All treatment methods are covered. Basic quantitative and computational backgrounds are required.\n", + "BENG 444 Modern Medical Imaging: Lecture and Demonstrations. Chi Liu, Dana Peters, Gigi Galiana. Survey of engineering and physics foundations of modern medical imaging modalities with an emphasis on immersive and interactive experiences. Traditional lectures are balanced with guest lectures on state-of-the-art techniques and opportunities to observe procedures, acquire imaging data and reconstruct images. Modalities include MRI, X-ray, CT, SPECT, PET, optical and ultrasound methods.\n", + "BENG 445 Biomedical Image Processing and Analysis. James Duncan, Lawrence Staib. This course is an introduction to biomedical image processing and analysis, covering image processing basics and techniques for image enhancement, feature extraction, compression, segmentation, registration and motion analysis including traditional and machine learning techniques. Student learn the fundamentals behind image processing and analysis methods and algorithms with an emphasis on biomedical applications.\n", + "BENG 463 Immunoengineering. Tarek Fahmy. Immuno-engineering uses engineering and applied sciences to better understand how the immune system works. It also uses immunity to build better models and biomaterials that help fight diseases such as cancer, diabetes, lupus, MS, etc. This is an integrative class. It integrates what we know in ENAS with what we know in Immunity to address critical and urgent concerns in health and disease. Students learn that analytical tools and reagents built by engineers address some extremely significant problems in immunity, such as optimal vaccine design. Students also have the opportunity to apply new understandings towards gaping holes in immunotherapy and immunodiagnostics.\n", + "BENG 469 Single-Cell Biology, Technologies, and Analysis. Rong Fan. This course is to teach the principles of single-cell heterogeneity in human health and disease as well as computational techniques for single-cell analysis, with a particular focus on the omics-level data. Topics to be covered include single-cell level morphometric analysis, genomic alteration analysis, epigenomic analysis, mRNA transcriptome sequencing, small RNA profiling, surface epitope, intracellular signaling protein, and secreted protein analysis, metabolomics, multi-omics, and spatially resolved single-cell omics mapping. The students are expected to perform computational analysis of single-cell high-dimensional datasets to identify population heterogeneity, identify cell types, states, and differentiation trajectories. Finally, case studies are provided to show the power of single-cell analysis in therapeutic target discovery, biomarker research, clinical diagnostics, and personalized medicine. Lab tours may be provided to show how single-cell omics data are generated and how high-throughput sequencing is conducted.\n", + "BENG 471 Special Projects. Lawrence Staib. Faculty-supervised individual or small-group projects with emphasis on research (laboratory or theory), engineering design, or tutorial study. Students are expected to consult the director of undergraduate studies and appropriate faculty members about ideas and suggestions for suitable topics. This course, offered Pass/Fail, can be taken at any time during a student's career, and may be taken more than once. For the Senior Project, see BENG 473, 474.\n", + "BENG 473 Senior Project. Lawrence Staib. Faculty-supervised biomedical engineering projects focused on research (laboratory or theory) or engineering design. Students should consult with the director of undergraduate studies and appropriate faculty mentors for suitable projects. BENG 473 is taken during the fall term of the senior year and BENG 474 is taken during the spring term of the senior year.\n", + "BENG 475 Computational Vision and Biological Perception. Steven Zucker. An overview of computational vision with a biological emphasis. Suitable as an introduction to biological perception for computer science and engineering students, as well as an introduction to computational vision for mathematics, psychology, and physiology students.\n", + "BENG 480 Seminar in Biomedical Engineering. Shreya Saxena. Oral presentations and written reports by students analyzing papers from scientific journals on topics of interest in biomedical engineering, including discussions and advanced seminars from faculty on selected subjects. (For Class of 2020 and beyond this course is worth .5 credit.)\n", + "BIOL 101 Biochemistry and Biophysics. Edgar Benavides, Michael Koelle. The study of life at the molecular level. Topics include the three-dimensional structures and function of large biological molecules, the human genome, and the design of antiviral drugs to treat HIV/AIDS.\n", + "BIOL 101 Biochemistry and Biophysics. The study of life at the molecular level. Topics include the three-dimensional structures and function of large biological molecules, the human genome, and the design of antiviral drugs to treat HIV/AIDS.\n", + "BIOL 101 Biochemistry and Biophysics. The study of life at the molecular level. Topics include the three-dimensional structures and function of large biological molecules, the human genome, and the design of antiviral drugs to treat HIV/AIDS.\n", + "BIOL 101 Biochemistry and Biophysics. The study of life at the molecular level. Topics include the three-dimensional structures and function of large biological molecules, the human genome, and the design of antiviral drugs to treat HIV/AIDS.\n", + "BIOL 101 Biochemistry and Biophysics. The study of life at the molecular level. Topics include the three-dimensional structures and function of large biological molecules, the human genome, and the design of antiviral drugs to treat HIV/AIDS.\n", + "BIOL 101 Biochemistry and Biophysics. The study of life at the molecular level. Topics include the three-dimensional structures and function of large biological molecules, the human genome, and the design of antiviral drugs to treat HIV/AIDS.\n", + "BIOL 101 Biochemistry and Biophysics. The study of life at the molecular level. Topics include the three-dimensional structures and function of large biological molecules, the human genome, and the design of antiviral drugs to treat HIV/AIDS.\n", + "BIOL 101 Biochemistry and Biophysics. The study of life at the molecular level. Topics include the three-dimensional structures and function of large biological molecules, the human genome, and the design of antiviral drugs to treat HIV/AIDS.\n", + "BIOL 101 Biochemistry and Biophysics. The study of life at the molecular level. Topics include the three-dimensional structures and function of large biological molecules, the human genome, and the design of antiviral drugs to treat HIV/AIDS.\n", + "BIOL 101 Biochemistry and Biophysics. The study of life at the molecular level. Topics include the three-dimensional structures and function of large biological molecules, the human genome, and the design of antiviral drugs to treat HIV/AIDS.\n", + "BIOL 101 Biochemistry and Biophysics. The study of life at the molecular level. Topics include the three-dimensional structures and function of large biological molecules, the human genome, and the design of antiviral drugs to treat HIV/AIDS.\n", + "BIOL 101 Biochemistry and Biophysics. The study of life at the molecular level. Topics include the three-dimensional structures and function of large biological molecules, the human genome, and the design of antiviral drugs to treat HIV/AIDS.\n", + "BIOL 101 Biochemistry and Biophysics. The study of life at the molecular level. Topics include the three-dimensional structures and function of large biological molecules, the human genome, and the design of antiviral drugs to treat HIV/AIDS.\n", + "BIOL 101 Biochemistry and Biophysics. The study of life at the molecular level. Topics include the three-dimensional structures and function of large biological molecules, the human genome, and the design of antiviral drugs to treat HIV/AIDS.\n", + "BIOL 102 Principles of Cell Biology. Binyam Mogessie, Edgar Benavides, Valerie Horsley. The study of cell biology and membrane physiology. Topics include organization and functional properties of biological membranes, membrane physiology and signaling, rough endoplasmic reticulum and synthesis of membrane/secretory membrane proteins, endocytosis, the cytoskeleton, and cell division.\n", + "BIOL 102 Principles of Cell Biology. The study of cell biology and membrane physiology. Topics include organization and functional properties of biological membranes, membrane physiology and signaling, rough endoplasmic reticulum and synthesis of membrane/secretory membrane proteins, endocytosis, the cytoskeleton, and cell division.\n", + "BIOL 102 Principles of Cell Biology. The study of cell biology and membrane physiology. Topics include organization and functional properties of biological membranes, membrane physiology and signaling, rough endoplasmic reticulum and synthesis of membrane/secretory membrane proteins, endocytosis, the cytoskeleton, and cell division.\n", + "BIOL 102 Principles of Cell Biology. The study of cell biology and membrane physiology. Topics include organization and functional properties of biological membranes, membrane physiology and signaling, rough endoplasmic reticulum and synthesis of membrane/secretory membrane proteins, endocytosis, the cytoskeleton, and cell division.\n", + "BIOL 102 Principles of Cell Biology. The study of cell biology and membrane physiology. Topics include organization and functional properties of biological membranes, membrane physiology and signaling, rough endoplasmic reticulum and synthesis of membrane/secretory membrane proteins, endocytosis, the cytoskeleton, and cell division.\n", + "BIOL 102 Principles of Cell Biology. The study of cell biology and membrane physiology. Topics include organization and functional properties of biological membranes, membrane physiology and signaling, rough endoplasmic reticulum and synthesis of membrane/secretory membrane proteins, endocytosis, the cytoskeleton, and cell division.\n", + "BIOL 102 Principles of Cell Biology. The study of cell biology and membrane physiology. Topics include organization and functional properties of biological membranes, membrane physiology and signaling, rough endoplasmic reticulum and synthesis of membrane/secretory membrane proteins, endocytosis, the cytoskeleton, and cell division.\n", + "BIOL 102 Principles of Cell Biology. The study of cell biology and membrane physiology. Topics include organization and functional properties of biological membranes, membrane physiology and signaling, rough endoplasmic reticulum and synthesis of membrane/secretory membrane proteins, endocytosis, the cytoskeleton, and cell division.\n", + "BIOL 102 Principles of Cell Biology. The study of cell biology and membrane physiology. Topics include organization and functional properties of biological membranes, membrane physiology and signaling, rough endoplasmic reticulum and synthesis of membrane/secretory membrane proteins, endocytosis, the cytoskeleton, and cell division.\n", + "BIOL 102 Principles of Cell Biology. The study of cell biology and membrane physiology. Topics include organization and functional properties of biological membranes, membrane physiology and signaling, rough endoplasmic reticulum and synthesis of membrane/secretory membrane proteins, endocytosis, the cytoskeleton, and cell division.\n", + "BIOL 102 Principles of Cell Biology. The study of cell biology and membrane physiology. Topics include organization and functional properties of biological membranes, membrane physiology and signaling, rough endoplasmic reticulum and synthesis of membrane/secretory membrane proteins, endocytosis, the cytoskeleton, and cell division.\n", + "BIOL 102 Principles of Cell Biology. The study of cell biology and membrane physiology. Topics include organization and functional properties of biological membranes, membrane physiology and signaling, rough endoplasmic reticulum and synthesis of membrane/secretory membrane proteins, endocytosis, the cytoskeleton, and cell division.\n", + "BIOL 102 Principles of Cell Biology. The study of cell biology and membrane physiology. Topics include organization and functional properties of biological membranes, membrane physiology and signaling, rough endoplasmic reticulum and synthesis of membrane/secretory membrane proteins, endocytosis, the cytoskeleton, and cell division.\n", + "BIOL 102 Principles of Cell Biology. The study of cell biology and membrane physiology. Topics include organization and functional properties of biological membranes, membrane physiology and signaling, rough endoplasmic reticulum and synthesis of membrane/secretory membrane proteins, endocytosis, the cytoskeleton, and cell division.\n", + "BIOL 103 Genetics and Development. Thomas Loreng, Weimin Zhong. Foundation principles for the study of genetics and developmental biology. How genes control development and disease; Mendel's rules; examples of organ physiology.\n", + "BIOL 103 Genetics and Development. Foundation principles for the study of genetics and developmental biology. How genes control development and disease; Mendel's rules; examples of organ physiology.\n", + "BIOL 103 Genetics and Development. Foundation principles for the study of genetics and developmental biology. How genes control development and disease; Mendel's rules; examples of organ physiology.\n", + "BIOL 103 Genetics and Development. Foundation principles for the study of genetics and developmental biology. How genes control development and disease; Mendel's rules; examples of organ physiology.\n", + "BIOL 103 Genetics and Development. Foundation principles for the study of genetics and developmental biology. How genes control development and disease; Mendel's rules; examples of organ physiology.\n", + "BIOL 103 Genetics and Development. Foundation principles for the study of genetics and developmental biology. How genes control development and disease; Mendel's rules; examples of organ physiology.\n", + "BIOL 103 Genetics and Development. Foundation principles for the study of genetics and developmental biology. How genes control development and disease; Mendel's rules; examples of organ physiology.\n", + "BIOL 103 Genetics and Development. Foundation principles for the study of genetics and developmental biology. How genes control development and disease; Mendel's rules; examples of organ physiology.\n", + "BIOL 103 Genetics and Development. Foundation principles for the study of genetics and developmental biology. How genes control development and disease; Mendel's rules; examples of organ physiology.\n", + "BIOL 103 Genetics and Development. Foundation principles for the study of genetics and developmental biology. How genes control development and disease; Mendel's rules; examples of organ physiology.\n", + "BIOL 103 Genetics and Development. Foundation principles for the study of genetics and developmental biology. How genes control development and disease; Mendel's rules; examples of organ physiology.\n", + "BIOL 103 Genetics and Development. Foundation principles for the study of genetics and developmental biology. How genes control development and disease; Mendel's rules; examples of organ physiology.\n", + "BIOL 104 Principles of Ecology and Evolutionary Biology. Erika Edwards, Thomas Loreng. The study of evolutionary biology, animal behavior, and the history of life. Evolutionary transitions and natural selection. Adaptation at genic, chromosomal, cellular, organismal, and supra-organismal levels. Distributional and social consequences of particular suites of organismal adaptations.\n", + "BIOL 104 Principles of Ecology and Evolutionary Biology. The study of evolutionary biology, animal behavior, and the history of life. Evolutionary transitions and natural selection. Adaptation at genic, chromosomal, cellular, organismal, and supra-organismal levels. Distributional and social consequences of particular suites of organismal adaptations.\n", + "BIOL 104 Principles of Ecology and Evolutionary Biology. The study of evolutionary biology, animal behavior, and the history of life. Evolutionary transitions and natural selection. Adaptation at genic, chromosomal, cellular, organismal, and supra-organismal levels. Distributional and social consequences of particular suites of organismal adaptations.\n", + "BIOL 104 Principles of Ecology and Evolutionary Biology. The study of evolutionary biology, animal behavior, and the history of life. Evolutionary transitions and natural selection. Adaptation at genic, chromosomal, cellular, organismal, and supra-organismal levels. Distributional and social consequences of particular suites of organismal adaptations.\n", + "BIOL 104 Principles of Ecology and Evolutionary Biology. The study of evolutionary biology, animal behavior, and the history of life. Evolutionary transitions and natural selection. Adaptation at genic, chromosomal, cellular, organismal, and supra-organismal levels. Distributional and social consequences of particular suites of organismal adaptations.\n", + "BIOL 104 Principles of Ecology and Evolutionary Biology. The study of evolutionary biology, animal behavior, and the history of life. Evolutionary transitions and natural selection. Adaptation at genic, chromosomal, cellular, organismal, and supra-organismal levels. Distributional and social consequences of particular suites of organismal adaptations.\n", + "BIOL 104 Principles of Ecology and Evolutionary Biology. The study of evolutionary biology, animal behavior, and the history of life. Evolutionary transitions and natural selection. Adaptation at genic, chromosomal, cellular, organismal, and supra-organismal levels. Distributional and social consequences of particular suites of organismal adaptations.\n", + "BIOL 104 Principles of Ecology and Evolutionary Biology. The study of evolutionary biology, animal behavior, and the history of life. Evolutionary transitions and natural selection. Adaptation at genic, chromosomal, cellular, organismal, and supra-organismal levels. Distributional and social consequences of particular suites of organismal adaptations.\n", + "BIOL 104 Principles of Ecology and Evolutionary Biology. The study of evolutionary biology, animal behavior, and the history of life. Evolutionary transitions and natural selection. Adaptation at genic, chromosomal, cellular, organismal, and supra-organismal levels. Distributional and social consequences of particular suites of organismal adaptations.\n", + "BIOL 104 Principles of Ecology and Evolutionary Biology. The study of evolutionary biology, animal behavior, and the history of life. Evolutionary transitions and natural selection. Adaptation at genic, chromosomal, cellular, organismal, and supra-organismal levels. Distributional and social consequences of particular suites of organismal adaptations.\n", + "BIOL 104 Principles of Ecology and Evolutionary Biology. The study of evolutionary biology, animal behavior, and the history of life. Evolutionary transitions and natural selection. Adaptation at genic, chromosomal, cellular, organismal, and supra-organismal levels. Distributional and social consequences of particular suites of organismal adaptations.\n", + "BIOL 104 Principles of Ecology and Evolutionary Biology. The study of evolutionary biology, animal behavior, and the history of life. Evolutionary transitions and natural selection. Adaptation at genic, chromosomal, cellular, organismal, and supra-organismal levels. Distributional and social consequences of particular suites of organismal adaptations.\n", + "BIS 525 Seminar in Biostatistics and Journal Club. Kendra Plourde, Robert McDougal. The BIS departmental seminar fosters engagement with innovative statistical researchers outside Yale and exposes students to new ideas in statistical research that they may not encounter in their traditional course work. Topics discussed in seminar talks vary, but a major theme is statistical-methodological innovation in the service of public health. Although no credit or grade is awarded, satisfactory performance will be noted on the student’s transcript.\n", + "BIS 537 Statistical Methods for Causal Inference. Fan Li. This course formally introduces statistical theory and methods that allow rigorous comparisons of treatment strategies for public health and biomedical studies. Although randomization is the gold standard for unbiased treatment comparisons, observational studies are increasingly common for comparative effectiveness research for real-world evidence (RWE). The course addresses complexities in the design and analysis of observational studies for the purpose of comparing treatments. We focus on the treatment effect averaged over a target population as the parameter of scientific interest, and we discuss conditions when the parameter can be interpreted as causal. Modern statistical tools for inferring causality are developed and demonstrated. In the first half of the course, we formalize the comparison of a point treatment in cross-sectional observational studies; and we develop regression, propensity score subclassification, matching, weighting, and hybrid estimators. In the second half, we turn to the more complex time-varying treatments in longitudinal observational studies and introduce methods to account for time-dependent confounding and censoring bias. We explain why traditional regression adjustment fails and discuss the methods of g-computation, sequential stratification, marginal structural models, and structural nested models. Examples are drawn from various biomedical and health-related studies.\n", + "BIS 544E Computational Methods for Informatics. Robert McDougal. This course introduces the key computational methods and concepts necessary for taking an informatics project from start to finish: using APIs to query online resources, reading and writing common biomedical data formats, choosing appropriate data structures for storing and manipulating data, implementing computationally efficient and parallelizable algorithms for analyzing data, and developing appropriate visualizations for communicating health information. The FAIR data-sharing guidelines are discussed. Current issues in big health data are discussed, including successful applications as well as privacy and bias concerns. This course has a significant programming component, and familiarity with programming is assumed.\n", + "BIS 555 Machine Learning with Biomedical Data. Leying Guan. This course covers many popular topics in machine learning and statistics that are widely used for the exploration of biomedical data. Techniques covered include different linear prediction methods, random forest, boosting, neural networks, and some recent progress on model inference in high dimensions, as well as dimension reduction and clustering. Various examples using biomedical data—e.g., microarray gene expression data, single-cell RNA-Seq data—are provided. The emphasis is on the statistical aspects of different machine-learning methods and their applications to problems in computational biology.\n", + "BIS 560 Introduction to Health Informatics. Andrew Taylor. Health Informatics is a diverse and varied field. This course is designed to provide a general introduction to health informatics. Students will gain foundational knowledge in clinical information systems, health data standards, electronic health records and data security/privacy issues, among other areas.  Students will survey a variety of informatics subfields including research, laboratory/precision medicine, imaging, and artificial intelligence. A particular focus for the course will be conceptual underpinnings that generalized well to all informatics disciplines\n", + "BIS 562 Clinical Decision Support. Edward Melnick, Mona Sharifi. Building on BIS 560/CB&B 740, this course provides the purpose, scope, and history of decision support systems within health care. Using a weekly hands-on application of knowledge acquired in the lecture portion of the course, students identify a clinical need and prototype their own clinical decision support solution. Solutions are then presented in a \"shark tank\" format to iteratively refine them to yield a final product that is capable of real-world implementation.\n", + "BIS 567 Bayesian Statistics. Joshua Warren. Bayesian inference is a method of statistical inference in which prior beliefs for model parameters can be incorporated into an analysis and updated once data are observed. This course is designed to provide an introduction to basic aspects of Bayesian data analysis including conceptual and computational methods. Broad major topics include Bayes’s theorem, prior distributions, posterior distributions, predictive distributions, and Markov chain Monte Carlo sampling methods. We begin by motivating the use of Bayesian methods, discussing prior distribution choices in common single parameter models, and summarizing posterior distributions in these settings. Next, we introduce computational methods needed to study multi-parameter models. R software is most often used. We then apply these methods to more complex modeling settings including linear, generalized linear, and hierarchical models. Discussion of model comparisons and adequacy is also presented.\n", + "BIS 568 Applied Machine Learning in Healthcare. Andrew Taylor, Wade Schulz. Recent advances in machine learning (ML) offer tremendous promise to improve the care of patients. However, few ML applications are currently deployed within healthcare institutions and even fewer provide real value. This course is designed to empower students to overcome common pitfalls in bringing ML to the bedside and aims to provide a holistic approach to the complexities and nuances of ML in the healthcare space. The class focuses on key steps of model development and implementation centered on real-world applications. Students apply what they learn from the lectures, assignments, and readings to identify salient healthcare problems and tackle their solutions through end-to-end data engineering pipelines.\n", + "BIS 575 Introduction to Regulatory Affairs. Robert Makuch. This course provides students with an introduction to regulatory affairs science, as these issues apply to the regulation of food, pharmaceuticals, and medical and diagnostic devices. The course covers a broad range of specialties that focus on issues including legal underpinnings of the regulatory process, compliance, phases of clinical testing and regulatory milestones, clinical trials design and monitoring, quality assurance, post-marketing study design in response to regulatory and other needs, and post-marketing risk management. The complexities of this process require awareness of leadership and change management skills. Topics to be discussed include: (1) the nature and scope of the International Conference on Harmonization, and its guidelines for regulatory affairs in the global environment; (2) drug development, the FDA, and principles of regulatory affairs in this environment; (3) the practice of global regulatory affairs from an industry perspective; (4) description/structure/issues of current special importance to the U.S. FDA; (5) historical background and FDA jurisdiction of food and drug law; (6) the drug development process including specification of the important milestone meetings with the FDA; (7) risk analysis and approaches to its evaluation; (8) use of Bayesian statistics in medical device evaluation, a new approach; (9) use of data monitoring committees and other statistical methods for regulatory compliance; (10) developments in leadership and change management; and (11) food quality assurance including risk analysis/compliance/enforcement. Through course participation, students also have opportunities to meet informally with faculty and outside speakers to explore additional regulatory issues of current interest.\n", + "BIS 600 Directed Readings BIS: IS Methods & Cervical Cancer. Donna Spiegelman. Independent study or directed readings on a specific research topic agreed upon by faculty and student. By arrangement with faculty. For M.S. and Ph.D. students only.\n", + "BIS 600 Independent Study or Directed Readings. Independent study or directed readings on a specific research topic agreed upon by faculty and student. By arrangement with faculty. For M.S. and Ph.D. students only.\n", + "BIS 610 Applied Area Readings for Qualifying Exams. Required of BIS Ph.D. students, in preparation for qualifying exams. Readings arranged with specific faculty in related research area. By arrangement with faculty.\n", + "BIS 620 Data Science Software Systems. Michael Kane. This course focuses on the principles of software engineering needed to be an effective informatician and data scientist. It provides the fundamentals needed to create extensible systems for processing, visualizing, and analyzing data along with providing principles for reproducibility and communication in R and Python.\n", + "BIS 621 Regression Models for Public Health. Elizabeth Claus. This course focuses on the applications of regression models and is intended for students who have completed an introductory statistics class but who wish to acquire the additional statistical skills needed for the independent conduct and analysis of study designs frequently seen in public health. Topics include model selection, implementation and interpretation for linear regression with continuous outcomes, logistic regression with binary/multinomial/ordinal outcomes, and proportional hazards regression with survival time outcomes. The class explores advanced topics within these domains including the analysis of (1) blocked and nested study designs, (2) linear contrasts and multiple comparisons, (3) longitudinal data or repeated measures, (4) missing data, and (5) pragmatic clinical trials using propensity scores to reduce selection bias, etc. SAS software is used for analysis of data.\n", + "BIS 623 Advanced Regression Models. Yize Zhao. This course provides a focused examination of the theory and application behind linear regression. Topics include linear regression, estimation, hypothesis testing, regression diagnostics, analysis of variance, adjusting for covariates, transformations, missing data, and generalized linear models. R and SAS software is used for analysis of data.\n", + "BIS 629 Advanced Methods for Implementation and Prevention Science. Donna Spiegelman. The course presents methods for the design and analysis of studies arising in the implementation and prevention science space. These studies implement a range of cluster-randomized designs, quasi-experimental designs, and observational designs. This course consists of two parts. The first provides an exposition of the theory and analytic techniques used in the design and analysis of experimental studies arising in implementation and prevention science. The second covers the design and analysis of quasi-experimental and observational studies. SAS/R is used for problem sets. Through the provision of student PASS licenses, competency in the use of this leading software for study design is acquired.\n", + "BIS 633 Population and Public Health Informatics. Brian Coleman. This is not a programming course or a mathematics course. The course provides an in-depth survey of the data standards, data analysis tools, databases, and information management systems and applications used in clinical population research, disease surveillance, emergency response information systems, and the like. It examines informatics techniques used on population-level data to improve health and the application of information and computer science and technology to public health practice, research, policy, and decision support. This scientific area focuses on the capture, management, and use of electronic public health data. While these backgrounds are prominent in the field, the purpose of this course is to provide the history and context of the field.\n", + "BIS 634 Computational Methods for Informatics. Robert McDougal. This course introduces the key computational methods and concepts necessary for taking an informatics project from start to finish: using APIs to query online resources, reading and writing common biomedical data formats, choosing appropriate data structures for storing and manipulating data, implementing computationally efficient and parallelizable algorithms for analyzing data, and developing appropriate visualizations for communicating health information. The FAIR data-sharing guidelines are discussed. Current issues in big health data are discussed, including successful applications as well as privacy and bias concerns. This course has a significant programming component, and familiarity with programming is assumed.\n", + "BIS 638 Clinical Database Management Systems and Ontologies. George Hauser, Kei-Hoi Cheung. This course introduces database and ontology in the clinical/public health domain. It reviews how data and information are generated in clinical/public health settings. It introduces different approaches to representing, modeling, managing, querying, and integrating clinical/public health data. In terms of database technologies, the course describes two main approaches—SQL database and non-SQL (NoSQL) database—and shows how these technologies can be used to build electronic health records (EHR), data repositories, and data warehouses. In terms of ontologies, it discusses how ontologies are used in connecting and integrating data with machine-readable knowledge. The course reviews the major theories, methods, and tools for the design and development of databases and ontologies. It also includes clinical/public health use cases demonstrating how databases and ontologies are used to support clinical/public health research.\n", + "BIS 649 Master’s Thesis Research. Shuangge Ma. The master’s thesis is not required of M.S. or M.P.H. students. Students work with faculty advisers in designing their project and writing the thesis. Detailed guidelines for the thesis are outlined in Appendix II of the YSPH Bulletin.\n", + "BIS 678 Statistical Practice I. Denise Esserman, James Dziura, Lisa Calvocoressi, Peter Peduzzi. This first term of a yearlong capstone course prepares students to transition from the classroom to the real-world practice of biostatistics. The course, which assumes a strong foundation in statistical analysis, study design, and methods, augments that knowledge with topics frequently encountered in practice: e.g., calculating sample size, handling missing data. Students have the opportunity to develop critical reading and problem-solving skills and are encouraged to bring a \"big picture\" perspective to their analytic work by considering study aims, hypotheses, and design as the framework for planning and conducting appropriate statistical analyses. Within that framework, students are challenged to integrate knowledge from multiple courses to write cogent statistical analysis plans and carry out complex analyses. Moreover, as biostatisticians must be able to clearly communicate their findings to fellow statisticians and non-statisticians, this course provides multiple opportunities for students to present their work orally and in writing. As in statistical practice, there are opportunities for problem-solving and decision-making at the individual and group level. Required of second-year Biostatistics M.P.H., M.S., and doctoral students.\n", + "BIS 679 Advanced Statistical Programming in SAS and R. Elizabeth Claus. This class offers students the chance to build on basic SAS and R programming skills. Half of the term is spent working with SAS learning how to create arrays, format data, merge and subset data from multiple sources, transpose data, and write and work with macros. The second half of the term is spent working with R learning how to work with data, program functions, write simulation code using loops, and bootstrap.\n", + "BIS 685 Capstone in Health Informatics. David Chartash, Hamada Altalib, Kei-Hoi Cheung, Pamela Hoffman. Building on BIS 560/CB&B 740 and BIS 550/CB&B 750, this course provides the opportunity for master’s-level integration of basic informatics theory and practice through the use of modules focusing on the workflow of major health informatics projects. Students have two major projects throughout the course, including a team project where additional reflection on coordination of responsibilities and teamwork is essential. Each student is also able to work on a term-long individual module or choose to individually continue to advance the previous team project. The final projects are meant to show how the student integrates informatics theory, skills, and stakeholder’s needs into a final product or project that may be developed into a deliverable for general public use.\n", + "BIS 695 Summer Internship in Biostatistics. Shuangge Ma. The summer internship in biostatistics for M.S. students provides a hands-on, real-world experience in support of the student’s educational and career goals. It is strongly encouraged that students seek out an internship with a public health or biomedical focus. The internship requires a full-time (thirty to forty hours per week) for ten to twelve weeks in the summer following the first year of the program. Students need to develop a work plan in conjunction with their internship supervisor and the student’s faculty adviser must obtain approve the plan. The student and internship supervisor must also complete a post-internship evaluation. First-year M.S. Health Informatics students choosing to participate in a summer internship should also enroll in this course.\n", + "BNGL 130 Intermediate Bengali I. The first half of a two-term sequence designed to develop intermediate proficiency in Bengali. Review of major grammar topics. Emphasis on expanding vocabulary, developing effective reading strategies, and improving listening comprehension. Readings, discussion, and written work focus on cultural topics in the Bengali-speaking world.\n", + "BNGL 150 Advanced Bengali I. The foremost goal of this class is to support and encourage language skills in interpretive reading and writing and help the student to attain language proficiency at the Advanced Mid/High level of the American Council on the Teaching of Foreign Languages (ACTFL) and C1 level of the Common European Framework of Reference for Languages (CEFR).\n", + "BURM 110 Elementary Burmese I. This course aims to train students to achieve basic skills in Burmese. The students develop competency in reading and writing Burmese script and also learn basic spoken Burmese.\n", + "C&MP 550 Physiological Systems. Stuart Campbell, W. Mark Saltzman. The course develops a foundation in human physiology by examining the homeostasis of vital parameters within the body, and the biophysical properties of cells, tissues, and organs. Basic concepts in cell and membrane physiology are synthesized through exploring the function of skeletal, smooth, and cardiac muscle. The physical basis of blood flow, mechanisms of vascular exchange, cardiac performance, and regulation of overall circulatory function are discussed. Respiratory physiology explores the mechanics of ventilation, gas diffusion, and acid-base balance. Renal physiology examines the formation and composition of urine and the regulation of electrolyte, fluid, and acid-base balance. Organs of the digestive system are discussed from the perspective of substrate metabolism and energy balance. Hormonal regulation is applied to metabolic control and to calcium, water, and electrolyte balance. The biology of nerve cells is addressed with emphasis on synaptic transmission and simple neuronal circuits within the central nervous system. The special senses are considered in the framework of sensory transduction. Weekly discussion sections provide a forum for in-depth exploration of topics. Graduate students evaluate research findings through literature review and weekly meetings with the instructor.\n", + "C&MP 600 Medical Physiology Case Conferences. Emile Boulpaep. Two-term course taught in groups of ten to twelve students by the same group leader(s) throughout the year. Workshop format permits students to apply basic concepts of physiology to clinical syndromes and disease processes. Students are expected to participate actively in a weekly discussion of a clinical case that illustrates principles of human physiology and pathophysiology at the whole-body, system, organ, cellular, or molecular level.\n", + "C&MP 610 Medical Research Scholars Program: Mentored Clinical Experience. George Lister, Richard Pierce, Yelizaveta Konnikova. The purpose of the Mentored Clinical Experience (MCE), an MRSP-specific course, is to permit students to gain a deep understanding of and appreciation for the interface between basic biomedical research and its application to clinical practice. The MCE is intended to integrate basic and translational research with direct exposure to clinical medicine and patients afflicted with the diseases or conditions under discussion. The course provides a foundation and a critically important forum for class discussion because each module stimulates students to explore a disease process in depth over four ninety-minute sessions led by expert clinician-scientists. The structure incorporates four perspectives to introduce the students to a particular disease or condition and then encourages them to probe areas that are not understood or fully resolved so they can appreciate the value and challenge inherent in using basic science to enhance clinical medicine. Students are provided biomedical resource material for background to the sessions as well as articles or other publicly available information that offers insight to the perspective from the non-scientific world. During this course students meet with patients who have experienced the disease and/or visit and explore facilities associated with diagnosis and treatment of the disease process. Students are expected to prepare for sessions, to participate actively, and to be scrupulously respectful of patients and patient facilities. Prior to one of the sessions students receive guidance as to what they will observe and how to approach the experience; and at the end of the session, the students discuss their thoughts and impressions. All students receive HIPAA training and appropriate training in infection control and decorum relating to patient contact prior to the course.\n", + "C&MP 629 Seminar in Molecular Medicine, Pharmacology, and Physiology. Christopher Bunick, Don Nguyen, Susumu Tomita, Titus Boggon. Readings and discussion on a diverse range of current topics in molecular medicine, pharmacology, and physiology. The class emphasizes analysis of primary research literature and development of presentation and writing skills. Contemporary articles are assigned on a related topic every week, and a student leads discussions with input from faculty who are experts in the topic area. The overall goal is to cover a specific topic of medical relevance (e.g., cancer, neurodegeneration) from the perspective of three primary disciplines (i.e., physiology: normal function; pathology: abnormal function; and pharmacology: intervention). Required of and open only to Ph.D. and M.D./Ph.D. students in the Molecular Medicine, Pharmacology, and Physiology track.\n", + "CAND 999 Prep: Admission to Candidacy. \n", + "CB&B 523 Biological Physics. Yimin Luo. The course has two aims: (1) to introduce students to the physics of biological systems and (2) to introduce students to the basics of scientific computing. The course focuses on studies of a broad range of biophysical phenomena including diffusion, polymer statistics, protein folding, macromolecular crowding, cell motion, and tissue development using computational tools and methods. Intensive tutorials are provided for MATLAB including basic syntax, arrays, for-loops, conditional statements, functions, plotting, and importing and exporting data.\n", + "CB&B 555 Unsupervised Learning for Big Data. This course focuses on machine-learning methods well-suited to tackling problems associated with analyzing high-dimensional, high-throughput noisy data including: manifold learning, graph signal processing, nonlinear dimensionality reduction, clustering, and information theory. Though the class goes over some biomedical applications, such methods can be applied in any field.\n", + "CB&B 555 Unsupervised Learning for Big Data. This course focuses on machine-learning methods well-suited to tackling problems associated with analyzing high-dimensional, high-throughput noisy data including: manifold learning, graph signal processing, nonlinear dimensionality reduction, clustering, and information theory. Though the class goes over some biomedical applications, such methods can be applied in any field.\n", + "CB&B 634 Computational Methods for Informatics. Robert McDougal. This course introduces the key computational methods and concepts necessary for taking an informatics project from start to finish: using APIs to query online resources, reading and writing common biomedical data formats, choosing appropriate data structures for storing and manipulating data, implementing computationally efficient and parallelizable algorithms for analyzing data, and developing appropriate visualizations for communicating health information. The FAIR data-sharing guidelines are discussed. Current issues in big health data are discussed, including successful applications as well as privacy and bias concerns. This course has a significant programming component, and familiarity with programming is assumed.\n", + "CB&B 638 Clinical Database Management Systems and Ontologies. George Hauser, Kei-Hoi Cheung. This course introduces database and ontology in the clinical/public health domain. It reviews how data and information are generated in clinical/public health settings. It introduces different approaches to representing, modeling, managing, querying, and integrating clinical/public health data. In terms of database technologies, the course describes two main approaches—SQL database and non-SQL (NoSQL) database—and shows how these technologies can be used to build electronic health records (EHR), data repositories, and data warehouses. In terms of ontologies, it discusses how ontologies are used in connecting and integrating data with machine-readable knowledge. The course reviews the major theories, methods, and tools for the design and development of databases and ontologies. It also includes clinical/public health use cases demonstrating how databases and ontologies are used to support clinical/public health research.\n", + "CB&B 711 Lab Rotations. Steven Kleinstein. Three 2.5–3-month research rotations in faculty laboratories are required during the first year of graduate study. These rotations are arranged by each student with individual faculty members.\n", + "CB&B 740 Introduction to Health Informatics. Andrew Taylor. The course provides an introduction to clinical and translational informatics. Topics include (1) overview of biomedical informatics, (2) design, function, and evaluation of clinical information systems, (3) clinical decision-making and practice guidelines, (4) clinical decision support systems, (5) informatics support of clinical research, (6) privacy and confidentiality of clinical data, (7) standards, and (8) topics in translational bioinformatics.\n", + "CBIO 501 Molecules to Systems. Peter Takizawa. This full-year course (CBIO 501/CBIO 502) is designed to provide medical students with a current and comprehensive review of biologic structure and function at the cellular, tissue, and organ system levels. Areas covered include structure and organization of cells; regulation of the cell cycle and mitosis; protein biosynthesis and membrane targeting; cell motility and the cytoskeleton; signal transduction; cell adhesion; cell and tissue organization of organ systems. Clinical correlation sessions, which illustrate the contributions of cell biology to specific medical problems, are interspersed in the lecture schedule. Histophysiology laboratories provide practical experience with an understanding of exploring cell and tissue structure.\n", + "CBIO 600 Science at the Frontiers of Medicine. Alan Dardik, Barbara Kazmierczak, Faye Rogers, Fred Gorelick, John Tsang, Jonathan Bogan, Jorge Galan, Lauren Sansing, Marco Ramos, Monkol Lek, Reiko Fitzsimonds, Rene Almeling, Samuel Katz, Smita Krishnaswamy, Xavier Llor, Yelizaveta Konnikova. This full-year graduate seminar (CBIO 600/CBIO 601) for first-year M.D./Ph.D. students—an elective course for M.D. students—matches the progression of topics in the eighteen-month preclinical medical school curriculum and emphasizes the connections between basic and clinical science, human physiology, and disease. It is directed by M.D./Ph.D. program faculty, and many class discussions are led by expert Yale School of Medicine faculty members who select the papers to be read. Students explore scientific topics in depth, learn about cutting-edge research, and improve their presentation skills. The curriculum provides a framework for critically reading and analyzing papers drawn broadly from the biomedical sciences; this breadth of knowledge is also leveraged in team-based exercises that promote peer-to-peer teaching and learning.\n", + "CBIO 602 Molecular Cell Biology. Christopher Burd, David Breslow, Malaiyalam Mariappan, Martin Schwartz, Megan King, Min Wu, Nadya Dimitrova, Patrick Lusk, Shaul Yogev, Shawn Ferguson, Thomas Melia, Valerie Horsley, Xiaolei Su. A comprehensive introduction to the molecular and mechanistic aspects of cell biology for graduate students in all programs. Emphasizes fundamental issues of cellular organization, regulation, biogenesis, and function at the molecular level.\n", + "CBIO 603 Seminar in Molecular Cell Biology. Christopher Burd, David Breslow, Malaiyalam Mariappan, Martin Schwartz, Megan King, Patrick Lusk, Shaul Yogev, Shawn Ferguson, Thomas Melia, Valerie Horsley, Xiaolei Su. A graduate-level seminar in modern cell biology. The class is devoted to the reading and critical evaluation of classical and current papers. The topics are coordinated with the CBIO 602 lecture schedule. Thus, concurrent enrollment in CBIO 602 is required.\n", + "CBIO 655 Stem Cells: Biology and Application. In-Hyun Park. This course is designed for first-year or second-year students to learn the fundamentals of stem cell biology and to gain familiarity with current research in the field. The course is presented in a lecture and discussion format based on primary literature. Topics include stem cell concepts, methodologies for stem cell research, embryonic stem cells, adult stem cells, cloning and stem cell reprogramming, and clinical applications of stem cell research.\n", + "CBIO 655 Stem Cells: Biology and Application. In-Hyun Park. This course is designed for first-year or second-year students to learn the fundamentals of stem cell biology and to gain familiarity with current research in the field. The course is presented in a lecture and discussion format based on primary literature. Topics include stem cell concepts, methodologies for stem cell research, embryonic stem cells, adult stem cells, cloning and stem cell reprogramming, and clinical applications of stem cell research.\n", + "CBIO 900 Research Skills and Ethics I. Patrick Lusk. This course consists of a weekly seminar that covers ethics, writing, and research methods in cellular and molecular biology as well as student presentations (\"rotation talks\") of work completed in the first and second laboratory rotations.\n", + "CBIO 901 Research Skills and Ethics II. This course consists of a weekly seminar that covers ethics, writing, and research methods in cellular and molecular biology as well as student presentations (\"rotation talks\") of work completed in the third laboratory rotation.\n", + "CBIO 903 Reading Course in Cell Biology. Independent study of specific topics in cell biology through directed reading of the literature under faculty supervision. Student may choose any topic and any Yale faculty who agree to participate. Subject to approval by the cell biology DGS. Open to cell biology students and to students in other departments with approval from their respective DGS.\n", + "CBIO 911 First Laboratory Rotation. Chenxiang Lin. First laboratory rotation for Molecular Cell Biology, Genetics, and Development (MCGD) and Plant Molecular Biology (PMB) track students.\n", + "CBIO 912 Second Laboratory Rotation. Second laboratory rotation for Molecular Cell Biology, Genetics, and Development (MCGD) and Plant Molecular Biology (PMB) track students.\n", + "CDE 502 Physiology for Public Health. Catherine Yeckel. The objective of this course is to build a comprehensive working knowledge base for each of the primary physiologic systems that respond to acute and chronic environmental stressors, as well as chronic disease states. The course follows the general framework: (1) examine the structural and functional characteristics of given physiological system; (2) explore how both structure and function (within and between physiological systems) work to promote health; (3) explore how necessary features of each system (or integrated systems) are points of vulnerability that can lead to dysfunction and disease. In addition, this course offers the opportunity to examine each physiological system with respect to influences key to public health interest, e.g., age, race/ethnicity, environmental exposures, chronic disease, microbial disease, and lifestyle, including the protection afforded by healthy lifestyle factors.\n", + "CDE 525 Seminar in Chronic Disease Epidemiology. Tormod Rogne. This seminar is conducted once a month and focuses on speakers and topics of particular relevance to CDE students. Students are introduced to research activities of the department’s faculty members, with regular presentations by invited researchers and community leaders. The seminar is required of first-year CDE students. Although no credit or grade is awarded, satisfactory performance will be noted on the student’s transcript.\n", + "CDE 541E Applied Analytic Methods in Epidemiology. Josefa Martinez. Students are given a comprehensive overview of data management and data analysis techniques. The SAS statistical software program is used. Students learn how to create and manipulate data sets and variables using SAS; identify appropriate statistical tests and modeling approaches to evaluate epidemiologic associations; and perform a broad array of univariate, bivariate, and multivariable analyses using SAS and interpret the results.\n", + "CDE 551 Global Noncommunicable Disease. Nicola Hawley. This course focuses on the contemporary burden of noncommunicable diseases (NCDs), with a particular focus on the health impact of NCDs in low- and middle-income countries. The first part of the course briefly covers the etiology and global distribution of four key NCDs: cardiovascular disease, cancer, chronic respiratory disease, and diabetes. We then discuss the shared behavioral, metabolic, and physiologic risk factors for these diseases and explore how NCDs are associated with economic development, globalization, and the demographic and health transitions. The second half of the course focuses concretely on approaches to NCD intervention, from individual-level approaches to coordinated global action. The last five lectures are by guest speakers offering insight into the successes and challenges of their own intervention attempts.\n", + "CDE 562 Nutrition and Chronic Disease. Leah Ferrucci. This course provides students with a scientific basis for understanding the role of nutrition and specific nutrients in the etiology, prevention, and management of chronic diseases. Nutrition and cancer are particularly emphasized. Other topics addressed include cardiovascular diseases, osteoporosis, obesity, diabetes mellitus, and aging. Implications for federal nutrition policy, such as dietary guidelines, dietary supplement regulations, and food labeling, are discussed.\n", + "CDE 566 Causal Inference Methods in Public Health Research. Zeyan Liew. This course introduces the theory and applications of causal inference methods for public health research. The rapid development of both the theoretical frameworks and applications of causal inference methods in recent years provides opportunities to improve the rigor of epidemiological research. The course covers topics such as (1) the principles of causal logic including counterfactuals and probability logic, (2) epidemiological study designs and sources of biases including misinterpretations of statistics, (3) applications of causal diagrams in epidemiology, (4) applications of causal modeling techniques in epidemiological research using real-world and simulated data. Students leave the course with a basic knowledge of causal inference methods to apply in their own research projects and the ability to further explore the causal inference literature. This is an introductory-level course for causal inference methods with a focus on epidemiological research using observational data. Students interested in the theoretical and mathematical basis of causal inference methods should consider taking BIS 537.\n", + "CDE 567 Injury and Violence as Public Health Issues. Linda Degutis. This course focuses on the contemporary burden of injuries and violence, with an emphasis on models and methods for studying and preventing injuries and violence. The first part of the course focuses on the history of injury and violence epidemiology and prevention, as well as the risk factors for, and distribution of, morbidity and mortality related to injuries and violence in the United States and globally. The remainder of the course focuses on specific types of injury and violence events, research and interventions to prevent and mitigate injury and violence, linkages between research and practice in the field of injury and violence prevention, as well as policy and legal issues in injury and violence prevention. This course meets primarily online via Zoom video conferencing software, with in-person meetings during weeks 1 and 13.\n", + "CDE 572 Obesity Prevention and Lifestyle Interventions. Melinda Irwin. This course reviews the methods and evaluation of obesity prevention and lifestyle interventions conducted in multiple settings (e.g., individual, family, and community settings, as well as policy-level interventions). Topics include physical activity, nutrition, and weight-loss interventions in various populations (children, adults, those who are healthy, and those with chronic diseases). The course combines didactic presentations, discussion, and a comprehensive review of a particular lifestyle intervention by students. This course is intended to increase the student’s skills in evaluating and conducting obesity prevention and lifestyle interventions.\n", + "CDE 582 Health Outcomes Research: Matching the Right Research Question to the Right Data. Michaela Dinan. The overarching goal is to provide a bridge between previously learned statistical methodologies and public health subject matter (see prerequisites) to knowledge of secondary data resources and the ability to critically formulate and evaluate a research question. The course has been designed with the goal of achieving the following learning objectives: (1) understand types of health outcomes study designs and associated strengths and limitations; (2) know how to critically interpret studies; (3) critically formulate a research question; (4) be familiar with commonly used types of data and associated strengths and limitations; (5) be able to write, communicate, and incorporate feedback on a research question and analysis plan; (6) be able to evaluate and provide feedback on research questions and analysis plans.\n", + "CDE 588 Perinatal Epidemiology. Tormod Rogne. In this course we explore the epidemiologic field of fertility, pregnancy, and pregnancy-related outcomes for the mother and the offspring. Through lectures and discussions, we focus on particular substantive topics and methodological challenges and opportunities relevant to the perinatal setting. Examples of topics are family planning, maternal pregnancy complications, birth outcomes, and long-term consequences of being born preterm. Important risk factors are covered, with a focus on modifiable risk factors (e.g., smoking and nutrition), key demographics (e.g., age and race/ethnicity), and climate change. For methods, we examine how the use of e.g. negative controls, sibling comparisons and instrumental variables can reduce the numerous biases in this field. Current and landmark studies are discussed and critically reviewed. While students are introduced to basic pregnancy biology along with some public health policy, this course is primarily oriented towards epidemiological research: Students develop the ability to critically appraise the literature in perinatal epidemiology, identify research gaps, and design studies to address these gaps.\n", + "CDE 597 Genetic Concepts in Public Health. Andrew Dewan. The widespread availability of genetic data has resulted in the translation of genetics into a variety of public health settings. At the core of public health genetics is the rapidly growing science of genetic epidemiology, the study of the role of human genetic variation in determining disease risk in families and populations. This course focuses on the design, analysis, and interpretation of genetic epidemiologic studies. Topics covered include Mendelian laws of inheritance; recombination and linkage disequilibrium; types of genetic variation; molecular technologies for detection of genetic variation; study designs and statistical analysis methods used in genetic epidemiologic studies; and the translation of genetic epidemiologic findings into genetic testing and screening programs. The course provides an understanding of the role of the public health sciences of epidemiology and statistics in the study of human genetics, and of the role of genetics in public health.\n", + "CDE 600 Independent Study or Directed Readings. Independent study or directed readings on a specific research topic agreed upon by faculty and student. By arrangement with faculty. For M.S. and Ph.D. students only.\n", + "CDE 617 Developing a Research Proposal. Xiaomei Ma. Each student develops a research grant proposal independently. This includes the development of a research question, specific aims, study hypotheses, reviewing and summarizing relevant scientific literature, choosing a study design, and developing a data collection and analysis strategy. Students submit drafts of sections of the grant proposal throughout the course and resubmit the revised proposal to the instructor for a final grade.\n", + "CDE 650 Introduction to Evidence-Based Medicine and Health Care. Shi-Yi Wang. Evidence-based medicine and health care use best current evidence in addressing clinical or public health questions. This course introduces principles of evidence-based practice in formulating clinical or public health questions, systematically searching for evidence, and applying it to the question. Types of questions include examining the comparative effectiveness of clinical and public health interventions, etiology, diagnostic testing, and prognosis. Particular consideration is given to the meta-analytic methodology of synthesizing evidence in a systematic review. Also addressed is the role of evidence in informing economic analysis of health care programs and clinical practice guidelines. Using a problem-based approach, students contribute actively to the classes and small-group sessions. Students complete a systematic review in their own field of interest using Cochrane Collaboration methodology.\n", + "CDE 670 Advanced Field Methods in Public Health. The course offers direct experience in field methods in chronic disease epidemiology for doctoral students and advanced M.P.H. students. Students are expected to actively participate as part of a research team (8–10 hours per week) doing field research in some aspect of chronic disease epidemiology. It is expected that their progress will be directly supervised by the principal investigator of the research project. This course can be taken for one or two terms and may be taken for credit.\n", + "CENG 120 Introduction to Environmental Engineering. John Fortner. Introduction to engineering principles related to the environment, with emphasis on causes of problems and technologies for abatement. Topics include air and water pollution, global climate change, hazardous chemical and emerging environmental technologies.\n", + "CENG 210 Principles of Chemical Engineering and Process Modeling. Peijun Guo. Analysis of the transport and reactions of chemical species as applied to problems in chemical, biochemical, and environmental systems. Emphasis on the interpretation of laboratory experiments, mathematical modeling, and dimensional analysis. Lectures include classroom demonstrations.\n", + "CENG 314 Transport Phenomena I. Kyle Vanderlick. First of a two-semester sequence. Unified treatment of momentum, energy, and chemical species transport including conservation laws, flux relations, and boundary conditions. Topics include convective and diffusive transport, transport with homogeneous and heterogeneous chemical reactions and/or phase change, and interfacial transport phenomena. Emphasis on problem analysis and mathematical modeling, including problem formulation, scaling arguments, analytical methods, approximation techniques, and numerical solutions.\n", + "CENG 373 Air Pollution Control. Drew Gentner. An overview of air quality problems worldwide with a focus on emissions, chemistry, transport, and other processes that govern dynamic behavior in the atmosphere. Quantitative assessment of the determining factors of air pollution (e.g., transportation and other combustion–related sources, chemical transformations), climate change, photochemical \"smog,\" pollutant measurement techniques, and air quality management strategies.\n", + "CENG 411 Separation and Purification Processes. Paul Van Tassel. Theory and design of separation processes for multicomponent and/or multiphase mixtures via equilibrium and rate phenomena. Topics include single-stage and cascaded absorption, adsorption, extraction, distillation, partial condensation, filtration, and crystallization processes. Applications to environmental engineering (air and water pollution control), biomedical-chemical engineering (artificial organs, drug purification), food processing, and semiconductor processing.\n", + "CENG 471 Independent Research. Paul Van Tassel. Faculty-supervised individual student research and design projects. Emphasis on the integration of mathematics with basic and engineering sciences in the solution of a theoretical, experimental, and/or design problem.\n", + "CENG 480 Chemical Engineering Process Control. Michael Loewenberg. Transient regime modeling and simulations of chemical processes. Conventional and state-space methods of analysis and control design. Applications of modern control methods in chemical engineering. Course work includes a design project.\n", + "CENG 490 Senior Research Project. Paul Van Tassel. Individual research and/or design project supervised by a faculty member in Chemical Engineering, or in a related field with permission of the director of undergraduate studies.\n", + "CGSC 110 Introduction to Cognitive Science. David Kinney. An introduction to the interdisciplinary study of how the mind works. Discussion of tools, theories, and assumptions from psychology, computer science, neuroscience, linguistics, and philosophy.\n", + "CGSC 175 The Mystery of Sleep. Meir Kryger. The role in which sleep and circadian rhythms affect attention, cognition, and memory through multidisciplinary consideration of neurobiology, epidemiology, and humanities. Psychological aspects of sleep; sleep disorders; sleep deprivation; and the history of sleep in philosophy, literature, and art. This course is not open to students previously enrolled in CSPC 350, CSMC 370, or CSYC 390.\n", + "CGSC 274 Algorithms of the Mind. Ilker Yildirim. This course introduces computational theories of psychological processes, with a pedagogical focus on perception and high-level cognition. Each week students learn about new computational methods grounded in neurocognitive phenomena. Lectures introduce these topics conceptually; lab sections provide hands-on instruction with programming assignments and review of mathematical concepts. Lectures cover a range of computational methods sampling across the fields of computational statistics, artificial intelligence and machine learning, including probabilistic programming, neural networks, and differentiable programming.\n", + "CGSC 276 Metaphysics. Laurie Paul. Examination of some fundamental aspects of reality. Topics include time, persistence, modality, causation, and existence.\n", + "CGSC 276 Metaphysics. Examination of some fundamental aspects of reality. Topics include time, persistence, modality, causation, and existence.\n", + "CGSC 276 Metaphysics. Examination of some fundamental aspects of reality. Topics include time, persistence, modality, causation, and existence.\n", + "CGSC 282 Perspectives on Human Nature. Joshua Knobe. Comparison of philosophical and psychological perspectives on human nature. Nietzsche on morality, paired with contemporary work on the psychology of moral judgment; Marx on religion, paired with systematic research on the science of religious belief; Schopenhauer paired with social psychology on happiness.\n", + "CGSC 282 Perspectives on Human Nature. Comparison of philosophical and psychological perspectives on human nature. Nietzsche on morality, paired with contemporary work on the psychology of moral judgment; Marx on religion, paired with systematic research on the science of religious belief; Schopenhauer paired with social psychology on happiness.\n", + "CGSC 282 Perspectives on Human Nature. Comparison of philosophical and psychological perspectives on human nature. Nietzsche on morality, paired with contemporary work on the psychology of moral judgment; Marx on religion, paired with systematic research on the science of religious belief; Schopenhauer paired with social psychology on happiness.\n", + "CGSC 282 Perspectives on Human Nature. Comparison of philosophical and psychological perspectives on human nature. Nietzsche on morality, paired with contemporary work on the psychology of moral judgment; Marx on religion, paired with systematic research on the science of religious belief; Schopenhauer paired with social psychology on happiness.\n", + "CGSC 282 Perspectives on Human Nature. Comparison of philosophical and psychological perspectives on human nature. Nietzsche on morality, paired with contemporary work on the psychology of moral judgment; Marx on religion, paired with systematic research on the science of religious belief; Schopenhauer paired with social psychology on happiness.\n", + "CGSC 282 Perspectives on Human Nature. Comparison of philosophical and psychological perspectives on human nature. Nietzsche on morality, paired with contemporary work on the psychology of moral judgment; Marx on religion, paired with systematic research on the science of religious belief; Schopenhauer paired with social psychology on happiness.\n", + "CGSC 282 Perspectives on Human Nature. Comparison of philosophical and psychological perspectives on human nature. Nietzsche on morality, paired with contemporary work on the psychology of moral judgment; Marx on religion, paired with systematic research on the science of religious belief; Schopenhauer paired with social psychology on happiness.\n", + "CGSC 282 Perspectives on Human Nature. Comparison of philosophical and psychological perspectives on human nature. Nietzsche on morality, paired with contemporary work on the psychology of moral judgment; Marx on religion, paired with systematic research on the science of religious belief; Schopenhauer paired with social psychology on happiness.\n", + "CGSC 282 Perspectives on Human Nature. Comparison of philosophical and psychological perspectives on human nature. Nietzsche on morality, paired with contemporary work on the psychology of moral judgment; Marx on religion, paired with systematic research on the science of religious belief; Schopenhauer paired with social psychology on happiness.\n", + "CGSC 315 The Modern Unconscious. John Bargh. The notion of the unconscious mind traced from the early 1800s through Freud to present-day cognitive science, with a focus on the past thirty years. The power and function of the unconscious as a pervasive part of normal everyday human functioning. Readings from philosophy of mind and evolutionary biology.\n", + "CGSC 395 Junior Colloquium in Cognitive Science. Isaac Davis. Survey of contemporary issues and current research in cognitive science. By the end of the term, students select a research topic for the senior essay.\n", + "CGSC 395 Junior Colloquium in Cognitive Science. Isaac Davis. Survey of contemporary issues and current research in cognitive science. By the end of the term, students select a research topic for the senior essay.\n", + "CGSC 471 Directed Research in Cognitive Science. Joshua Knobe. Research projects for qualified students. The student must be supervised by a member of the Cognitive Science faculty, who sets the requirements and directs the research. To register, a student must submit a written plan of study to the director of undergraduate studies and the faculty supervisor. The normal minimum requirement is a written report of the completed research, but individual faculty members may set alternative equivalent requirements.\n", + "CGSC 473 Directed Reading in Cognitive Science. Joshua Knobe. Individual study for qualified students who wish to investigate an area of cognitive science not covered in regular courses. The student must be supervised by a member of the Cognitive Science faculty, who sets the requirements and meets regularly with the student. To register, a student must submit a written plan of study to the director of undergraduate studies and the faculty supervisor. The normal minimum requirement is a term paper, but individual faculty members may set alternative equivalent requirements.\n", + "CHEM 134L General Chemistry Laboratory I. Jonathan Parr. An introduction to basic chemistry laboratory methods. Techniques required for quantitative analysis of thermodynamic processes and the properties of gases.\n", + "CHEM 134L General Chemistry Laboratory I. An introduction to basic chemistry laboratory methods. Techniques required for quantitative analysis of thermodynamic processes and the properties of gases.\n", + "CHEM 134L General Chemistry Laboratory I. An introduction to basic chemistry laboratory methods. Techniques required for quantitative analysis of thermodynamic processes and the properties of gases.\n", + "CHEM 134L General Chemistry Laboratory I. An introduction to basic chemistry laboratory methods. Techniques required for quantitative analysis of thermodynamic processes and the properties of gases.\n", + "CHEM 134L General Chemistry Laboratory I. An introduction to basic chemistry laboratory methods. Techniques required for quantitative analysis of thermodynamic processes and the properties of gases.\n", + "CHEM 134L General Chemistry Laboratory I. An introduction to basic chemistry laboratory methods. Techniques required for quantitative analysis of thermodynamic processes and the properties of gases.\n", + "CHEM 134L General Chemistry Laboratory I. An introduction to basic chemistry laboratory methods. Techniques required for quantitative analysis of thermodynamic processes and the properties of gases.\n", + "CHEM 134L General Chemistry Laboratory I. An introduction to basic chemistry laboratory methods. Techniques required for quantitative analysis of thermodynamic processes and the properties of gases.\n", + "CHEM 134L General Chemistry Laboratory I. An introduction to basic chemistry laboratory methods. Techniques required for quantitative analysis of thermodynamic processes and the properties of gases.\n", + "CHEM 134L General Chemistry Laboratory I. An introduction to basic chemistry laboratory methods. Techniques required for quantitative analysis of thermodynamic processes and the properties of gases.\n", + "CHEM 134L General Chemistry Laboratory I. An introduction to basic chemistry laboratory methods. Techniques required for quantitative analysis of thermodynamic processes and the properties of gases.\n", + "CHEM 134L General Chemistry Laboratory I. An introduction to basic chemistry laboratory methods. Techniques required for quantitative analysis of thermodynamic processes and the properties of gases.\n", + "CHEM 134L General Chemistry Laboratory I. An introduction to basic chemistry laboratory methods. Techniques required for quantitative analysis of thermodynamic processes and the properties of gases.\n", + "CHEM 134L General Chemistry Laboratory I. An introduction to basic chemistry laboratory methods. Techniques required for quantitative analysis of thermodynamic processes and the properties of gases.\n", + "CHEM 134L General Chemistry Laboratory I. An introduction to basic chemistry laboratory methods. Techniques required for quantitative analysis of thermodynamic processes and the properties of gases.\n", + "CHEM 134L General Chemistry Laboratory I. An introduction to basic chemistry laboratory methods. Techniques required for quantitative analysis of thermodynamic processes and the properties of gases.\n", + "CHEM 134L General Chemistry Laboratory I. An introduction to basic chemistry laboratory methods. Techniques required for quantitative analysis of thermodynamic processes and the properties of gases.\n", + "CHEM 134L General Chemistry Laboratory I. An introduction to basic chemistry laboratory methods. Techniques required for quantitative analysis of thermodynamic processes and the properties of gases.\n", + "CHEM 134L General Chemistry Laboratory I. An introduction to basic chemistry laboratory methods. Techniques required for quantitative analysis of thermodynamic processes and the properties of gases.\n", + "CHEM 134L General Chemistry Laboratory I. An introduction to basic chemistry laboratory methods. Techniques required for quantitative analysis of thermodynamic processes and the properties of gases.\n", + "CHEM 134L General Chemistry Laboratory I. An introduction to basic chemistry laboratory methods. Techniques required for quantitative analysis of thermodynamic processes and the properties of gases.\n", + "CHEM 134L General Chemistry Laboratory I. An introduction to basic chemistry laboratory methods. Techniques required for quantitative analysis of thermodynamic processes and the properties of gases.\n", + "CHEM 134L General Chemistry Laboratory I. An introduction to basic chemistry laboratory methods. Techniques required for quantitative analysis of thermodynamic processes and the properties of gases.\n", + "CHEM 134L General Chemistry Laboratory I. An introduction to basic chemistry laboratory methods. Techniques required for quantitative analysis of thermodynamic processes and the properties of gases.\n", + "CHEM 134L General Chemistry Laboratory I. An introduction to basic chemistry laboratory methods. Techniques required for quantitative analysis of thermodynamic processes and the properties of gases.\n", + "CHEM 134L General Chemistry Laboratory I. An introduction to basic chemistry laboratory methods. Techniques required for quantitative analysis of thermodynamic processes and the properties of gases.\n", + "CHEM 134L General Chemistry Laboratory I. An introduction to basic chemistry laboratory methods. Techniques required for quantitative analysis of thermodynamic processes and the properties of gases.\n", + "CHEM 136L General Chemistry Laboratory II. Laura Herder. Introduction to rate and equilibrium measurements, acid-base chemistry, synthesis of inorganic compounds, and qualitative/quantitative analysis.\n", + "CHEM 136L General Chemistry Laboratory II. Introduction to rate and equilibrium measurements, acid-base chemistry, synthesis of inorganic compounds, and qualitative/quantitative analysis.\n", + "CHEM 136L General Chemistry Laboratory II. Introduction to rate and equilibrium measurements, acid-base chemistry, synthesis of inorganic compounds, and qualitative/quantitative analysis.\n", + "CHEM 136L General Chemistry Laboratory II. Introduction to rate and equilibrium measurements, acid-base chemistry, synthesis of inorganic compounds, and qualitative/quantitative analysis.\n", + "CHEM 136L General Chemistry Laboratory II. Introduction to rate and equilibrium measurements, acid-base chemistry, synthesis of inorganic compounds, and qualitative/quantitative analysis.\n", + "CHEM 161 General Chemistry I. Nilay Hazari. A comprehensive survey of modern descriptive, inorganic, and physical chemistry. Atomic theory, stoichiometry, thermochemistry, chemical periodicity, concepts in chemical bonding, and the shapes of molecules. Appropriate either as a first chemistry course or for students with one year of high school chemistry.\n", + "CHEM 161 General Chemistry I. A comprehensive survey of modern descriptive, inorganic, and physical chemistry. Atomic theory, stoichiometry, thermochemistry, chemical periodicity, concepts in chemical bonding, and the shapes of molecules. Appropriate either as a first chemistry course or for students with one year of high school chemistry.\n", + "CHEM 161 General Chemistry I. A comprehensive survey of modern descriptive, inorganic, and physical chemistry. Atomic theory, stoichiometry, thermochemistry, chemical periodicity, concepts in chemical bonding, and the shapes of molecules. Appropriate either as a first chemistry course or for students with one year of high school chemistry.\n", + "CHEM 161 General Chemistry I. A comprehensive survey of modern descriptive, inorganic, and physical chemistry. Atomic theory, stoichiometry, thermochemistry, chemical periodicity, concepts in chemical bonding, and the shapes of molecules. Appropriate either as a first chemistry course or for students with one year of high school chemistry.\n", + "CHEM 161 General Chemistry I. A comprehensive survey of modern descriptive, inorganic, and physical chemistry. Atomic theory, stoichiometry, thermochemistry, chemical periodicity, concepts in chemical bonding, and the shapes of molecules. Appropriate either as a first chemistry course or for students with one year of high school chemistry.\n", + "CHEM 161 General Chemistry I. A comprehensive survey of modern descriptive, inorganic, and physical chemistry. Atomic theory, stoichiometry, thermochemistry, chemical periodicity, concepts in chemical bonding, and the shapes of molecules. Appropriate either as a first chemistry course or for students with one year of high school chemistry.\n", + "CHEM 161 General Chemistry I. A comprehensive survey of modern descriptive, inorganic, and physical chemistry. Atomic theory, stoichiometry, thermochemistry, chemical periodicity, concepts in chemical bonding, and the shapes of molecules. Appropriate either as a first chemistry course or for students with one year of high school chemistry.\n", + "CHEM 161 General Chemistry I. A comprehensive survey of modern descriptive, inorganic, and physical chemistry. Atomic theory, stoichiometry, thermochemistry, chemical periodicity, concepts in chemical bonding, and the shapes of molecules. Appropriate either as a first chemistry course or for students with one year of high school chemistry.\n", + "CHEM 161 General Chemistry I. A comprehensive survey of modern descriptive, inorganic, and physical chemistry. Atomic theory, stoichiometry, thermochemistry, chemical periodicity, concepts in chemical bonding, and the shapes of molecules. Appropriate either as a first chemistry course or for students with one year of high school chemistry.\n", + "CHEM 161 General Chemistry I. A comprehensive survey of modern descriptive, inorganic, and physical chemistry. Atomic theory, stoichiometry, thermochemistry, chemical periodicity, concepts in chemical bonding, and the shapes of molecules. Appropriate either as a first chemistry course or for students with one year of high school chemistry.\n", + "CHEM 161 General Chemistry I. A comprehensive survey of modern descriptive, inorganic, and physical chemistry. Atomic theory, stoichiometry, thermochemistry, chemical periodicity, concepts in chemical bonding, and the shapes of molecules. Appropriate either as a first chemistry course or for students with one year of high school chemistry.\n", + "CHEM 161 General Chemistry I. A comprehensive survey of modern descriptive, inorganic, and physical chemistry. Atomic theory, stoichiometry, thermochemistry, chemical periodicity, concepts in chemical bonding, and the shapes of molecules. Appropriate either as a first chemistry course or for students with one year of high school chemistry.\n", + "CHEM 161 General Chemistry I. A comprehensive survey of modern descriptive, inorganic, and physical chemistry. Atomic theory, stoichiometry, thermochemistry, chemical periodicity, concepts in chemical bonding, and the shapes of molecules. Appropriate either as a first chemistry course or for students with one year of high school chemistry.\n", + "CHEM 161 General Chemistry I. A comprehensive survey of modern descriptive, inorganic, and physical chemistry. Atomic theory, stoichiometry, thermochemistry, chemical periodicity, concepts in chemical bonding, and the shapes of molecules. Appropriate either as a first chemistry course or for students with one year of high school chemistry.\n", + "CHEM 161 General Chemistry I. A comprehensive survey of modern descriptive, inorganic, and physical chemistry. Atomic theory, stoichiometry, thermochemistry, chemical periodicity, concepts in chemical bonding, and the shapes of molecules. Appropriate either as a first chemistry course or for students with one year of high school chemistry.\n", + "CHEM 161 General Chemistry I. A comprehensive survey of modern descriptive, inorganic, and physical chemistry. Atomic theory, stoichiometry, thermochemistry, chemical periodicity, concepts in chemical bonding, and the shapes of molecules. Appropriate either as a first chemistry course or for students with one year of high school chemistry.\n", + "CHEM 161 General Chemistry I. A comprehensive survey of modern descriptive, inorganic, and physical chemistry. Atomic theory, stoichiometry, thermochemistry, chemical periodicity, concepts in chemical bonding, and the shapes of molecules. Appropriate either as a first chemistry course or for students with one year of high school chemistry.\n", + "CHEM 161 General Chemistry I. A comprehensive survey of modern descriptive, inorganic, and physical chemistry. Atomic theory, stoichiometry, thermochemistry, chemical periodicity, concepts in chemical bonding, and the shapes of molecules. Appropriate either as a first chemistry course or for students with one year of high school chemistry.\n", + "CHEM 161 General Chemistry I. A comprehensive survey of modern descriptive, inorganic, and physical chemistry. Atomic theory, stoichiometry, thermochemistry, chemical periodicity, concepts in chemical bonding, and the shapes of molecules. Appropriate either as a first chemistry course or for students with one year of high school chemistry.\n", + "CHEM 161 General Chemistry I. A comprehensive survey of modern descriptive, inorganic, and physical chemistry. Atomic theory, stoichiometry, thermochemistry, chemical periodicity, concepts in chemical bonding, and the shapes of molecules. Appropriate either as a first chemistry course or for students with one year of high school chemistry.\n", + "CHEM 161 General Chemistry I. A comprehensive survey of modern descriptive, inorganic, and physical chemistry. Atomic theory, stoichiometry, thermochemistry, chemical periodicity, concepts in chemical bonding, and the shapes of molecules. Appropriate either as a first chemistry course or for students with one year of high school chemistry.\n", + "CHEM 161 General Chemistry I. A comprehensive survey of modern descriptive, inorganic, and physical chemistry. Atomic theory, stoichiometry, thermochemistry, chemical periodicity, concepts in chemical bonding, and the shapes of molecules. Appropriate either as a first chemistry course or for students with one year of high school chemistry.\n", + "CHEM 161 General Chemistry I. A comprehensive survey of modern descriptive, inorganic, and physical chemistry. Atomic theory, stoichiometry, thermochemistry, chemical periodicity, concepts in chemical bonding, and the shapes of molecules. Appropriate either as a first chemistry course or for students with one year of high school chemistry.\n", + "CHEM 161 General Chemistry I: Laura's Class, invite Only. Laura Herder. A comprehensive survey of modern descriptive, inorganic, and physical chemistry. Atomic theory, stoichiometry, thermochemistry, chemical periodicity, concepts in chemical bonding, and the shapes of molecules. Appropriate either as a first chemistry course or for students with one year of high school chemistry.\n", + "CHEM 163 Advanced General Chemistry I. James Mayer. An in-depth examination of the principles of atomic, molecular, and stolid state chemistry, including structures, periodicity, and chemical reactivity. Topics include the quantum mechanics of atoms and chemical bonding, and inorganic, organic, and solid state molecules and materials. For students with strong secondary school exposure to general chemistry.\n", + "CHEM 163 Advanced General Chemistry I. An in-depth examination of the principles of atomic, molecular, and stolid state chemistry, including structures, periodicity, and chemical reactivity. Topics include the quantum mechanics of atoms and chemical bonding, and inorganic, organic, and solid state molecules and materials. For students with strong secondary school exposure to general chemistry.\n", + "CHEM 163 Advanced General Chemistry I. An in-depth examination of the principles of atomic, molecular, and stolid state chemistry, including structures, periodicity, and chemical reactivity. Topics include the quantum mechanics of atoms and chemical bonding, and inorganic, organic, and solid state molecules and materials. For students with strong secondary school exposure to general chemistry.\n", + "CHEM 163 Advanced General Chemistry I. An in-depth examination of the principles of atomic, molecular, and stolid state chemistry, including structures, periodicity, and chemical reactivity. Topics include the quantum mechanics of atoms and chemical bonding, and inorganic, organic, and solid state molecules and materials. For students with strong secondary school exposure to general chemistry.\n", + "CHEM 163 Advanced General Chemistry I. An in-depth examination of the principles of atomic, molecular, and stolid state chemistry, including structures, periodicity, and chemical reactivity. Topics include the quantum mechanics of atoms and chemical bonding, and inorganic, organic, and solid state molecules and materials. For students with strong secondary school exposure to general chemistry.\n", + "CHEM 163 Advanced General Chemistry I. An in-depth examination of the principles of atomic, molecular, and stolid state chemistry, including structures, periodicity, and chemical reactivity. Topics include the quantum mechanics of atoms and chemical bonding, and inorganic, organic, and solid state molecules and materials. For students with strong secondary school exposure to general chemistry.\n", + "CHEM 163 Advanced General Chemistry I. An in-depth examination of the principles of atomic, molecular, and stolid state chemistry, including structures, periodicity, and chemical reactivity. Topics include the quantum mechanics of atoms and chemical bonding, and inorganic, organic, and solid state molecules and materials. For students with strong secondary school exposure to general chemistry.\n", + "CHEM 165 General Chemistry II. Paul Cooper. Topics include kinetics, chemical equilibrium, acid-base chemistry, free energy and entropy, electrochemistry, and nuclear chemistry.\n", + "CHEM 165 General Chemistry II. Topics include kinetics, chemical equilibrium, acid-base chemistry, free energy and entropy, electrochemistry, and nuclear chemistry.\n", + "CHEM 165 General Chemistry II. Topics include kinetics, chemical equilibrium, acid-base chemistry, free energy and entropy, electrochemistry, and nuclear chemistry.\n", + "CHEM 165 General Chemistry II. Topics include kinetics, chemical equilibrium, acid-base chemistry, free energy and entropy, electrochemistry, and nuclear chemistry.\n", + "CHEM 165 General Chemistry II. Topics include kinetics, chemical equilibrium, acid-base chemistry, free energy and entropy, electrochemistry, and nuclear chemistry.\n", + "CHEM 174 Organic Chemistry for First Year Students I. Seth Herzon. An introductory course focused on current theories of structure and mechanism in organic chemistry, their development, and their basis in experimental observation. Open to first-year students with excellent preparation in chemistry, mathematics, and physics who have taken the department's advanced chemistry placement examination.\n", + "CHEM 174 Organic Chemistry for First Year Students I. An introductory course focused on current theories of structure and mechanism in organic chemistry, their development, and their basis in experimental observation. Open to first-year students with excellent preparation in chemistry, mathematics, and physics who have taken the department's advanced chemistry placement examination.\n", + "CHEM 174 Organic Chemistry for First Year Students I. An introductory course focused on current theories of structure and mechanism in organic chemistry, their development, and their basis in experimental observation. Open to first-year students with excellent preparation in chemistry, mathematics, and physics who have taken the department's advanced chemistry placement examination.\n", + "CHEM 174 Organic Chemistry for First Year Students I. An introductory course focused on current theories of structure and mechanism in organic chemistry, their development, and their basis in experimental observation. Open to first-year students with excellent preparation in chemistry, mathematics, and physics who have taken the department's advanced chemistry placement examination.\n", + "CHEM 174 Organic Chemistry for First Year Students I. An introductory course focused on current theories of structure and mechanism in organic chemistry, their development, and their basis in experimental observation. Open to first-year students with excellent preparation in chemistry, mathematics, and physics who have taken the department's advanced chemistry placement examination.\n", + "CHEM 174 Organic Chemistry for First Year Students I. An introductory course focused on current theories of structure and mechanism in organic chemistry, their development, and their basis in experimental observation. Open to first-year students with excellent preparation in chemistry, mathematics, and physics who have taken the department's advanced chemistry placement examination.\n", + "CHEM 174 Organic Chemistry for First Year Students I. An introductory course focused on current theories of structure and mechanism in organic chemistry, their development, and their basis in experimental observation. Open to first-year students with excellent preparation in chemistry, mathematics, and physics who have taken the department's advanced chemistry placement examination.\n", + "CHEM 174 Organic Chemistry for First Year Students I. An introductory course focused on current theories of structure and mechanism in organic chemistry, their development, and their basis in experimental observation. Open to first-year students with excellent preparation in chemistry, mathematics, and physics who have taken the department's advanced chemistry placement examination.\n", + "CHEM 174 Organic Chemistry for First Year Students I. An introductory course focused on current theories of structure and mechanism in organic chemistry, their development, and their basis in experimental observation. Open to first-year students with excellent preparation in chemistry, mathematics, and physics who have taken the department's advanced chemistry placement examination.\n", + "CHEM 220 Organic Chemistry. Sarah Slavoff. An introductory course covering the fundamental principles of organic chemistry. The laboratory for this course is CHEM 222L.\n", + "CHEM 220 Organic Chemistry. An introductory course covering the fundamental principles of organic chemistry. The laboratory for this course is CHEM 222L.\n", + "CHEM 220 Organic Chemistry. An introductory course covering the fundamental principles of organic chemistry. The laboratory for this course is CHEM 222L.\n", + "CHEM 220 Organic Chemistry. An introductory course covering the fundamental principles of organic chemistry. The laboratory for this course is CHEM 222L.\n", + "CHEM 220 Organic Chemistry. An introductory course covering the fundamental principles of organic chemistry. The laboratory for this course is CHEM 222L.\n", + "CHEM 220 Organic Chemistry. An introductory course covering the fundamental principles of organic chemistry. The laboratory for this course is CHEM 222L.\n", + "CHEM 220 Organic Chemistry. An introductory course covering the fundamental principles of organic chemistry. The laboratory for this course is CHEM 222L.\n", + "CHEM 220 Organic Chemistry. An introductory course covering the fundamental principles of organic chemistry. The laboratory for this course is CHEM 222L.\n", + "CHEM 220 Organic Chemistry. An introductory course covering the fundamental principles of organic chemistry. The laboratory for this course is CHEM 222L.\n", + "CHEM 220 Organic Chemistry. An introductory course covering the fundamental principles of organic chemistry. The laboratory for this course is CHEM 222L.\n", + "CHEM 220 Organic Chemistry. An introductory course covering the fundamental principles of organic chemistry. The laboratory for this course is CHEM 222L.\n", + "CHEM 220 Organic Chemistry. An introductory course covering the fundamental principles of organic chemistry. The laboratory for this course is CHEM 222L.\n", + "CHEM 220 Organic Chemistry. An introductory course covering the fundamental principles of organic chemistry. The laboratory for this course is CHEM 222L.\n", + "CHEM 220 Organic Chemistry. An introductory course covering the fundamental principles of organic chemistry. The laboratory for this course is CHEM 222L.\n", + "CHEM 220 Organic Chemistry. An introductory course covering the fundamental principles of organic chemistry. The laboratory for this course is CHEM 222L.\n", + "CHEM 220 Organic Chemistry. An introductory course covering the fundamental principles of organic chemistry. The laboratory for this course is CHEM 222L.\n", + "CHEM 220 Organic Chemistry. An introductory course covering the fundamental principles of organic chemistry. The laboratory for this course is CHEM 222L.\n", + "CHEM 220 Organic Chemistry. An introductory course covering the fundamental principles of organic chemistry. The laboratory for this course is CHEM 222L.\n", + "CHEM 220 Organic Chemistry. An introductory course covering the fundamental principles of organic chemistry. The laboratory for this course is CHEM 222L.\n", + "CHEM 222L Laboratory for Organic Chemistry I. Christine DiMeglio. First term of an introductory laboratory sequence covering basic synthetic and analytic techniques in organic chemistry.\n", + "CHEM 222L Laboratory for Organic Chemistry I. First term of an introductory laboratory sequence covering basic synthetic and analytic techniques in organic chemistry.\n", + "CHEM 222L Laboratory for Organic Chemistry I. First term of an introductory laboratory sequence covering basic synthetic and analytic techniques in organic chemistry.\n", + "CHEM 222L Laboratory for Organic Chemistry I. First term of an introductory laboratory sequence covering basic synthetic and analytic techniques in organic chemistry.\n", + "CHEM 222L Laboratory for Organic Chemistry I. First term of an introductory laboratory sequence covering basic synthetic and analytic techniques in organic chemistry.\n", + "CHEM 222L Laboratory for Organic Chemistry I. First term of an introductory laboratory sequence covering basic synthetic and analytic techniques in organic chemistry.\n", + "CHEM 222L Laboratory for Organic Chemistry I. First term of an introductory laboratory sequence covering basic synthetic and analytic techniques in organic chemistry.\n", + "CHEM 222L Laboratory for Organic Chemistry I. First term of an introductory laboratory sequence covering basic synthetic and analytic techniques in organic chemistry.\n", + "CHEM 222L Laboratory for Organic Chemistry I. First term of an introductory laboratory sequence covering basic synthetic and analytic techniques in organic chemistry.\n", + "CHEM 222L Laboratory for Organic Chemistry I. First term of an introductory laboratory sequence covering basic synthetic and analytic techniques in organic chemistry.\n", + "CHEM 222L Laboratory for Organic Chemistry I. First term of an introductory laboratory sequence covering basic synthetic and analytic techniques in organic chemistry.\n", + "CHEM 222L Laboratory for Organic Chemistry I. First term of an introductory laboratory sequence covering basic synthetic and analytic techniques in organic chemistry.\n", + "CHEM 222L Laboratory for Organic Chemistry I. First term of an introductory laboratory sequence covering basic synthetic and analytic techniques in organic chemistry.\n", + "CHEM 222L Laboratory for Organic Chemistry I. First term of an introductory laboratory sequence covering basic synthetic and analytic techniques in organic chemistry.\n", + "CHEM 222L Laboratory for Organic Chemistry I. First term of an introductory laboratory sequence covering basic synthetic and analytic techniques in organic chemistry.\n", + "CHEM 222L Laboratory for Organic Chemistry I. First term of an introductory laboratory sequence covering basic synthetic and analytic techniques in organic chemistry.\n", + "CHEM 222L Laboratory for Organic Chemistry I. First term of an introductory laboratory sequence covering basic synthetic and analytic techniques in organic chemistry.\n", + "CHEM 222L Laboratory for Organic Chemistry I. First term of an introductory laboratory sequence covering basic synthetic and analytic techniques in organic chemistry.\n", + "CHEM 222L Laboratory for Organic Chemistry I. First term of an introductory laboratory sequence covering basic synthetic and analytic techniques in organic chemistry.\n", + "CHEM 222L Laboratory for Organic Chemistry I. First term of an introductory laboratory sequence covering basic synthetic and analytic techniques in organic chemistry.\n", + "CHEM 222L Laboratory for Organic Chemistry I. First term of an introductory laboratory sequence covering basic synthetic and analytic techniques in organic chemistry.\n", + "CHEM 222L Laboratory for Organic Chemistry I. First term of an introductory laboratory sequence covering basic synthetic and analytic techniques in organic chemistry.\n", + "CHEM 222L Laboratory for Organic Chemistry I. First term of an introductory laboratory sequence covering basic synthetic and analytic techniques in organic chemistry.\n", + "CHEM 222L Laboratory for Organic Chemistry I. First term of an introductory laboratory sequence covering basic synthetic and analytic techniques in organic chemistry.\n", + "CHEM 222L Laboratory for Organic Chemistry I. First term of an introductory laboratory sequence covering basic synthetic and analytic techniques in organic chemistry.\n", + "CHEM 226L Intensive Advanced Chemistry Laboratory. Christine DiMeglio. An intensive course in advanced chemistry laboratory technique intended to bring the student closer to independent research. Included are an independent laboratory project and presentation, introduction to library research, and training in the use of various analytical techniques.\n", + "CHEM 330L Laboratory for Physical Chemistry I. Paul Cooper. Introduction to the tools and techniques of modern experimental physical chemistry, including analog/digital electronics, quantitative measurements of basic thermodynamic properties, and nuclear magnetic resonance spectrometry.\n", + "CHEM 330L Laboratory for Physical Chemistry I. Introduction to the tools and techniques of modern experimental physical chemistry, including analog/digital electronics, quantitative measurements of basic thermodynamic properties, and nuclear magnetic resonance spectrometry.\n", + "CHEM 330L Laboratory for Physical Chemistry I. Introduction to the tools and techniques of modern experimental physical chemistry, including analog/digital electronics, quantitative measurements of basic thermodynamic properties, and nuclear magnetic resonance spectrometry.\n", + "CHEM 332 Physical Chemistry with Applications in the Physical Sciences I. Tianyu Zhu. A comprehensive survey of modern physical and theoretical chemistry, including topics drawn from thermodynamics, chemical equilibrium, electrochemistry, and kinetics.\n", + "CHEM 332 Physical Chemistry with Applications in the Physical Sciences I. A comprehensive survey of modern physical and theoretical chemistry, including topics drawn from thermodynamics, chemical equilibrium, electrochemistry, and kinetics.\n", + "CHEM 332 Physical Chemistry with Applications in the Physical Sciences I. A comprehensive survey of modern physical and theoretical chemistry, including topics drawn from thermodynamics, chemical equilibrium, electrochemistry, and kinetics.\n", + "CHEM 332 Physical Chemistry with Applications in the Physical Sciences I. A comprehensive survey of modern physical and theoretical chemistry, including topics drawn from thermodynamics, chemical equilibrium, electrochemistry, and kinetics.\n", + "CHEM 332 Physical Chemistry with Applications in the Physical Sciences I. A comprehensive survey of modern physical and theoretical chemistry, including topics drawn from thermodynamics, chemical equilibrium, electrochemistry, and kinetics.\n", + "CHEM 400 Current Chemistry Seminar. Jonathan Parr. Designed to engage students in the Chemistry research-seminar program by providing requisite scientific guidance and a forum for directed discussion. Participants explore current avenues of chemical research as presented orally by the prime movers in the field, thereby exploring the frontiers of current knowledge while still retaining the structured environment of a classroom. May fulfill all or part of the senior requirement for the Chemistry major, as detailed in the program description in the YCPS.\n", + "CHEM 402 Fundamentals of Transition Metal Chemistry. Patrick Holland. This half-term course covers the structures and properties of coordination compounds, and strategies for the design and analysis of new compounds. Elements of chelating ligands, spectroscopic methods, and magnetism are addressed.\n", + "CHEM 408 Principles of Materials Chemistry. Hailiang Wang. This course is an advanced introduction to materials chemistry. It aims to serve senior undergraduate students who are interested in learning and applying chemical principles for materials research and applications. Fundamental principles in solid-state chemistry, including crystal structures and chemical interactions, will be taught. Ionics, metal, semiconductor and polymer materials, including their synthesis, structures, properties and applications, will be discussed.\n", + "CHEM 416 Organic Structure and Energetics. William Jorgensen. The course covers concepts in physical organic chemistry including molecular structure & bonding, conformational energetics, electronic effects, thermochemistry, ring strain, non-covalent interactions, molecular recognition, and host-guest chemistry.\n", + "CHEM 417 Kinetics and Thermodynamics in Organic Systems. William Jorgensen. The course generally follows Organic Structure and Energetics. This module covers concepts in physical organic chemistry including acid-base chemistry, advanced issues in stereochemistry, kinetics and thermodynamics, as well as experiments and techniques employed in mechanistic analysis. Issues in catalysis are addressed throughout.\n", + "CHEM 419 Foundations of Chemical Biology. Jason Crawford. Chemical biology is a rapidly developing field at the interface of chemical and biological sciences. This subject deals with how chemistry can be applied to manipulate and study biological problems using a combination of experimental techniques ranging from organic chemistry, analytical chemistry, biochemistry, molecular biology, biophysical chemistry and cell biology. The purpose of this course is to teach students the core skills that are used by scientists at the interface of chemistry and biology. The course transitions into Chemical Biology II, where students learn more about therapeutic applications of chemical biology.\n", + "CHEM 432 Synthetic Methods in Organic Chemistry I. Jon Ellman. Compound synthesis is essential to the discovery and development of new chemical entities with a desired property whether that be for fundamental study or for a more applied goal such as a new pharmaceutical, agrochemical, or material. In this course we emphasize key transformations and principles to provide a framework for the efficient design and synthesis of organic compounds.\n", + "CHEM 433 Synthetic Methods in Organic Chemistry II. Timothy Newhouse. Compound synthesis is essential to the discovery and development of new chemical entities with a desired property whether that be for fundamental study or for a more applied goal such as a new pharmaceutical, agrochemical, or material. In this course we emphasize key transformations and principles to provide a framework for the efficient design and synthesis of organic compounds. This course builds on the knowledge learned in CHEM 432.\n", + "CHEM 466 Introduction to Quantum Mechanics 1. Sharon Hammes-Schiffer. A half-term introduction to quantum mechanics, starting with the Schrödinger equation and covering model systems such as particle-in-a-box and harmonic oscillator. The fundamental postulates and theorems of quantum mechanics are also covered.\n", + "CHEM 467 Introduction to Quantum Mechanics 2. Sharon Hammes-Schiffer. Continuation of an introduction to quantum mechanics, starting with angular momentum and the hydrogen atom, and then covering approximate methods such as the variation method and perturbation theory. The concepts of electron spin as well as Hartree-Fock theory and other electronic structure methods for describing molecules are covered. Half-term course.\n", + "CHEM 472 Introduction to Statistical Mechanics 1. Victor Batista. A half-term introduction to modern statistical mechanics, starting with fundamental concepts on quantum statistical mechanics to establish a microscopic derivation of statistical thermodynamics. Topics include ensembles, Fermi, Bose and Boltzmann statistics, density matrices, mean field theories, phase transitions, chemical reaction dynamics, time-correlation functions, Monte Carlo simulations and Molecular Dynamics simulations.\n", + "CHEM 473 Introduction to Statistical Mechanics 2. Victor Batista. A half-term continuation of the introduction to modern statistical mechanics, with focus on quantum statistical mechanics of liquids, Monte Carlo methods and linear response theory (Chapters 6-8 of the textbook). Classical results are obtained according to the classical limit of the quantum mechanical description. Topics include the Monte Carlo simulations and Molecular Dynamics simulations for the description of the Ising model, fluids, solvation of solutes, alchemist free energy calculations, kinetics and transport properties.\n", + "CHEM 480 Introduction to Independent Research in Chemistry. Patrick Vaccaro. After consultation with the DUS, students engage individual experimental and/or theoretical research problems in the laboratories of a selected faculty member within the Chemistry department. At the end of the term, students submit a brief report summarizing goals, methods, and accomplishments. For each term of enrollment, students must complete the CHEM 480 registration form, available in the DUS office, and have it signed by their faculty research mentor. It must be submitted to the Chemistry DUS for final approval no later than the last week of classes in the immediately preceding academic term. Individuals wishing to perform independent research must have demonstrated proficiency in the aspects of chemistry required for the planned project, as ascertained by the supervising faculty member, and must meet basic safety requirements prior to undertaking any activities, including certified completion of the online courses entitled Laboratory Chemical Training and Hazardous Chemical Waste Training administered by the Office of Environmental Health and Safety (EHS) at http://ehs.yale.edu/training. At least ten hours per week of research are required (including time spent on requisite safety training), with the faculty mentor affirming this level of student commitment by midterm. This course may be taken multiple times for Pass/Fail credit, subject to restrictions imposed by Yale College.\n", + "CHEM 490 Independent Research in Chemistry. Jonathan Parr. Senior Chemistry majors engage individual experimental and/or theoretical research problems in the laboratories of a selected faculty member in the Chemistry department or in a closely related field of molecular science. CHEM 490 registration forms, found in the DUS office, must be signed by the student’s faculty research mentor and submitted it to the Chemistry DUS for final approval no later than the last week of classes in the immediately preceding academic term. Mandatory class meetings address issues of essential laboratory safety and ethics in science, with other class sessions focusing on core topics of broad interest to Chemistry students, including online literary research, oral presentation skills, and effective scientific writing. At least ten hours of research are required per week. Students are assigned letter grades, subject to restrictions imposed by Yale College. In special cases and with DUS approval, juniors may take this course.\n", + "CHEM 502 Fundamentals of Transition Metal Chemistry. Patrick Holland. This half-term course covers the structures and properties of coordination compounds, and strategies for the design and analysis of new compounds. Elements of chelating ligands, spectroscopic methods, and magnetism are addressed.\n", + "CHEM 508 Principles of Materials Chemistry. Hailiang Wang. This course is an advanced introduction to materials chemistry. It aims to serve senior undergraduates who are interested in learning and applying chemical principles for materials research and applications. Fundamental principles in solid-state chemistry, including crystal structures and chemical interactions, are taught. Ionics, metal, semiconductor, and polymer materials, including their synthesis, structures, properties, and applications, are discussed.\n", + "CHEM 509 Research Frontiers in Materials Chemistry. Hailiang Wang. This course aims to serve graduate and senior undergraduate students from various academic departments who are interested in learning advanced chemistry and nanoscience for performing materials-related research. Material synthesis methods and structure characterization techniques are discussed in detail, with the focus on understanding fundamental structure-property correlations. Special topics on state-of-the-art materials chemistry research are also covered, including graphene and carbon nanotubes, inorganic nanocrystals, catalysis, battery materials, etc.\n", + "CHEM 514 Molecular Materials: Design, Synthesis, and Properties. Amymarie Bartholomew. Materials synthesized from molecular building blocks have an extraordinary range of properties (porosity, magnetism, conductivity, and combinations thereof, etc.), which depend on the molecular components and the manner in which they are assembled. This course introduces ways to understand and predict the properties of molecularly derived materials from their constituent molecules and their covalent, ionic, or spatial interactions upon assembly. The course also introduces techniques used to synthesize and study molecular materials, with the goal of providing students with a holistic understanding of research in this field.\n", + "CHEM 516 Organic Structure and Energetics. William Jorgensen. The course covers concepts in physical organic chemistry including molecular structure and bonding, conformational energetics, electronic effects, thermochemistry, ring strain, noncovalent interactions, molecular recognition, and host-guest chemistry.\n", + "CHEM 517 Kinetics and Thermodynamics in Organic Systems. William Jorgensen. The course generally follows CHEM 516. This module covers concepts in physical organic chemistry including acid-base chemistry, advanced issues in stereochemistry, kinetics, and thermodynamics, as well as experiments and techniques employed in mechanistic analysis. Issues in catalysis are addressed throughout.\n", + "CHEM 519 Foundations of Chemical Biology. Jason Crawford. Chemical biology is a rapidly developing field at the interface of chemical and biological sciences. This subject deals with how chemistry can be applied to manipulate and study biological problems using a combination of experimental techniques ranging from organic chemistry to analytical chemistry, biochemistry, molecular biology, biophysical chemistry, and cell biology. The purpose of this course is to teach students the core skills that are used by scientists at the interface of chemistry and biology. The course transitions into CHEM 522, where students learn more about therapeutic applications of chemical biology.\n", + "CHEM 529 Total Synthesis. Timothy Newhouse. This course is conducted as a seminar. The content focuses on modern strategies and tactics in natural product synthesis with a focus on alkaloids, terpenes, and polyketides. One objective of the course is to introduce strategy level decision making considering multiple approaches to retrosynthetic disconnection. Additionally, a wide variety of methodologies are described and discussed with respect to how they can be implemented in total synthesis. The course draws from primary sources in order for students to develop critical reading and writing skills.\n", + "CHEM 532 Synthetic Methods in Organic Chemistry I. Jon Ellman. Compound synthesis is essential to the discovery and development of new chemical entities with a desired property, whether for fundamental study or a more applied goal such as a new pharmaceutical, agrochemical, or material. In this course we emphasize key transformations and principles to provide a framework for the efficient design and synthesis of organic compounds.\n", + "CHEM 533 Synthetic Methods in Organic Chemistry II. Timothy Newhouse. Compound synthesis is essential to the discovery and development of new chemical entities with a desired property, whether that be for fundamental study or for a more applied goal such as a new pharmaceutical, agrochemical, or material. In this course we emphasize key transformations and principles to provide a framework for the efficient design and synthesis of organic compounds. This course builds on the knowledge learned in CHEM 532.\n", + "CHEM 560L Advanced Instrumentation Laboratory I. A laboratory course introducing physical chemistry tools used in the experimental and theoretical investigation of large and small molecules. Modules include electronics, vacuum technology, optical spectroscopy and lasers, and computer programming.\n", + "CHEM 562L Laboratory in Instrument Design and the Mechanical Arts. David Johnson, Kurt Zilm. Familiarization with modern machine shop practices and techniques. Use of basic metalworking machinery and instruction in techniques of precision measurement and properties of commonly used metals, alloys, and plastics.\n", + "CHEM 565L Introduction to Glass Blowing. Patrick Vaccaro. This course provides a basic introduction to the fabrication of scientific apparatus from glass. Topics covered include laboratory set-up, the fundamental skills and techniques of glassblowing, the operation of glass fabrication equipment, and requisite safety procedures. Emphasis is placed on manipulative skills and dexterity, as well as the basic tools, materials, and equipment found in a modern glassblowing facility. Students learn through formal and informal lectures, supplemented by extensive hands-on training in the methods of glass heating and manipulation. All students must have permission of their advisor to enroll. Class is limited to five students. All class material is provided; students only need to be on time and wear proper laboratory attire. Please feel free to contact the instructor if you have any questions or to check availability. A word of advice: the course is more satisfying if you put in extra time outside of the normal course time for practice.\n", + "CHEM 566 Introduction to Quantum Mechanics I. Sharon Hammes-Schiffer. An introduction to quantum mechanics, starting with the Schrödinger equation and covering model systems such as particle-in-a-box and harmonic oscillator. The fundamental postulates and theorems of quantum mechanics are also covered.\n", + "CHEM 567 Introduction to Quantum Mechanics II. Sharon Hammes-Schiffer. Continuation of an introduction to quantum mechanics, starting with angular momentum and the hydrogen atom, and then covering approximate methods such as the variation method and perturbation theory. The concepts of electron spin as well as Hartree-Fock theory and other electronic structure methods for describing molecules are also covered.\n", + "CHEM 572 Introduction to Statistical Mechanics I. Victor Batista. An introduction to modern statistical mechanics, starting with fundamental concepts of quantum statistical mechanics to establish a microscopic derivation of statistical thermodynamics. Topics include ensembles; Fermi, Bose, and Boltzmann statistics; density matrices; mean-field theories; phase transitions; chemical reaction dynamics; time-correlation functions; Monte Carlo simulations; and molecular dynamics simulations.\n", + "CHEM 573 Introduction to Statistical Mechanics II. Victor Batista. An introduction to modern statistical mechanics, starting with fundamental concepts of quantum statistical mechanics to establish a microscopic derivation of statistical thermodynamics. Topics include ensembles; Fermi, Bose, and Boltzmann statistics; density matrices; mean-field theories; phase transitions; chemical reaction dynamics; time-correlation functions; Monte Carlo simulations; and molecular dynamics simulations.\n", + "CHEM 574 Experimental Physical Methods in Molecular Sciences I. Applications of modern experimental physical methods to molecular science. Emphasis is placed on interpreting experimental data obtained by various physical methods to gain structural and dynamic information to solve problems at the molecular level. A wide range of methods are covered, such as nonlinear spectroscopy, optical imaging, vibrational spectroscopy, NMR, and electrochemical methods. Discussions focus on current and classic literature in the fields.\n", + "CHEM 575 Experimental Physical Methods in Molecular Sciences II. Caitlin Davis. Applications of modern experimental physical methods to molecular science. Emphasis is placed on interpreting experimental data obtained by various physical methods to gain structural and dynamic information to solve problems at the molecular level. A wide range of methods is covered, such as nonlinear spectroscopy, optical imaging, and vibrational spectroscopy. Discussions focus on current and classic literature in the fields.\n", + "CHEM 578 Molecules and Radiation I: Matrix Methods in Quantum Mechanics. Patrick Vaccaro. A treatment of time-independent quantum mechanics especially aimed at applications in spectroscopy focusing on the use of matrix methods. Development of basis sets, time-independent perturbation theory, matrix mechanics, angular momentum, and basic group theory.\n", + "CHEM 585 Protein NMR Spectroscopy. J Patrick Loria. A theoretical treatment of solution NMR spectroscopy with emphasis on applications to proteins and biological macromolecules. This includes classical and quantum mechanical descriptions of NMR, product operator formalism, multidimensional NMR, phase cycling, gradient selection, relaxation phenomena, and protein resonance assignments.\n", + "CHEM 590 Ethical Conduct and Scientific Research. Jonathan Parr. A survey of ethical questions relevant to the conduct of research in the sciences with particular emphasis on chemistry. A variety of issues, including plagiarism, the falsification of data, and financial malfeasance, are discussed, using as examples recent cases of misconduct by scientists.\n", + "CHEM 600 Research Seminar. Paul Anastas. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Victor Batista. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Anton Bennett. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Julien Berro. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Gary Brudvig. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Jason Crawford. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Craig Crews. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Caitlin Davis. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Daniel DiMaio. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Jon Ellman. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Sharon Hammes-Schiffer. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Stavroula Hatzios. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Nilay Hazari. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Seth Herzon. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Mark Hochstrasser. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Patrick Holland. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Mark Johnson. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. William Jorgensen. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Andrew Miranker. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. J Patrick Loria. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Stacy Malaker. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. James Mayer. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Scott Miller. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Timothy Newhouse. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Corey O'Hern. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Lisa Pfefferle. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Krystal Pollitt. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Thomas Pollard. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Anna Marie Pyle. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. W. Mark Saltzman. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Matthew Simon. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Sarah Slavoff. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. David Spiegel. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Scott Strobel. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Benjamin Turk. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Patrick Vaccaro. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Hailiang Wang. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. E. Chui-Ying Yan. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Jing Yan. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Tianyu Zhu. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Kurt Zilm. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Gary Brudvig, Victor Batista. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Caitlin Davis, Victor Batista. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Patrick Holland, Scott Miller. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Mark Johnson, Sharon Hammes-Schiffer. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. E. Chui-Ying Yan, Sharon Hammes-Schiffer. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Timothy Newhouse, Victor Batista. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Kurt Zilm, Stephen Strittmatter. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Amymarie Bartholomew. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 600 Research Seminar. Allison Didychuk. Presentation of a student’s research results to the student’s adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.\n", + "CHEM 720 Current Topics in Organic Chemistry. Jon Ellman. A seminar series based on invited speakers in the general area of organic chemistry.\n", + "CHEM 730 Theoretical Chemistry Seminar. Kurt Zilm. A seminar series based on invited speakers in the areas of theoretical chemistry.\n", + "CHEM 740 Seminar in Chemical Biology. Jon Ellman. \n", + "CHEM 750 Biophysical and Physical Chemistry Seminar. J Patrick Loria. A seminar series based on invited speakers in the areas of biophysical and physical chemistry.\n", + "CHEM 760 Seminar in Inorganic Chemistry. Nilay Hazari. \n", + "CHEM 980 Introduction to Research for Long Rotations. Jason Crawford. During the fall term, first year chemistry graduate students in long rotations are introduced to research during their first laboratory rotation. At the end of the first rotation, students in the course present an oral presentation on their research. The presentation is no longer than ten minutes with a question-and-answer period of no longer than five minutes.\n", + "CHEM 980 Introduction to Research for Long Rotations. Caitlin Davis. During the fall term, first year chemistry graduate students in long rotations are introduced to research during their first laboratory rotation. At the end of the first rotation, students in the course present an oral presentation on their research. The presentation is no longer than ten minutes with a question-and-answer period of no longer than five minutes.\n", + "CHEM 990 Research. Paul Anastas. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Victor Batista. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Anton Bennett. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Amymarie Bartholomew. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Gary Brudvig. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Jason Crawford. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Craig Crews. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Caitlin Davis. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Daniel DiMaio. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Jon Ellman. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Sharon Hammes-Schiffer. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Stavroula Hatzios. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Nilay Hazari. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Seth Herzon. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Mark Hochstrasser. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Patrick Holland. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Mark Johnson. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. William Jorgensen. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Andrew Miranker. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. J Patrick Loria. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Stacy Malaker. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. James Mayer. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Scott Miller. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Timothy Newhouse. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Corey O'Hern. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Lisa Pfefferle. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Krystal Pollitt. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Thomas Pollard. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Anna Marie Pyle. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. W. Mark Saltzman. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Matthew Simon. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Sarah Slavoff. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. David Spiegel. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Scott Strobel. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Benjamin Turk. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Patrick Vaccaro. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Hailiang Wang. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. E. Chui-Ying Yan. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Jing Yan. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Tianyu Zhu. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Kurt Zilm. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Gary Brudvig, Victor Batista. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Caitlin Davis, Victor Batista. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Patrick Holland, Scott Miller. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Mark Johnson, Sharon Hammes-Schiffer. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. E. Chui-Ying Yan, Sharon Hammes-Schiffer. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Timothy Newhouse, Victor Batista. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Kurt Zilm, Stephen Strittmatter. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Amymarie Bartholomew. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHEM 990 Research. Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.\n", + "CHER 110 Beginning Cherokee I. Patrick Del Percio. An introduction to the Cherokee language, with emphasis on Cherokee culture and history, grammar, vocabulary, and conversational and comprehension skills. The focus is on the use of visual and audio materials, communicative activities, and interaction with Cherokee speakers and community members.\n", + "CHLD 125 Child Development. Ann Close, Carla Horwitz. This course is first in a sequence including Theory and Practice of Early Childhood Education (CHLD127/PSYCH 127/EDST 127) and Language Literacy and Play (CHLD 128/PSYCH 128/EDST 128). This course provides students a theoretical base in child development and behavior and tools to sensitively and carefully observer infants and young children. The seminar will consider aspects of cognitive, social, and emotional development. An assumption of this course is that it is not possible to understand children – their behavior and development—without understanding their families and culture and the relationships between children and parents. The course will give an overview of the major theories in the field, focusing on the complex interaction between the developing self and the environment, exploring current research and theory as well as practice. Students will have the opportunity to see how programs for young children use psychodynamic and interactional theories to inform the development of their philosophy and curriculum. Weekly Observations:-Total Time Commitment 3 hours per week. Students will do two separate weekly observations over the course of the semester. They will observe in a group setting for 2 hours each each week at a Yale affiliated child care center.  Students will also arrange to do a weekly 1 hour observation (either in person or virtually) of a child under the age of 6. Students must make their own arrangements for these individual observations. If it is not possible to arrange a child to observe, please do not apply to take this course. For a portion of class meetings, the class will divide into small supervisory discussion groups.\n", + "CHLD 228 Contemporary Topics in Social and Emotional Learning. Christina Cipriano. While our nation's youth are increasingly more anxious and disconnected than ever before, social and emotional learning, or SEL, is being politicized by arguments without empirical evidence. The reality is that due in part to its interdisciplinary origins, and in part to its quick uptake, what SEL is, why it matters, and who it benefits, has garnered significant attention since its inception. Key questions and discourse over the past three decades include if SEL skills are: another name for personality, soft skills, 21st century skills, or emotional intelligence, are SEL skills stand-alone or do they need to be taught together and in sequence, for how long does the intervention need to last to be effective, how do you assess SEL, are SEL skills culturally responsive and universally applicable, and can SEL promote the conditions for education equity? In this seminar, students unpack these key questions and challenge and evolve the current discourse through seminal and contemporary readings, writing, and artifact analyses. Students are provided with the opportunity to engage critically with the largest data set amassed to date of the contemporary evidence for SEL.\n", + "CHNS 110 Elementary Modern Chinese I. Liangyan Wang. Intended for students with no background in Chinese. An intensive course with emphasis on spoken language and drills. Pronunciation, grammatical analysis, conversation practice, and introduction to reading and writing Chinese characters.\n", + "CHNS 110 Elementary Modern Chinese I. Yongtao Zhang. Intended for students with no background in Chinese. An intensive course with emphasis on spoken language and drills. Pronunciation, grammatical analysis, conversation practice, and introduction to reading and writing Chinese characters.\n", + "CHNS 110 Elementary Modern Chinese I. Intended for students with no background in Chinese. An intensive course with emphasis on spoken language and drills. Pronunciation, grammatical analysis, conversation practice, and introduction to reading and writing Chinese characters.\n", + "CHNS 110 Elementary Modern Chinese I. Rongzhen Li. Intended for students with no background in Chinese. An intensive course with emphasis on spoken language and drills. Pronunciation, grammatical analysis, conversation practice, and introduction to reading and writing Chinese characters.\n", + "CHNS 110 Elementary Modern Chinese I. Liangyan Wang. Intended for students with no background in Chinese. An intensive course with emphasis on spoken language and drills. Pronunciation, grammatical analysis, conversation practice, and introduction to reading and writing Chinese characters.\n", + "CHNS 110 Elementary Modern Chinese I. Intended for students with no background in Chinese. An intensive course with emphasis on spoken language and drills. Pronunciation, grammatical analysis, conversation practice, and introduction to reading and writing Chinese characters.\n", + "CHNS 110 Elementary Modern Chinese I. Yu-Lin Saussy. Intended for students with no background in Chinese. An intensive course with emphasis on spoken language and drills. Pronunciation, grammatical analysis, conversation practice, and introduction to reading and writing Chinese characters.\n", + "CHNS 112 Elementary Modern Chinese for Heritage Speakers. Chuanmei Sun. First level of the advanced learner sequence. Intended for students with some aural proficiency but very limited ability in reading and writing Chinese. Training in listening and speaking, with emphasis on reading and writing. Placement confirmed by placement test and by instructor.\n", + "CHNS 112 Elementary Modern Chinese for Heritage Speakers. Hsiu-hsien Chan. First level of the advanced learner sequence. Intended for students with some aural proficiency but very limited ability in reading and writing Chinese. Training in listening and speaking, with emphasis on reading and writing. Placement confirmed by placement test and by instructor.\n", + "CHNS 130 Intermediate Modern Chinese I. Haiwen Wang. An intermediate course that continues intensive training in listening, speaking, reading, and writing and consolidates achievements from the first year of study. Students improve oral fluency, study more complex grammatical structures, and enlarge both reading and writing vocabulary.\n", + "CHNS 130 Intermediate Modern Chinese I. An intermediate course that continues intensive training in listening, speaking, reading, and writing and consolidates achievements from the first year of study. Students improve oral fluency, study more complex grammatical structures, and enlarge both reading and writing vocabulary.\n", + "CHNS 130 Intermediate Modern Chinese I. Ninghui Liang. An intermediate course that continues intensive training in listening, speaking, reading, and writing and consolidates achievements from the first year of study. Students improve oral fluency, study more complex grammatical structures, and enlarge both reading and writing vocabulary.\n", + "CHNS 130 Intermediate Modern Chinese I. William Zhou. An intermediate course that continues intensive training in listening, speaking, reading, and writing and consolidates achievements from the first year of study. Students improve oral fluency, study more complex grammatical structures, and enlarge both reading and writing vocabulary.\n", + "CHNS 130 Intermediate Modern Chinese I. Liangyan Wang. An intermediate course that continues intensive training in listening, speaking, reading, and writing and consolidates achievements from the first year of study. Students improve oral fluency, study more complex grammatical structures, and enlarge both reading and writing vocabulary.\n", + "CHNS 130 Intermediate Modern Chinese I. Jingjing Ao. An intermediate course that continues intensive training in listening, speaking, reading, and writing and consolidates achievements from the first year of study. Students improve oral fluency, study more complex grammatical structures, and enlarge both reading and writing vocabulary.\n", + "CHNS 132 Intermediate Modern Chinese for Heritage Speakers. Peisong Xu. The second level of the advanced learner sequence. Intended for students with intermediate oral proficiency and elementary reading and writing proficiency. Students receive intensive training in listening, speaking, reading, and writing, supplemented by audio and video materials. The objective of the course is to balance these four skills and work toward attaining an advanced level in all of them.\n", + "CHNS 132 Intermediate Modern Chinese for Heritage Speakers. Wei Su. The second level of the advanced learner sequence. Intended for students with intermediate oral proficiency and elementary reading and writing proficiency. Students receive intensive training in listening, speaking, reading, and writing, supplemented by audio and video materials. The objective of the course is to balance these four skills and work toward attaining an advanced level in all of them.\n", + "CHNS 132 Intermediate Modern Chinese for Heritage Speakers. Min Chen. The second level of the advanced learner sequence. Intended for students with intermediate oral proficiency and elementary reading and writing proficiency. Students receive intensive training in listening, speaking, reading, and writing, supplemented by audio and video materials. The objective of the course is to balance these four skills and work toward attaining an advanced level in all of them.\n", + "CHNS 132 Intermediate Modern Chinese for Heritage Speakers. Min Chen. The second level of the advanced learner sequence. Intended for students with intermediate oral proficiency and elementary reading and writing proficiency. Students receive intensive training in listening, speaking, reading, and writing, supplemented by audio and video materials. The objective of the course is to balance these four skills and work toward attaining an advanced level in all of them.\n", + "CHNS 150 Advanced Modern Chinese I. Hsiu-hsien Chan. Third level of the standard foundational sequence of modern Chinese, with study in speaking, listening, reading, and writing. Use of audiovisual materials, oral presentations, skits, and longer and more frequent writing assignments to assimilate more sophisticated grammatical structures. Further introduction to a wide variety of written forms and styles. Use of both traditional and simplified forms of Chinese characters.\n", + "CHNS 150 Advanced Modern Chinese I. Haiwen Wang. Third level of the standard foundational sequence of modern Chinese, with study in speaking, listening, reading, and writing. Use of audiovisual materials, oral presentations, skits, and longer and more frequent writing assignments to assimilate more sophisticated grammatical structures. Further introduction to a wide variety of written forms and styles. Use of both traditional and simplified forms of Chinese characters.\n", + "CHNS 150 Advanced Modern Chinese I. Chuanmei Sun. Third level of the standard foundational sequence of modern Chinese, with study in speaking, listening, reading, and writing. Use of audiovisual materials, oral presentations, skits, and longer and more frequent writing assignments to assimilate more sophisticated grammatical structures. Further introduction to a wide variety of written forms and styles. Use of both traditional and simplified forms of Chinese characters.\n", + "CHNS 150 Advanced Modern Chinese I. Chuanmei Sun. Third level of the standard foundational sequence of modern Chinese, with study in speaking, listening, reading, and writing. Use of audiovisual materials, oral presentations, skits, and longer and more frequent writing assignments to assimilate more sophisticated grammatical structures. Further introduction to a wide variety of written forms and styles. Use of both traditional and simplified forms of Chinese characters.\n", + "CHNS 150 Advanced Modern Chinese I. Third level of the standard foundational sequence of modern Chinese, with study in speaking, listening, reading, and writing. Use of audiovisual materials, oral presentations, skits, and longer and more frequent writing assignments to assimilate more sophisticated grammatical structures. Further introduction to a wide variety of written forms and styles. Use of both traditional and simplified forms of Chinese characters.\n", + "CHNS 152 Advanced Modern Chinese for Heritage Speakers. Yu-Lin Saussy. This course is intended for heritage speakers with intermediate high to advanced low speaking and listening skills and with intermediate reading and writing skills. The class follows CHNS 142 in the heritage track. The goal of the course is to help students effectively expand their skills in reading and writing while concurrently addressing the need to improve their listening and oral skills in formal environments. The materials cover a variety of topics relating to Chinese culture, society, and cultural differences, supplemented with authentic video materials.\n", + "CHNS 152 Advanced Modern Chinese for Heritage Speakers. Peisong Xu. This course is intended for heritage speakers with intermediate high to advanced low speaking and listening skills and with intermediate reading and writing skills. The class follows CHNS 142 in the heritage track. The goal of the course is to help students effectively expand their skills in reading and writing while concurrently addressing the need to improve their listening and oral skills in formal environments. The materials cover a variety of topics relating to Chinese culture, society, and cultural differences, supplemented with authentic video materials.\n", + "CHNS 152 Advanced Modern Chinese for Heritage Speakers. Yu-Lin Saussy. This course is intended for heritage speakers with intermediate high to advanced low speaking and listening skills and with intermediate reading and writing skills. The class follows CHNS 142 in the heritage track. The goal of the course is to help students effectively expand their skills in reading and writing while concurrently addressing the need to improve their listening and oral skills in formal environments. The materials cover a variety of topics relating to Chinese culture, society, and cultural differences, supplemented with authentic video materials.\n", + "CHNS 156 Advanced Modern Chinese through Film for Heritage Speakers. Ninghui Liang. This course is designed to consolidate students’ grasp of the language through the use of films, TV programs, videos on social media, and authentic written materials. Activities include presentations, group discussions, written assignments, and projects. Open to heritage learners with intermediate to advanced oral proficiency and intermediate-low reading and writing proficiency.\n", + "CHNS 156 Advanced Modern Chinese through Film for Heritage Speakers. This course is designed to consolidate students’ grasp of the language through the use of films, TV programs, videos on social media, and authentic written materials. Activities include presentations, group discussions, written assignments, and projects. Open to heritage learners with intermediate to advanced oral proficiency and intermediate-low reading and writing proficiency.\n", + "CHNS 158 Advanced Chinese III through Films and Stories. Jingjing Ao. Fourth level of the standard foundational sequence of modern Chinese, with study in speaking, listening, reading, and writing. Readings in a wide range of subjects form the basis of discussion and other activities. Students consolidate their skills, especially speaking proficiency, at an advanced level. Materials use both simplified and traditional characters. (Previously CHNS 154.)\n", + "CHNS 158 Advanced Chinese III through Films and Stories. Yongtao Zhang. Fourth level of the standard foundational sequence of modern Chinese, with study in speaking, listening, reading, and writing. Readings in a wide range of subjects form the basis of discussion and other activities. Students consolidate their skills, especially speaking proficiency, at an advanced level. Materials use both simplified and traditional characters. (Previously CHNS 154.)\n", + "CHNS 158 Advanced Chinese III through Films and Stories. Jingjing Ao. Fourth level of the standard foundational sequence of modern Chinese, with study in speaking, listening, reading, and writing. Readings in a wide range of subjects form the basis of discussion and other activities. Students consolidate their skills, especially speaking proficiency, at an advanced level. Materials use both simplified and traditional characters. (Previously CHNS 154.)\n", + "CHNS 158 Advanced Chinese III through Films and Stories. Jianhua Shen. Fourth level of the standard foundational sequence of modern Chinese, with study in speaking, listening, reading, and writing. Readings in a wide range of subjects form the basis of discussion and other activities. Students consolidate their skills, especially speaking proficiency, at an advanced level. Materials use both simplified and traditional characters. (Previously CHNS 154.)\n", + "CHNS 158 Advanced Chinese III through Films and Stories. Jianhua Shen. Fourth level of the standard foundational sequence of modern Chinese, with study in speaking, listening, reading, and writing. Readings in a wide range of subjects form the basis of discussion and other activities. Students consolidate their skills, especially speaking proficiency, at an advanced level. Materials use both simplified and traditional characters. (Previously CHNS 154.)\n", + "CHNS 162 Advanced Chinese through History and Culture. Rongzhen Li. This course is intended for both heritage and non heritage learners with advanced proficiency. Students develop sophisticated language skills through working with authentic written materials, images, and videos concerning historical events, historical figures, artists, writers, and philosophers. Activities include working with translation tools, discussions, debates, presentations, oral and written exercises on platforms such as Playposit and Perusall, and collaborative projects.\n", + "CHNS 164 Chinese for Reading Contemporary Fiction. Wei Su. Selected readings in Chinese fiction of the 1980s and 1990s for the purpose of developing advanced language skills in reading, speaking, and writing.\n", + "CHNS 164 Chinese for Reading Contemporary Fiction. Wei Su. Selected readings in Chinese fiction of the 1980s and 1990s for the purpose of developing advanced language skills in reading, speaking, and writing.\n", + "CHNS 166 Chinese for Current Affairs. William Zhou. Advanced language course with a focus on speaking and writing in formal styles. Current affairs are used as a vehicle to help students learn advanced vocabulary, idiomatic expressions, complex sentence structures, news writing styles and formal stylistic register. Materials include texts and videos selected from news media worldwide to improve students’ language proficiency for sophisticated communications on a wide range of topics.\n", + "CHNS 166 Chinese for Current Affairs. William Zhou. Advanced language course with a focus on speaking and writing in formal styles. Current affairs are used as a vehicle to help students learn advanced vocabulary, idiomatic expressions, complex sentence structures, news writing styles and formal stylistic register. Materials include texts and videos selected from news media worldwide to improve students’ language proficiency for sophisticated communications on a wide range of topics.\n", + "CHNS 166 Chinese for Current Affairs. Fan Liu. Advanced language course with a focus on speaking and writing in formal styles. Current affairs are used as a vehicle to help students learn advanced vocabulary, idiomatic expressions, complex sentence structures, news writing styles and formal stylistic register. Materials include texts and videos selected from news media worldwide to improve students’ language proficiency for sophisticated communications on a wide range of topics.\n", + "CHNS 168 Chinese for Global Enterprises. Min Chen. Advanced language course that familiarizes students with Chinese business terminology and discourse through discussion of China's economic and management reforms, marketing, economic laws, business culture and customs, and economic relations with other countries. Case studies from international enterprises that have successfully entered the Chinese market.\n", + "CHNS 170 Introduction to Literary Chinese I. Pauline Lin. Reading and interpretation of texts in various styles of literary Chinese (wenyan), with attention to basic problems of syntax and literary style. Course conducted in English.\n", + "CHNS 172 Chinese for Scholarly Conversation. Jianhua Shen. This course aims to prepare students for the language requirements of advanced research or employment in a variety of China-related fields. Materials include readings on contemporary social, cultural, and political issues, which are written by prominent scholars in related fields. This level is suitable for students who have had four years of college Chinese or who have taken three years of an accelerated program for heritage speakers.\n", + "CHNS 200 The Chinese Tradition. Tina Lu. An introduction to the literature, culture, and thought of premodern China, from the beginnings of the written record to the turn of the twentieth century. Close study of textual and visual primary sources, with attention to their historical and cultural backdrops. Students enrolled in CHNS 200 join a weekly Mandarin-language discussion section.\n", + "CHNS 200 The Chinese Tradition. An introduction to the literature, culture, and thought of premodern China, from the beginnings of the written record to the turn of the twentieth century. Close study of textual and visual primary sources, with attention to their historical and cultural backdrops. Students enrolled in CHNS 200 join a weekly Mandarin-language discussion section.\n", + "CHNS 200 The Chinese Tradition TR: Regular section. An introduction to the literature, culture, and thought of premodern China, from the beginnings of the written record to the turn of the twentieth century. Close study of textual and visual primary sources, with attention to their historical and cultural backdrops. Students enrolled in CHNS 200 join a weekly Mandarin-language discussion section.\n", + "CHNS 200 The Chinese Tradition TR: Regular section. An introduction to the literature, culture, and thought of premodern China, from the beginnings of the written record to the turn of the twentieth century. Close study of textual and visual primary sources, with attention to their historical and cultural backdrops. Students enrolled in CHNS 200 join a weekly Mandarin-language discussion section.\n", + "CHNS 200 The Chinese Tradition TR: Regular section. An introduction to the literature, culture, and thought of premodern China, from the beginnings of the written record to the turn of the twentieth century. Close study of textual and visual primary sources, with attention to their historical and cultural backdrops. Students enrolled in CHNS 200 join a weekly Mandarin-language discussion section.\n", + "CHNS 200 The Chinese Tradition TR: WR section. An introduction to the literature, culture, and thought of premodern China, from the beginnings of the written record to the turn of the twentieth century. Close study of textual and visual primary sources, with attention to their historical and cultural backdrops. Students enrolled in CHNS 200 join a weekly Mandarin-language discussion section.\n", + "CHNS 570 Introduction to Literary Chinese I. Pauline Lin. Reading and interpretation of texts in various styles of literary Chinese (wenyan), with attention to basic problems of syntax and literary style.\n", + "CLCV 051 Performing Antiquity. This seminar introduces students to some of the most influential texts of Greco-Roman Antiquity and investigates the meaning of their \"performance\" in different ways: 1) how they were musically and dramatically performed in their original context in Antiquity (what were the rhythms, the harmonies, the dance-steps, the props used, etc.); 2) what the performance meant, in socio-cultural and political terms, for the people involved in performing or watching it, and how performance takes place beyond the stage; 3) how these texts are performed in modern times (what it means for us to translate and stage ancient plays with masks, a chorus, etc.; to reenact some ancient institutions; to reconstruct ancient instruments or compose \"new ancient music\"); 4) in what ways modern poems, plays, songs, ballets constitute forms of interpretation, appropriation, or contestation of ancient texts; 5) in what ways creative and embodied practice can be a form of scholarship. Besides reading ancient Greek and Latin texts in translation, students read and watch performances of modern works of reception: poems, drama, ballet, and instrumental music. A few sessions are devoted to practical activities (reenactment of a symposium, composition of ancient music, etc.).\n", + "CLCV 125 Intro to Ancient Philosophy: WR Discussion section. An introduction to ancient philosophy, beginning with the earliest pre-Socratics, concentrating on Plato and Aristotle, and including a brief foray into Hellenistic philosophy. Intended to be taken in conjunction with PHIL 126.\n", + "CLCV 125 Intro to Ancient Philosophy: WR Discussion section. An introduction to ancient philosophy, beginning with the earliest pre-Socratics, concentrating on Plato and Aristotle, and including a brief foray into Hellenistic philosophy. Intended to be taken in conjunction with PHIL 126.\n", + "CLCV 125 Intro to Ancient Philosophy: WR Discussion section. An introduction to ancient philosophy, beginning with the earliest pre-Socratics, concentrating on Plato and Aristotle, and including a brief foray into Hellenistic philosophy. Intended to be taken in conjunction with PHIL 126.\n", + "CLCV 125 Intro to Ancient Philosophy: WR Discussion section. An introduction to ancient philosophy, beginning with the earliest pre-Socratics, concentrating on Plato and Aristotle, and including a brief foray into Hellenistic philosophy. Intended to be taken in conjunction with PHIL 126.\n", + "CLCV 125 Introduction to Ancient Philosophy. Verity Harte. An introduction to ancient philosophy, beginning with the earliest pre-Socratics, concentrating on Plato and Aristotle, and including a brief foray into Hellenistic philosophy. Intended to be taken in conjunction with PHIL 126.\n", + "CLCV 160 Greek Art and Architecture. Milette Gaifman. Monuments of Greek art and architecture from the late Geometric period (c. 760 B.C.) to Alexander the Great (c. 323 B.C.). Emphasis on social and historical contexts.\n", + "CLCV 205 Introduction to Ancient Greek History. Jessica Lamont. Introduction to Greek history, tracing the development of Greek civilization as manifested in the political, military, intellectual, and creative achievements from the Bronze Age through the end of the Classical period. Students read original sources in translation as well as secondary scholarship to better understand the rise and fall of the ancient Greeks—the civilization at the very heart of Western Civilization.\n", + "CLCV 205 Introduction to Ancient Greek History. Introduction to Greek history, tracing the development of Greek civilization as manifested in the political, military, intellectual, and creative achievements from the Bronze Age through the end of the Classical period. Students read original sources in translation as well as secondary scholarship to better understand the rise and fall of the ancient Greeks—the civilization at the very heart of Western Civilization.\n", + "CLCV 205 Introduction to Ancient Greek History. Introduction to Greek history, tracing the development of Greek civilization as manifested in the political, military, intellectual, and creative achievements from the Bronze Age through the end of the Classical period. Students read original sources in translation as well as secondary scholarship to better understand the rise and fall of the ancient Greeks—the civilization at the very heart of Western Civilization.\n", + "CLCV 205 Introduction to Ancient Greek History. Introduction to Greek history, tracing the development of Greek civilization as manifested in the political, military, intellectual, and creative achievements from the Bronze Age through the end of the Classical period. Students read original sources in translation as well as secondary scholarship to better understand the rise and fall of the ancient Greeks—the civilization at the very heart of Western Civilization.\n", + "CLCV 205 Introduction to Ancient Greek History. Introduction to Greek history, tracing the development of Greek civilization as manifested in the political, military, intellectual, and creative achievements from the Bronze Age through the end of the Classical period. Students read original sources in translation as well as secondary scholarship to better understand the rise and fall of the ancient Greeks—the civilization at the very heart of Western Civilization.\n", + "CLCV 206 The Roman Republic. Andrew Johnston. The origins, development, and expansion of Rome from the earliest times to the deaths of Caesar and Cicero. Cultural identity and interaction; slavery, class, and the family; politics, rhetoric, and propaganda; religion; imperialism; monumentality and memory; and the perception and writing of history. Application of literary and archaeological evidence.\n", + "CLCV 206 The Roman Republic. The origins, development, and expansion of Rome from the earliest times to the deaths of Caesar and Cicero. Cultural identity and interaction; slavery, class, and the family; politics, rhetoric, and propaganda; religion; imperialism; monumentality and memory; and the perception and writing of history. Application of literary and archaeological evidence.\n", + "CLCV 206 The Roman Republic. The origins, development, and expansion of Rome from the earliest times to the deaths of Caesar and Cicero. Cultural identity and interaction; slavery, class, and the family; politics, rhetoric, and propaganda; religion; imperialism; monumentality and memory; and the perception and writing of history. Application of literary and archaeological evidence.\n", + "CLCV 206 The Roman Republic. The origins, development, and expansion of Rome from the earliest times to the deaths of Caesar and Cicero. Cultural identity and interaction; slavery, class, and the family; politics, rhetoric, and propaganda; religion; imperialism; monumentality and memory; and the perception and writing of history. Application of literary and archaeological evidence.\n", + "CLCV 206 The Roman Republic. The origins, development, and expansion of Rome from the earliest times to the deaths of Caesar and Cicero. Cultural identity and interaction; slavery, class, and the family; politics, rhetoric, and propaganda; religion; imperialism; monumentality and memory; and the perception and writing of history. Application of literary and archaeological evidence.\n", + "CLCV 206 The Roman Republic. The origins, development, and expansion of Rome from the earliest times to the deaths of Caesar and Cicero. Cultural identity and interaction; slavery, class, and the family; politics, rhetoric, and propaganda; religion; imperialism; monumentality and memory; and the perception and writing of history. Application of literary and archaeological evidence.\n", + "CLCV 206 The Roman Republic. The origins, development, and expansion of Rome from the earliest times to the deaths of Caesar and Cicero. Cultural identity and interaction; slavery, class, and the family; politics, rhetoric, and propaganda; religion; imperialism; monumentality and memory; and the perception and writing of history. Application of literary and archaeological evidence.\n", + "CLCV 216 Dionysus in Modernity. George Syrimis. Modernity's fascination with the myth of Dionysus. Questions of agency, identity and community, and psychological integrity and the modern constitution of the self. Manifestations of Dionysus in literature, anthropology, and music; the Apollonian-Dionysiac dichotomy; twentieth-century variations of these themes in psychoanalysis, surrealism, and magical realism.\n", + "CLCV 219 Egypt of the Pharaohs. Joseph Manning, Nadine Moeller. Egypt was among the first centralized territorial states in the world, and, because Egyptian history offers us 4000 years of institutional development and change, the focus of this course is on the long-term development of the ancient Egyptian state, its institutions, and its culture. The course introduces students to the history and culture of ancient Egypt from the rise of the central state to the early Christian period. General historical trends, the relationship of Egyptian history to other contemporary ancient cultures, and the legacy of Egypt to the \"West\" are also considered. At the end of the course, students have an understanding of the material culture and the historical development of ancient Egypt, and an appreciation for the relationship of the ancient sources to the construction of ancient Egyptian history.\n", + "CLCV 219 Egypt of the Pharaohs. Egypt was among the first centralized territorial states in the world, and, because Egyptian history offers us 4000 years of institutional development and change, the focus of this course is on the long-term development of the ancient Egyptian state, its institutions, and its culture. The course introduces students to the history and culture of ancient Egypt from the rise of the central state to the early Christian period. General historical trends, the relationship of Egyptian history to other contemporary ancient cultures, and the legacy of Egypt to the \"West\" are also considered. At the end of the course, students have an understanding of the material culture and the historical development of ancient Egypt, and an appreciation for the relationship of the ancient sources to the construction of ancient Egyptian history.\n", + "CLCV 219 Egypt of the Pharaohs. Egypt was among the first centralized territorial states in the world, and, because Egyptian history offers us 4000 years of institutional development and change, the focus of this course is on the long-term development of the ancient Egyptian state, its institutions, and its culture. The course introduces students to the history and culture of ancient Egypt from the rise of the central state to the early Christian period. General historical trends, the relationship of Egyptian history to other contemporary ancient cultures, and the legacy of Egypt to the \"West\" are also considered. At the end of the course, students have an understanding of the material culture and the historical development of ancient Egypt, and an appreciation for the relationship of the ancient sources to the construction of ancient Egyptian history.\n", + "CLCV 219 Egypt of the Pharaohs. Egypt was among the first centralized territorial states in the world, and, because Egyptian history offers us 4000 years of institutional development and change, the focus of this course is on the long-term development of the ancient Egyptian state, its institutions, and its culture. The course introduces students to the history and culture of ancient Egypt from the rise of the central state to the early Christian period. General historical trends, the relationship of Egyptian history to other contemporary ancient cultures, and the legacy of Egypt to the \"West\" are also considered. At the end of the course, students have an understanding of the material culture and the historical development of ancient Egypt, and an appreciation for the relationship of the ancient sources to the construction of ancient Egyptian history.\n", + "CLCV 219 Egypt of the Pharaohs. Egypt was among the first centralized territorial states in the world, and, because Egyptian history offers us 4000 years of institutional development and change, the focus of this course is on the long-term development of the ancient Egyptian state, its institutions, and its culture. The course introduces students to the history and culture of ancient Egypt from the rise of the central state to the early Christian period. General historical trends, the relationship of Egyptian history to other contemporary ancient cultures, and the legacy of Egypt to the \"West\" are also considered. At the end of the course, students have an understanding of the material culture and the historical development of ancient Egypt, and an appreciation for the relationship of the ancient sources to the construction of ancient Egyptian history.\n", + "CLCV 219 Egypt of the Pharaohs. Egypt was among the first centralized territorial states in the world, and, because Egyptian history offers us 4000 years of institutional development and change, the focus of this course is on the long-term development of the ancient Egyptian state, its institutions, and its culture. The course introduces students to the history and culture of ancient Egypt from the rise of the central state to the early Christian period. General historical trends, the relationship of Egyptian history to other contemporary ancient cultures, and the legacy of Egypt to the \"West\" are also considered. At the end of the course, students have an understanding of the material culture and the historical development of ancient Egypt, and an appreciation for the relationship of the ancient sources to the construction of ancient Egyptian history.\n", + "CLCV 219 Egypt of the Pharaohs. Egypt was among the first centralized territorial states in the world, and, because Egyptian history offers us 4000 years of institutional development and change, the focus of this course is on the long-term development of the ancient Egyptian state, its institutions, and its culture. The course introduces students to the history and culture of ancient Egypt from the rise of the central state to the early Christian period. General historical trends, the relationship of Egyptian history to other contemporary ancient cultures, and the legacy of Egypt to the \"West\" are also considered. At the end of the course, students have an understanding of the material culture and the historical development of ancient Egypt, and an appreciation for the relationship of the ancient sources to the construction of ancient Egyptian history.\n", + "CLCV 223 The Ancient Economy. Joseph Manning. A survey of the economies of the ancient Mediterranean world, with emphasis on economic institutions, the development of the economies over time, ancient economic thought, and the interrelationships between institutions and economic growth. Material evidence for studying the economies of the ancient world, including coinage, documentary material, and archaeology.\n", + "CLCV 223 The Ancient Economy. A survey of the economies of the ancient Mediterranean world, with emphasis on economic institutions, the development of the economies over time, ancient economic thought, and the interrelationships between institutions and economic growth. Material evidence for studying the economies of the ancient world, including coinage, documentary material, and archaeology.\n", + "CLCV 223 The Ancient Economy. A survey of the economies of the ancient Mediterranean world, with emphasis on economic institutions, the development of the economies over time, ancient economic thought, and the interrelationships between institutions and economic growth. Material evidence for studying the economies of the ancient world, including coinage, documentary material, and archaeology.\n", + "CLCV 223 The Ancient Economy. A survey of the economies of the ancient Mediterranean world, with emphasis on economic institutions, the development of the economies over time, ancient economic thought, and the interrelationships between institutions and economic growth. Material evidence for studying the economies of the ancient world, including coinage, documentary material, and archaeology.\n", + "CLCV 223 The Ancient Economy. A survey of the economies of the ancient Mediterranean world, with emphasis on economic institutions, the development of the economies over time, ancient economic thought, and the interrelationships between institutions and economic growth. Material evidence for studying the economies of the ancient world, including coinage, documentary material, and archaeology.\n", + "CLCV 223 The Ancient Economy. A survey of the economies of the ancient Mediterranean world, with emphasis on economic institutions, the development of the economies over time, ancient economic thought, and the interrelationships between institutions and economic growth. Material evidence for studying the economies of the ancient world, including coinage, documentary material, and archaeology.\n", + "CLCV 223 The Ancient Economy. A survey of the economies of the ancient Mediterranean world, with emphasis on economic institutions, the development of the economies over time, ancient economic thought, and the interrelationships between institutions and economic growth. Material evidence for studying the economies of the ancient world, including coinage, documentary material, and archaeology.\n", + "CLCV 223 The Ancient Economy. A survey of the economies of the ancient Mediterranean world, with emphasis on economic institutions, the development of the economies over time, ancient economic thought, and the interrelationships between institutions and economic growth. Material evidence for studying the economies of the ancient world, including coinage, documentary material, and archaeology.\n", + "CLCV 223 The Ancient Economy. A survey of the economies of the ancient Mediterranean world, with emphasis on economic institutions, the development of the economies over time, ancient economic thought, and the interrelationships between institutions and economic growth. Material evidence for studying the economies of the ancient world, including coinage, documentary material, and archaeology.\n", + "CLCV 236 Roman Law. Noel Lenski. Basic principles of Roman law and their applications to the social and economic history of antiquity and to the broader history of international law. Topics include the history of persons and things, inheritance, crime and tort, and legal procedure. Questions of social and economic history and the history of jurisprudence from the fifth century B.C.E. to the present.\n", + "CLCV 236 Roman Law. Basic principles of Roman law and their applications to the social and economic history of antiquity and to the broader history of international law. Topics include the history of persons and things, inheritance, crime and tort, and legal procedure. Questions of social and economic history and the history of jurisprudence from the fifth century B.C.E. to the present.\n", + "CLCV 236 Roman Law. Basic principles of Roman law and their applications to the social and economic history of antiquity and to the broader history of international law. Topics include the history of persons and things, inheritance, crime and tort, and legal procedure. Questions of social and economic history and the history of jurisprudence from the fifth century B.C.E. to the present.\n", + "CLCV 236 Roman Law. Basic principles of Roman law and their applications to the social and economic history of antiquity and to the broader history of international law. Topics include the history of persons and things, inheritance, crime and tort, and legal procedure. Questions of social and economic history and the history of jurisprudence from the fifth century B.C.E. to the present.\n", + "CLCV 236 Roman Law. Basic principles of Roman law and their applications to the social and economic history of antiquity and to the broader history of international law. Topics include the history of persons and things, inheritance, crime and tort, and legal procedure. Questions of social and economic history and the history of jurisprudence from the fifth century B.C.E. to the present.\n", + "CLCV 345 Ancient Greek and Roman Novels in Context. A thorough examination of ancient novels as ancestors to the modern novel. Focus on seven surviving Greek and Roman novels, with particular emphasis on questions of interpretation, literary criticism, and literary theory, as well as cultural issues raised by the novels, including questions of gender and sexuality, ethnicity, cultural identity, religion, and intellectual culture of the first centuries A.D.\n", + "CLCV 377 Tragedy and Politics. Daniel Schillinger. The canonical Greek tragedians—Aeschylus, Sophocles, and Euripides—dramatize fundamental and discomfiting questions that are often sidelined by the philosophical tradition. In this seminar, we read plays about death, war, revenge, madness, impossible choices, calamitous errors, and the destruction of whole peoples. Aeschylus, Sophocles, and Euripides were also piercing observers of political life. No less than Plato and Aristotle, the Attic tragedians write to elicit reflection on the basic patterns of politics: democracy and tyranny, war and peace, the family and the city, the rule of law and violence. Finally, we also approach Greek tragedy through its reception. Aristophanes, Plato, Aristotle, and Nietzsche: all these thinkers responded to tragedy. Texts include Aeschylus, Oresteia; Aristophanes, Frogs and Lysistrata; Euripides, Bacchae, Heracles, and Trojan Women; Nietzsche, The Birth of Tragedy; Plato, Symposium; and Sophocles, Antigone, Philoctetes, and Oedipus Tyrannus.\n", + "CLCV 498 Senior Tutorial in Classical Civilization. Andrew Johnston. Tutorial for seniors in Classical Civilization. As a culminating experience in the major, the student completes under the supervision of a faculty member an original research project, intensive language and literature study, or a creative endeavor. To register, the student must submit a written plan of study for approval by the director of undergraduate studies and the faculty instructor. Fulfills the senior requirement for the B.A. degree.\n", + "CLSS 498 Senior Tutorial in Classics. Andrew Johnston. Tutorial for seniors in Classics. As a culminating experience in the major, the student completes under the supervision of a faculty member an original research project, intensive language and literature study, or a creative endeavor. To register, the student must submit a written plan of study for approval by the director of undergraduate studies and the faculty instructor. Fulfills the senior requirement for the B.A. degree.\n", + "CLSS 601 Introduction to Latin Paleography. Agnieszka Rec. Latin paleography from the fourth century CE to ca. 1500. Topics include the history and development of national hands; the introduction and evolution of Caroline minuscule, pre-gothic, gothic, and humanist scripts (both cursive and book hands); the production, circulation, and transmission of texts (primarily Latin, with reference to Greek and Middle English); advances in the technical analysis and digital manipulation of manuscripts. Seminars are based on the examination of codices and fragments in the Beinecke Library; students select a manuscript for class presentation and final paper.\n", + "CLSS 645 Roman Numismatics. Benjamin Hellings. This course aims to familiarize students with the study of coins as evidence for the ancient world and focuses on Roman numismatic iconography and the Roman economy. The course moves at a rapid pace, with seven weekly essays and two larger research projects.\n", + "CLSS 737 Early Greek Philosophers. Brad Inwood, Verity Harte. A study in the original language of a selection of early Greek philosophers, with special focus on the Eleatics in light of their influence on later Greek philosophy. We will attend to the sources for these philosophers and to their philosophical interpretation. Open to all graduate students in philosophy or classics who have suitable preparation in ancient Greek and some prior knowledge of ancient philosophy. Others interested in taking or attending the class must have prior permission of the instructors. Undergraduates are not normally admitted.\n", + "CLSS 880 Roman Law. Noel Lenski. A graduate-level extension of CLCV 236/HIST 225. The course inculcates the basic principles of Roman law while training students in advanced topics in the subject and initiating them into research methods.\n", + "CLSS 881 Proseminar: Classical Studies. Pauline LeVen. An introduction to the bibliography and disciplines of classical scholarship. Faculty address larger questions of method and theory, as well as specialized subdisciplines such as linguistics, papyrology, epigraphy, paleography, and numismatics. Required of all entering graduate students.\n", + "CLSS 898 Graduate Latin Survey I. Christina Kraus. A survey of Latin literature from the earliest texts to the sixth century CE, with the main focus on the period from the second century BCE to the second century CE. Diachronic, synchronic, generic, and topical models of organization. Prepares for the comprehensive examinations in Classics for those majoring in both literatures or concentrating on Latin.\n", + "CLSS 900 Directed Reading. By arrangement with faculty.\n", + "CPLT 504 Proseminar in Translation Studies. Marijeta Bozovic. This graduate proseminar combines a historically minded introduction to Translation Studies as a field with a survey of its interdisciplinary possibilities. The proseminar is composed of several units (Histories of Translation; Geographies of Translation; Scandals of Translation), each with a different approach or set of concerns, affording the students multiple points of entry to the field. The Translation Studies coordinator provides the intellectual through-line from week to week, while incorporating a number of guest lectures by Yale faculty and other invited speakers to expose students to current research and practice in different disciplines. The capstone project is a conference paper-length contribution of original academic research. Additional assignments throughout the term include active participation in and contributions to intellectual programming in the Translation Initiative.\n", + "CPLT 510 The Mortality of the Soul: From Aristotle to Heidegger. Martin Hagglund. This course explores fundamental philosophical questions of the relation between matter and form, life and spirit, necessity and freedom, by proceeding from Aristotle’s analysis of the soul in De Anima and his notion of practical agency in the Nicomachean Ethics. We study Aristotle in conjunction with seminal works by contemporary neo-Aristotelian philosophers (Korsgaard, Nussbaum, Brague, and McDowell). We in turn pursue the implications of Aristotle’s notion of life by engaging with contemporary philosophical discussions of death that take their point of departure in Epicurus (Nagel, Williams, Scheffler). We conclude by analyzing Heidegger’s notion of constitutive mortality, in order to make explicit what is implicit in the form of the soul in Aristotle.\n", + "CPLT 547 Zählen und Erzählen: On the Relation Between Mathematics and Literature. Anja Lemke. Mathematical and literary practices of signs have numerous connections, and despite current debates on digital humanities, algorithm and the \"end of the book\", the relation between calculus and writing can be traced back to around 3000 BC, when the graphé was split up into figure and character. The seminar explores this relationship by focusing on four different fields, which can be discussed separately but do exhibit numerous overlappings: a) Leibniz’ invention of infinitesimal calculus and its relation to the idea of narration from the Baroque to romanticism through to the twentieth century novel, (b) the relation between probability calculus, statistics, and novel writing in the nineteenth and early twentieth century, (c) the role of cypher for aesthetic and poetic questions starting with Schiller’s Letters on the esthetic education of men, to Robert Walser’s Jakob von Gunten, and Jenny Erpenpeck’s The old child, and (d) the economic impact of computation on poetic concepts, e.g. the role of double entry bookkeeping or models of circulation in romantic theories of money and signs. We discuss Leibniz’ Theodizee, texts on the infinitesimal calculus and his concept of an ars combinatoria, novels like The Fortunatus, Novalis’s Heinrich von Ofterdingen, Stifter’s \"The gentle law\", Gustav Freiytag’s Debit and Credit, and Musil’s Man without content, Novalis’s notes on mathematical questions of his time, and economic texts such as Adam Müller’s Attempt on a theory of money.\n", + "CPLT 549 Memory and Memoir in Russian Culture. Jinyi Chu. How do we remember and forget? How does memory transform into narrative? Why do we read and write memoirs and autobiography? What can they tell us about the past? How do we analyze the roles of the narrator, the author, and the protagonist? How should we understand the ideological tensions between official historiography and personal reminiscences, especially in twentieth-century Russia? This course aims to answer these questions through close readings of a few cultural celebrities’ memoirs and autobiographical writings that are also widely acknowledged as the best representatives of twentieth-century Russian prose. Along the way, we read literary texts in dialogue with theories of memory, historiography, and narratology. Students acquire the theoretical apparatus that will enable them to analyze the complex ideas, e.g., cultural memory and trauma, historicity and narrativity, and fiction and nonfiction. Students acquire an in-depth knowledge of the major themes of twentieth-century Russian history—e.g., empire, revolution, war, Stalinism, and exilic experience—as well as increased skills in the analysis of literary texts. Students with knowledge of Russian are encouraged to read in the original. All readings are available in English.\n", + "CPLT 555 Postcolonial Middle Ages. Marcel Elias. This course explores the intersections and points of friction between postcolonial studies and medieval studies. We discuss key debates in postcolonialism and medievalists’ contributions to those debates. We also consider postcolonial scholarship that has remained outside the purview of medieval studies. The overall aim is for students, in their written and oral contributions, to expand the parameters of medieval postcolonialism. Works by critics including Edward Said, Homi Bhabha, Leela Gandhi, Lisa Lowe, Robert Young, and Priyamvada Gopal are read alongside medieval romances, crusade and jihād poetry, travel literature, and chronicles.\n", + "CPLT 606 Introduction to Digital Humanities I: Architectures of Knowledge. Alexander Gil Fuentes. The cultural record of humanity is undergoing a massive and epochal transformation into shared analog and digital realities. While we are vaguely familiar with the history and realities of the analog record—libraries, archives, historical artifacts—the digital cultural record remains largely unexamined and relatively mysterious to humanities scholars. In this course students are introduced to the broad field of digital humanities, theory and practice, through a stepwise exploration of the new architectures and genres of scholarly and humanistic production and reproduction in the twenty-first century. The course combines a seminar, preceded by a brief lecture, and a digital studio. Every week we move through our discussions in tandem with hands-on exercises that serve to illuminate our readings and help students gain a measure of computational proficiency useful in humanities scholarship. Students learn about the basics of plain text, file and operating systems, data structures and internet infrastructure. Students also learn to understand, produce, and evaluate a few popular genres of digital humanities, including, digital editions of literary or historical texts, collections and exhibits of primary sources and interactive maps. Finally, and perhaps the most important lesson of the term, students learn to collaborate with each other on a common research project. No prior experience is required.\n", + "CPLT 610 Theories of Freedom: Schelling and Hegel. Paul North. In 1764 Immanuel Kant noted in the margin of one of his published books that evil was \"the subjection of one being under the will of another,\" a sign that good was coming to mean freedom. But what is freedom? Starting with early reference to Kant, we study two major texts on freedom in post-Kantian German Idealism, Schelling's 1809 Philosophical Investigations into the Essence of Human Freedom and Related Objects and Hegel's 1820 Elements of the Philosophy of Right.\n", + "CPLT 612 Socialist '80s: Aesthetics of Reform in China and the Soviet Union. Jinyi Chu. This course offers an interdisciplinary introduction to the study of the complex cultural and political paradigms of late socialism from a transnational perspective by focusing on the literature, cinema, and popular culture of the Soviet Union and China in 1980s. How were intellectual and everyday life in the Soviet Union and China distinct from and similar to that of the West of the same era? How do we parse \"the cultural logic of late socialism?\" What can today’s America learn from it? Examining two major socialist cultures together in a global context, this course queries the ethnographic, ideological, and socio-economic constituents of late socialism. Students analyze cultural materials in the context of Soviet and Chinese history. Along the way, we explore themes of identity, nationalism, globalization, capitalism, and the Cold War. Students with knowledge of Russian and Chinese are encouraged to read in original. All readings are available in English.\n", + "CPLT 617 The Short Spring of German Theory. Kirk Wetters. Reconsideration of the intellectual microclimate of German academia 1945–1968. A German prelude to the internationalization effected by French theory, often in dialogue with German sources. Following Philipp Felsch's The Summer of Theory (English 2022): Theory as hybrid and successor to philosophy and sociology. Theory as the genre of the philosophy of history and grand narratives (e.g. secularization). Theory as the basis of academic interdisciplinarity and cultural-political practice. The canonization and aging of theoretical classics. Critical reflection on academia now and then. Legacies of the inter-War period and the Nazi past: M. Weber, Heidegger, Husserl, Benjamin, Kracauer, Adorno, Jaspers. New voices of the 1950s and 1960s: Arendt, Blumenberg, Gadamer, Habermas, Jauss, Koselleck, Szondi, Taubes. German reading and some prior familiarity with European intellectual history will be helpful but not essential.\n", + "CPLT 622 Working Group on Globalization and Culture. Michael Denning. A continuing yearlong collective research project, a cultural studies \"laboratory.\" The group, drawing on several disciplines, meets regularly to discuss common readings, develop collective and individual research projects, and present that research publicly. The general theme for the working group is globalization and culture, with three principal aspects: (1) the globalization of cultural industries and goods, and its consequences for patterns of everyday life as well as for forms of fiction, film, broadcasting, and music; (2) the trajectories of social movements and their relation to patterns of migration, the rise of global cities, the transformation of labor processes, and forms of ethnic, class, and gender conflict; (3) the emergence of and debates within transnational social and cultural theory. The specific focus, projects, and directions of the working group are determined by the interests, expertise, and ambitions of the members of the group, and change as its members change.\n", + "CPLT 632 Literature and Film of World War II: Homefront Narratives. Katie Trumpener. Taking a pan-European perspective, this course examines quotidian, civilian experiences of war, during a conflict of unusual scope and duration. Considering key works of wartime and postwar fiction and film alongside verbal and visual diaries, memoirs, documentaries, and video testimonies, we will explore the kinds of literary and filmic reflection war occasioned, how civilians experienced the relationship between history and everyday life (both during and after the war), women’s and children's experience of war, and the ways that home front, occupation and Holocaust memories shaped postwar avant-garde aesthetics.\n", + "CPLT 644 The Betrayal of the Intellectuals. Hannan Hever. The target of the seminar is to clarify the concept of the intellectual and its political and literary uses during the twentieth and twenty-first centuries. The point of departure is Julien Benda’s influential book, The Betrayal of the Intellectuals (1927). Benda defines two kinds of intellectuals: the particularists, who are specifically committed to country, party, and economic issues—later thought of as the arena of \"identity politics\"—and the universalists, committed to more general humanist values. What makes one an intellectual? Does becoming an intellectual depend on specific historical, social, cultural, literary, and political conditions? Is being an intellectual a matter of \"talking truth to power\" in accordance with universalist values? The course looks at a variety of definitions of what constitutes an intellectual, based on approaches such as Benda’s notion of the betrayal of the particularist intellectual, or postcolonial intellectualism. The course then looks at the specificity of intellectualism as it appears in certain contexts through readings from Martin Luther King, Jr., Abraham Joshua Heschel, Jean-Paul Sartre, George Orwell, Naguib Mahfouz, Frantz Fanon, Eleanor Roosevelt, James Baldwin, Angela Davis, Martin Buber, Edward Said, Antonio Gramsci, Herbert Marcuse, and Toni Morrison.\n", + "CPLT 646 Rise of the European Novel. Katie Trumpener, Rudiger Campe. In the eighteenth century, the novel became a popular literary form in many parts of Europe. Yet now-standard narratives of its \"rise\" often offer a temporally and linguistically foreshortened view. This seminar examines key early modern novels in a range of European languages, centered on the dialogue between highly influential eighteenth-century British and French novels (Montesquieu, Defoe, Sterne, Diderot, Laclos, Edgeworth). We begin by considering a sixteenth-century Spanish picaresque life history (Lazarillo de Tormes) and Madame de Lafayette’s seventeenth-century secret history of French court intrigue; contemplate a key sentimental Goethe novella; and end with Romantic fiction (an Austen novel, a Kleist novella, Pushkin’s historical novel fragment). These works raise important issues about cultural identity and historical experience, the status of women (including as readers and writers), the nature of society, the vicissitudes of knowledge—and novelistic form. We also examine several major literary-historical accounts of the novel’s generic evolution, audiences, timing, and social function, and historiographical debates about the novel’s rise (contrasting English-language accounts stressing the novel’s putatively British genesis, and alternative accounts sketching a larger European perspective). The course gives special emphasis to the improvisatory, experimental character of early modern novels, as they work to reground fiction in the details and reality of contemporary life. Many epistolary, philosophical, sentimental, and Gothic novels present themselves as collections of \"documents\"—letters, diaries, travelogues, confessions—carefully assembled, impartially edited, and only incidentally conveying stories as well as information. The seminar explores these novels’ documentary ambitions; their attempt to touch, challenge, and change their readers; and their paradoxical influence on \"realist\" conventions (from the emergence of omniscient, impersonal narrators to techniques for describing time and place).\n", + "CPLT 660 Writing Muslims. Shawkat Toorawa. We read and enjoy the works of Leila Aboulela, Nadia Davids, Aisha Gawad, Abdulrazak Gurnah, Manzu Islam, Sorayya Khan, Laila Lalami, Hisham Matar and others, and such films as My Beautiful Laundrette, Surviving Sabu, and Ae Fond Kiss, paying special attention to articulations of displacement, faith, history, identity, and memory. We try to develop an understanding of how the \"diasporic\" or \"expatriate\" Muslim writes herself, her world, and her condition. All material in English.\n", + "CPLT 663 Poetics of the Short Form. Austen Hinkley. This seminar investigates the rich German tradition of literary short forms, such as the aphorism, the fairy tale, and the joke. Our readings cover small works by major authors from the eighteenth through the early twentieth century, including novellas by Goethe, Kleist, and Droste-Hülshoff; fantastic tales by the Brothers Grimm and Kafka; and short philosophical texts by Lichtenberg, Nietzsche, and Benjamin. We focus on the ways in which short forms not only challenge our understanding of literature and philosophy, but also interact with a wide range of other fields of knowledge like medicine, natural science, law, and history. By considering the possibilities of these mobile and dynamic texts, we explore their power to change how we think about and act in the world. What can be said in an anecdote, a case study, or a novella that could not be said otherwise? How can short forms illuminate the relationship between the literary and the everyday? How might these texts transform our relationship to the short forms that we interact with in our own lives?\n", + "CPLT 689 Art and Resistance in Belarus, Russia, and Ukraine. Andrei Kureichyk. This interdisciplinary seminar is devoted to the study of protest art as part of the struggle of society against authoritarianism and totalitarianism. It focuses on the example of the Soviet and post-Soviet transformation of Belarus, Russia, and Ukraine. The period under discussion begins after the death of Stalin in 1953 and ends with the art of protest against the modern post-Soviet dictatorships of Alexander Lukashenka in Belarus and Vladimir Putin in Russia, the protest art of the Ukrainian Maidan, and the anti-war movement of artists against the Russian-Ukrainian war. The course begins by looking at the influence of the \"Khrushchev Thaw\" on literature and cinema, which opened the way for protest art to a wide Soviet audience. We explore different approaches to protest art in conditions of political unfreedom: \"nonconformism,\" \"dissidence,\" \"mimicry,\" \"rebellion.\" The course investigates the existential conflict of artistic freedom and the political machine of authoritarianism. These themes are explored at different levels through specific examples from the works and biographies of artists. Students immerse themselves in works of different genres: films, songs, performances, plays, and literary works.\n", + "CPLT 889 Postcolonial Ecologies. Cajetan Iheka. This seminar examines the intersections of postcolonialism and ecocriticism as well as the tensions between these conceptual nodes, with readings drawn from across the global South. Topics of discussion include colonialism, development, resource extraction, globalization, ecological degradation, nonhuman agency, and indigenous cosmologies. The course is concerned with the narrative strategies affording the illumination of environmental ideas. We begin by engaging with the questions of postcolonial and world literature and return to these throughout the semester as we read primary texts, drawn from Africa, the Caribbean, and Asia. We consider African ecologies in their complexity from colonial through post-colonial times. In the unit on the Caribbean, we take up the transformations of the landscape from slavery, through colonialism, and the contemporary era. Turning to Asian spaces, the seminar explores changes brought about by modernity and globalization as well as the effects on both humans and nonhumans. Readings include the writings of Zakes Mda, Aminatta Forna, Helon Habila, Derek Walcott, Jamaica Kincaid, Ishimure Michiko, and Amitav Ghosh. The course prepares students to respond to key issues in postcolonial ecocriticism and the environmental humanities, analyze the work of the major thinkers in the fields, and examine literary texts and other cultural productions from a postcolonial perspective. Course participants have the option of selecting from a variety of final projects. Students can craft an original essay that analyzes primary text from a postcolonial and/or ecocritical perspective. Such work should aim at producing new insight on a theoretical concept and/or the cultural text. They can also produce an undergraduate syllabus for a course at the intersection of postcolonialism and environmentalism or write a review essay discussing three recent monographs focused on postcolonial ecocriticism.\n", + "CPLT 900 Directed Reading: Poetics of the Short Form. Austen Hinkley. Designed to help fill gaps in students’ programs when there are corresponding gaps in the department’s offerings. By arrangement with faculty and with the approval of the DGS.\n", + "CPLT 904 Psychoanalysis: Key Conceptual Differences between Freud and Lacan I. Moira Fradinger. This is the first section of a year-long seminar (second section: CPLT 914) designed to introduce the discipline of psychoanalysis through primary sources, mainly from the Freudian and Lacanian corpuses but including late twentieth-century commentators and contemporary interdisciplinary conversations. We rigorously examine key psychoanalytic concepts that students have heard about but never had the chance to study. Students gain proficiency in what has been called \"the language of psychoanalysis,\" as well as tools for critical practice in disciplines such as literary criticism, political theory, film studies, gender studies, theory of ideology, psychology medical humanities, etc. We study concepts such as the unconscious, identification, the drive, repetition, the imaginary, fantasy, the symbolic, the real, and jouissance. A central goal of the seminar is to disambiguate Freud's corpus from Lacan's reinvention of it. We do not come to the \"rescue\" of Freud. We revisit essays that are relevant for contemporary conversations within the international psychoanalytic community. We include only a handful of materials from the Anglophone schools of psychoanalysis developed in England and the US. This section pays special attention to Freud's \"three\" (the ego, superego, and id) in comparison to Lacan's \"three\" (the imaginary, the symbolic, and the real). CPLT 914 devotes, depending on the interests expressed by the group, the last six weeks to special psychoanalytic topics such as sexuation, perversion, psychosis, anti-asylum movements, conversations between psychoanalysis and neurosciences and artificial intelligence, the current pharmacological model of mental health, and/or to specific uses of psychoanalysis in disciplines such as film theory, political philosophy, and the critique of ideology. Apart from Freud and Lacan, we will read work by Georges Canguilhem, Roman Jakobson, Victor Tausk, Émile Benveniste, Valentin Volosinov, Guy Le Gaufey, Jean Laplanche, Étienne Balibar, Roberto Esposito, Wilfred Bion, Félix Guattari, Markos Zafiropoulos, Franco Bifo Berardi, Barbara Cassin, Renata Salecl, Maurice Godelier, Alenka Zupančič, Juliet Mitchell, Jacqueline Rose, Norbert Wiener, Alan Turing, Eric Kandel, and Lera Boroditsky among others. No previous knowledge of psychoanalysis is needed. Starting out from basic questions, we study how psychoanalysis, arguably, changed the way we think of human subjectivity. Graduate students from all departments and schools on campus are welcome. The final assignment is due by the end of the spring term and need not necessarily take the form of a twenty-page paper. Taught in English. Materials can be provided to cover the linguistic range of the group.\n", + "CPLT 917 Foundations of Film and Media. John MacKay. The course sets in place some undergirding for students who want to anchor their film interest to the professional discourse of this field. A coordinated set of topics in film theory is interrupted first by the often discordant voice of history and second by the obtuseness of the films examined each week. Films themselves take the lead in our discussions.\n", + "CPLT 958 Black Iberia: Then and Now. Nicholas Jones. This graduate seminar examines the variety of artistic, cultural, historical, and literary representations of black Africans and their descendants—both enslaved and free—across the vast stretches of the Luso-Hispanic world and the United States. Taking a chronological frame, the course begins its study of Blackness in medieval and early modern Iberia and its colonial kingdoms. From there, we examine the status of Blackness conceptually and ideologically in Asia, the Caribbean, Mexico, and South America. Toward the end of the semester, we concentrate on black Africans by focusing on Equatorial Guinea, sub-Saharan African immigration in present-day Portugal and Spain, and the politics of Afro-Latinx culture and its identity politics in the United States. Throughout the term, we interrogate the following topics in order to guide our class discussions and readings: bondage and enslavement, fugitivity and maroonage, animal imageries and human-animal studies, geography and maps, Black Feminism and Black Queer Studies, material and visual cultures (e.g., beauty ads, clothing, cosmetics, food, Blackface performance, royal portraiture, reality TV, and music videos), the Inquisition and African diasporic religions, and dispossession and immigration. Our challenging task remains the following: to see how Blackness conceptually and experientially is subversively fluid and performative, yet deceptive and paradoxical. This course will be taught in English, with all materials available in the original (English, Portuguese, Spanish) and in English translation.\n", + "CPSC 100 Introduction to Computing and Programming. Cody Murphey, Ozan Erat. Introduction to the intellectual enterprises of computer science and to the art of programming. Students learn how to think algorithmically and solve problems efficiently. Topics include abstraction, algorithms, data structures, encapsulation, resource management, security, software engineering, and web development. Languages include C, Python, SQL, and JavaScript, plus CSS and HTML. Problem sets inspired by real-world domains of biology, cryptography, finance, forensics, and gaming. See CS50's website, https://cs50.yale.edu, for additional information.\n", + "CPSC 110 Python Programming for Humanities and Social Sciences. Sohee Park. Introduction to computer science and Python programming with domain-specific applications. Students learn how to think algorithmically and solve problems efficiently. Topics include abstraction, algorithms, data structures, web development, and statistical tools. Students learn to apply computing techniques in the fields of social sciences & humanities by analyzing data. No previous programming experience is required. This course is intended for students of social sciences & humanities majors.\n", + "CPSC 150 Computer Science and the Modern Intellectual Agenda. David Gelernter. Introduction to the basic ideas of computer science (computability, algorithm, virtual machine, symbol processing system), and of several ongoing relationships between computer science and other fields, particularly philosophy of mind.\n", + "CPSC 183 Law, Technology, and Culture. Brad Rosen. An exploration of the myriad ways in which law and technology intersect, with a special focus on the role of cyberspace. Topics include digital copyright, free speech, privacy and anonymity, information security, innovation, online communities, the impact of technology on society, and emerging trends.\n", + "CPSC 200 Introduction to Information Systems. Stephen Slade. The real-world artifacts and implementations that comprise the vital computational organisms that populate our world. Hardware and software and the related issues of security, privacy, regulation, and software engineering. Examples stress practical applications of technology, as well as limitations and societal issues.\n", + "CPSC 201 Introduction to Computer Science. Stephen Slade. Introduction to the concepts, techniques, and applications of computer science. Topics include computer systems (the design of computers and their languages); theoretical foundations of computing (computability, complexity, algorithm design); and artificial intelligence (the organization of knowledge and its representation for efficient search). Examples stress the importance of different problem-solving methods.\n", + "CPSC 202 Mathematical Tools for Computer Science. Dylan McKay. Introduction to formal methods for reasoning and to mathematical techniques basic to computer science. Topics include propositional logic, discrete mathematics, and linear algebra. Emphasis on applications to computer science: recurrences, sorting, graph traversal, Gaussian elimination.\n", + "CPSC 223 Data Structures and Programming Techniques. Alan Weide, Ozan Erat. Topics include programming in C; data structures (arrays, stacks, queues, lists, trees, heaps, graphs); sorting and searching; storage allocation and management; data abstraction; programming style; testing and debugging; writing efficient programs.\n", + "CPSC 223 Data Structures and Programming Techniques. Alan Weide, Ozan Erat. Topics include programming in C; data structures (arrays, stacks, queues, lists, trees, heaps, graphs); sorting and searching; storage allocation and management; data abstraction; programming style; testing and debugging; writing efficient programs.\n", + "CPSC 280 Directed Reading. Y. Richard Yang. Individual study for qualified students who wish to investigate an area of computer science not covered in regular courses. A student must be sponsored by a faculty member who sets the requirements and meets regularly with the student. Requires a written plan of study approved by the faculty adviser and the director of undergraduate studies.\n", + "CPSC 290 Directed Research. Y. Richard Yang. Individual research. Requires a faculty supervisor and the permission of the director of undergraduate studies.\n", + "CPSC 323 Introduction to Systems Programming and Computer Organization. James Glenn, Jay Lim. Machine architecture and computer organization, systems programming in a high-level language, issues in operating systems, software engineering, prototyping in scripting languages.\n", + "CPSC 327 Object-Oriented Programming. Timothy Barron. Object-oriented programming as a means to designing and writing efficient, reliable, modular, and reusable code. Covers core concepts and features of object-oriented languages (classes, inheritance, composition, encapsulation, polymorphism, and exceptions) as well as the use of object-oriented design patterns (iterator, decorator, strategy, adapter, observer, etc.). This course was previously number CPSC 427.\n", + "CPSC 334 Creative Embedded Systems. Scott Petersen. Ubiquitous computing is creating new canvases and opportunities for creative ideas. This class explores the use of microprocessors, distributed sensor networks, IoT, and intermedia systems for the purposes of creative expression. The course is delivered in a mixed lecture and lab format that introduces the fundamental concepts and theory behind embedded systems as well as issues particular to their creative employment. The key objective of the course is for students to conceive of and implement creative uses of computation. To this end, skills to be obtained during the course are as follows: (1) appreciate the current efforts and motivation to push the limitations of computation for creative expression, both in new application and new foundational research; (2) weigh factors such as cost, power, processing, memory, I/O capabilities, and networking capabilities when choosing a set of embedded devices and sensors; (3) contextualize unfamiliar hardware and languages through examples, documentation, and familiar design pattern; and (4) manage communication between multiple languages, devices, and protocols. Additionally, at the end of the course students will have a portfolio of their work in the form of writing, code, video, audio, and physical artifacts.\n", + "CPSC 364 Introduction to Blockchains, Cryptocurrencies, Smart Contracts, and Decentralized Applications. Fan Zhang. This course offers an introduction to blockchain technology and its practical applications. The objective is to provide students with a comprehensive overview of the fundamental concepts and hands-on experience in building on actual blockchains. The course covers the technological foundation of the blockchain stack (consensus layer, ordering layer, execution layer, etc.), the design of representative applications (cryptocurrencies, smart contracts, Decentralized Finance, etc.), and the principles for writing secure smart contracts, and ends with an overview of the latest research directions. \n", + "\n", + "\n", + "To provide a hands-on building experience, the course hosts a Catch-the-Flag (CTF) competition where students are asked to hack buggy smart contracts within a controlled environment.\n", + "CPSC 365 Algorithms. Andre Wibisono. Paradigms for algorithmic problem solving: greedy algorithms, divide and conquer, dynamic programming, and network flow. NP completeness and approximation algorithms for NP-complete problems. Algorithms for problems from economics, scheduling, network design and navigation, geometry, biology, and optimization. Provides algorithmic background essential to further study of computer science. Only one of CPSC 365, CPSC 366, or CPSC 368 may be taken for credit.\n", + "CPSC 370 Artificial Intelligence. Tesca Fitzgerald. How can we enable computers to make rational, intelligent decisions? This course explores fundamental techniques for Artificial Intelligence (AI), covering topics such as search, planning, learning, and reasoning under uncertainty. Through hands-on programming projects, students learn conceptual, algorithmic, and practical considerations for implementing foundational AI algorithms. By the end of this class, students have an understanding of the history and breadth of AI problems and topics, and are prepared to undertake more advanced courses in robotics, computer vision, natural language processing, and machine learning.\n", + "CPSC 413 Computer System Security. Timothy Barron. Overview of the principles and practice behind analyzing, designing, and implementing secure computer systems. Covers problems that have continued to plague computer systems for years as well as recent events and research in this rapidly evolving field of computer science. Learn to think from the perspective of an adversary; to understand systems well enough to see how their flaws could be exploited, and to consequently defend against such exploitation. Offers opportunities for hands-on exploration of attacks and defenses in the contexts of web applications, networks, and system level software. Also discusses ethical considerations and responsibilities associated with security research and practice.\n", + "CPSC 419 Full Stack Web Programming. Alan Weide. This course introduces students to a variety of advanced software engineering and programming techniques in the context of full-stack web programming. The focus of the course includes both client- and server-side programming (and database programming), client/server communication, user interface programming, and parallel programming. This course is designed for students who have taken CPSC 223 (but do not need CPSC 323 or higher-level computer science systems courses) and wish to learn the complete programming framework of Web programming. For a systematic treatment of core software engineering techniques, using Web programming as a running example framework, consider taking CPSC 439, which targets students with more extensive programming experiences (after CPSC 323).\n", + "CPSC 421 Compilers and Interpreters. Jay Lim. Compiler organization and implementation: lexical analysis, formal syntax specification, parsing techniques, execution environment, storage management, code generation and optimization, procedure linkage and address binding. The effect of language-design decisions on compiler construction.\n", + "CPSC 424 Parallel Programming Techniques. Andrew Sherman. Practical introduction to parallel programming, emphasizing techniques and algorithms suitable for scientific and engineering computations. Aspects of processor and machine architecture. Techniques such as multithreading, message passing, and data parallel computing using graphics processing units. Performance measurement, tuning, and debugging of parallel programs. Parallel file systems and I/O.\n", + "CPSC 429 Principles of Computer System Design. Lin Zhong. Humans are stupid; computers are limited. Yet a collaboration of humans and computers has led to ever more powerful and complex computer systems. This course examines the limitations of humans and computers in this endeavor and how they shape the design, implementation, and evaluation of computer systems. It surveys the empirical knowledge reported by scholars and practitioners that overcome such limitations. The lectures, reading assignments, and classroom discussions travel through psychology and philosophy and revisit important results from theoretical computer science, with a goal of elucidating the rationales behind the best practices in computer systems research and development.\n", + "CPSC 431 Computer Music: Algorithmic and Heuristic Composition. Scott Petersen. Study of the theoretical and practical fundamentals of computer-generated music, with a focus on high-level representations of music, algorithmic and heuristic composition, and programming languages for computer music generation. Theoretical concepts are supplemented with pragmatic issues expressed in a high-level programming language.\n", + "CPSC 434 Topics in Networked Systems. Y. Richard Yang. Study of networked systems such as the Internet and mobile networks which provide the major infrastructure components of an information-based society. Topics include the design principles, implementation, and practical evaluation of such systems in new settings, including cloud computing, software-defined networking, 5G, Internet of things, and vehicular networking.\n", + "CPSC 437 Introduction to Database Systems. Avi Silberschatz. Introduction to database systems. Data modeling. The relational model and the SQL query language. Relational database design, integrity constraints, functional dependencies, and normal forms. Object-oriented databases. Database data structures: files, B-trees, hash indexes.\n", + "CPSC 438 Big Data Systems: Trends & Challenges. Anurag Khandelwal. Today’s internet scale applications and cloud services generate massive amounts of data. At the same time, the availability of inexpensive storage has made it possible for these services and applications to collect and store every piece of data they generate, in the hopes of improving their services by analyzing the collected data. This introduces interesting new opportunities and challenges designing systems for collecting, analyzing and serving the so called \"big data\". This course looks at technology trends that have paved the way for big data applications, survey state of the art systems for storage and processing of big data, and future research directions driven by open research problems. Our discussions span topics such as cluster architecture, big data analytics stacks, scheduling and resource management, batch and stream analytics, graph processing, ML/AI frameworks, serverless platforms and disaggregated architectures.\n", + "CPSC 439 Software Engineering. Timos Antonopoulos. Introduction to fundamental concepts in software engineering and to the development and maintenance of large, robust software systems. The process of collecting requirements and writing specifications; project planning and system design; methods for increasing software reliability, including delta debugging and automatic test-case generation; type systems, static analysis, and model checking. Students build software in teams.\n", + "CPSC 440 Database Design and Implementation. Robert Soule. This course covers advanced topics in Database Systems, expanding on the material covered in CPSC 437. Topics include complex data types; application development; big data; data analytics; parallel and distributed storage; parallel and distributed query processing; advanced indexing techniques; advanced relational database design; and object-based databases.\n", + "CPSC 441 Zero-Knowledge Proofs. Ben Fisch. This is a course in cryptographic proof systems. In the digital world today, we trust services to perform many kinds of computations on our data, from managing financial ledgers and databases to complex analytics. We trust these services not only to operate correctly, but also to keep our information private. Proof systems allow us to remove this trust. A succinct proof system is a system that enables a service to attach a small certificate on the correctness of its computation, and the certificate can be verified by small devices, even if the original computation needs substantial computation to compute this result. Beyond correctness, a zero-knowledge proof system enables us to prove knowledge of secret information, including hidden inputs to a computation that achieves a certain output. Both types of proof systems have incredible applications to privacy and verifiability in a decentralized web.\n", + "CPSC 442 Theory of Computation. Dylan McKay. This course first introduces core, traditional ideas from the theory of computation with more modern ideas used in the process, including basic ideas of languages and automata. Building on the core ideas, the course then covers a breadth of topics in modular units, where each unit examines a new model and potentially a new perspective on computation. Topics may include: basic notions of Complexity Theory, provability and logic, circuits and non-uniform computation, randomized computation, quantum computation, query-based computation, notions of machine learning, compression, algebraic models of computation. Additional topics might be introduced in lectures or student projects, according to student interests, including mechanism design, voting schemes, cryptography, biological computation, distributed computation, and pseudorandomness.\n", + "CPSC 446 Data and Information Visualization. Holly Rushmeier. Visualization is a powerful tool for understanding data and concepts. This course provides an introduction to the concepts needed to build new visualization systems, rather than to use existing visualization software. Major topics are abstracting visualization tasks, using visual channels, spatial arrangements of data, navigation in visualization systems, using multiple views, and filtering and aggregating data. Case studies to be considered include a wide range of visualization types and applications in humanities, engineering, science, and social science.\n", + "CPSC 447 Introduction to Quantum Computing. Yongshan Ding. This course introduces the fundamental concepts in the theory and practice of quantum computation. Topics include information processing, quantum programming, quantum compilation, quantum algorithms, and error correction. The objective of the course is to engage students in applying fresh thinking to what computers can do – we establish an understanding of how quantum computers store and process data, and discover how they differ from conventional digital computers. We anticipate this course will be of interest to students working in computer science, electrical engineering, physics, or mathematics.\n", + "CPSC 454 Software Analysis and Verification. Ruzica Piskac. Introduction to concepts, tools, and techniques used in the formal verification of software.  State-of-the art tools used for program verification; detailed insights into algorithms and paradigms on which those tools are based, including model checking, abstract interpretation, decision procedures, and SMT solvers.\n", + "CPSC 455 Economics and Computation. Manolis Zampetakis. A mathematically rigorous investigation of the interplay of economic theory and computer science, with an emphasis on the relationship of incentive-compatibility and algorithmic efficiency. Our main focus is on algorithmic tools in mechanism design, algorithms and complexity theory for learning and computing Nash and market equilibria, and the price of anarchy. Case studies in Web search auctions, wireless spectrum auctions, matching markets, and network routing, and social networks.\n", + "CPSC 457 Sensitive Information in a Connected World. Michael Fischer. Issues of ownership, control, privacy, and accuracy of the huge amount of sensitive information about people and organizations that is collected, stored, and used by today's ubiquitous information systems. Readings consist of research papers that explore both the power and the limitations of existing privacy-enhancing technologies such as encryption and \"trusted platforms.\"\n", + "CPSC 459 Building Interactive Machines. Marynel Vazquez. This advanced course brings together methods from machine learning, computer vision, robotics, and human-computer interaction to enable interactive machines to perceive and act in a variety of environments. Part of the course examines approaches for perception with different sensing devices and algorithms; the other part focuses on methods for decision making and applied machine learning for control. Understanding of probability, differential calculus, linear algebra, and planning (in Artificial Intelligence) is expected for this course. Programming assignments require proficiency in Python and high-level familiarity with C++.\n", + "CPSC 464 Algorithms and their Societal Implications. Nisheeth Vishnoi. Today’s society comprises humans living in an interconnected world that is intertwined with a variety of sensing, communicating, and computing devices. Human-generated data is being recorded at unprecedented rates and scales, and powerful AI and ML algorithms, which are capable of learning from such data, are increasingly controlling various aspects of modern society: from social interactions. These data-driven decision-making algorithms have a tremendous potential to change our lives for the better, but, via the ability to mimic and nudge human behavior, they also have the potential to be discriminatory, reinforce societal prejudices, violate privacy, polarize opinions, and influence democratic processes. Thus, designing effective tools to govern modern society which reinforce its cherished values such as equity, justice, democracy, health, privacy, etc. has become paramount and requires a foundational understanding of how humans, data, and algorithms interact. This course is for students who would like to understand and address some of the key challenges and emerging topics at the aforementioned interplay between computation and society. On the one hand, we study human decision-making processes and view them through the lens of computation and on the other hand we study and address the limitations of artificial decision-making algorithms when deployed in various societal contexts. The focus is on developing solutions through a combination of foundational work such as coming up with the right definitions, modeling, algorithms, and empirical evaluation. The current focus is on bias and privacy, with additional topics including robustness, polarization, and democratic representation.\n", + "CPSC 465 Theory of Distributed Systems. James Aspnes. Models of asynchronous distributed computing systems. Fundamental concepts of concurrency and synchronization, communication, reliability, topological and geometric constraints, time and space complexity, and distributed algorithms.\n", + "CPSC 472 Intelligent Robotics. Brian Scassellati. Introduction to the construction of intelligent, autonomous systems. Sensory-motor coordination and task-based perception. Implementation techniques for behavior selection and arbitration, including behavior-based design, evolutionary design, dynamical systems, and hybrid deliberative-reactive systems. Situated learning and adaptive behavior.\n", + "CPSC 474 Computational Intelligence for Games. James Glenn. Introduction to techniques used for creating computer players for games, particularly board games. Topics include combinatorial and classical game theory, stochastic search methods, applications of neural networks, and procedural content generation.\n", + "CPSC 475 Computational Vision and Biological Perception. Steven Zucker. An overview of computational vision with a biological emphasis. Suitable as an introduction to biological perception for computer science and engineering students, as well as an introduction to computational vision for mathematics, psychology, and physiology students.\n", + "CPSC 478 Computer Graphics. Theodore Kim. Introduction to the basic concepts of two- and three-dimensional computer graphics. Topics include affine and projective transformations, clipping and windowing, visual perception, scene modeling and animation, algorithms for visible surface determination, reflection models, illumination algorithms, and color theory.\n" + ] + }, { "name": "stderr", "output_type": "stream", "text": [ - "100%|██████████| 1206/1206 [04:05<00:00, 4.91it/s]\n" + "Exception ignored in: \n", + "Traceback (most recent call last):\n", + " File \"/Users/buweichen/repos/s24-bluebook-ai/bluebook_env/lib/python3.12/site-packages/tqdm/std.py\", line 1148, in __del__\n", + " self.close()\n", + " File \"/Users/buweichen/repos/s24-bluebook-ai/bluebook_env/lib/python3.12/site-packages/tqdm/notebook.py\", line 279, in close\n", + " self.disp(bar_style='danger', check_delay=False)\n", + " ^^^^^^^^^\n", + "AttributeError: 'tqdm_notebook' object has no attribute 'disp'\n" + ] + }, + { + "name": "stdout", + "output_type": "stream", + "text": [ + "CPSC 480 Introduction to Computer Vision. Alex Wong. This course focuses on fundamental topics in computer vision. We begin with the image formation process and discuss the role of camera models and intrinsic calibration in perspective projection. Basic image processing techniques (i.e. filtering) is introduced. After which, we discuss techniques to describe an image, from edges to feature descriptors and methods to establish correspondences between different images of the same scene. The course additionally covers topics in recognition (i.e. image classification, segmentation, detection, etc.) and reconstruction (i.e. stereo, structure-from-motion, optical flow). Machine learning and deep learning based methods in a subset of the topics covered are also introduced. Students get hands-on experience in implementing the techniques covered in the class and applying them to real world datasets and applications.\n", + "CPSC 483 Deep Learning on Graph-Structured Data. Rex Ying. Graph structure emerges in many important domain applications, including but not limited to computer vision, natural sciences, social networks, languages and knowledge graphs. This course offers an introduction to deep learning algorithms applied to such graph-structured data. The first part of the course is an introduction to representation learning for graphs, and covers common techniques in the field, including distributed node embeddings, graph neural networks, deep graph generative models and non-Euclidean embeddings. The first part also touches upon topics of real-world significance, including auto-ML and explainability for graph learning. The second part of the course covers important applications of graph machine learning. We learn ways to model data as graphs and apply graph learning techniques to problems in domains including online recommender systems, knowledge graphs, biological networks, physical simulations and graph mining. The course covers many deep techniques (graph neural networks, graph deep generative models) catered to graph structures. We will cover basic deep learning tutorials in this course.\n", + "CPSC 485 Applied Planning and Optimization. Daniel Rakita. This course introduces students to concepts, algorithms, and programming techniques pertaining to planning and optimization. At a high level, the course teaches students how to break down a particular problem into a state-space or a state-action space, how to select an effective planning or optimization algorithm given the problem at hand, and how to ultimately apply the selected algorithm to achieve desired outputs. Concepts are solidified through grounded, real-world examples (particularly in robotics, but also including machine learning, graphics, biology, etc.). These examples come in the form of programming assignments, problem sets, and a final project. General topics include discrete planning, sampling-based path planning, optimization via matrix methods, linear programming, computational differentiation, non-linear optimization, and mixed integer programming. After the course, students are able to generalize their knowledge of planning and optimization to any problem domain.\n", + "CPSC 488 AI Foundation Models. Arman Cohan. ​​Foundation models are a recent class of AI models that are large-scale in terms of number of parameters and are trained on broad data (generally using self-supervision at scale). These models have demonstrated exceptional capabilities in natural language processing, computer vision, and other tasks. Examples of Foundation Models are GPT-4, ChatGPT, GPT-3, Dall-E, Stable Diffusion, etc. In this course, we discuss building blocks of foundation models, including transformers, self-supervised learning, transfer learning, learning from human feedback, power of scale, large language models, in-context learning, chain-of-thought prompting, parameter-efficient fine-tuning, vision transformers, diffusion models, generative modeling, safety, ethical and societal considerations, their impact, etc. While the course primarily focuses on advances on large language models, we also cover foundation models in computer vision, as well as multi-modal foundation models.\n", + "CPSC 490 Senior Project. Sohee Park. Individual research intended to fulfill the senior requirement. Requires a faculty supervisor and the permission of the director of undergraduate studies. The student must submit a written report about the results of the project.\n", + "CPSC 513 Computer System Security. Timothy Barron. Overview of the principles and practice behind analyzing, designing, and implementing secure computer systems. The course covers problems that have continued to plague computer systems for years as well as recent events and research in this rapidly evolving field. Students learn to think from the perspective of an adversary, to understand systems well enough to see how their flaws could be exploited, and to consequently defend against such exploitation. The course offers opportunities for hands-on exploration of attacks and defenses in the contexts of web applications, networks, and system-level software. It also addresses ethical considerations and responsibilities associated with security research and practice.\n", + "CPSC 519 Full Stack Web Programming. Alan Weide. This course introduces students to a variety of advanced software engineering and programming techniques in the context of full-stack web programming. The focus of the course includes both client- and server-side programming (and database programming), client/server communication, user interface programming, and parallel programming.\n", + "CPSC 521 Compilers and Interpreters. Jay Lim. Compiler organization and implementation: lexical analysis, formal syntax specification, parsing techniques, execution environment, storage management, code generation and optimization, procedure linkage, and address binding. The effect of language-design decisions on compiler construction.\n", + "CPSC 524 Parallel Programming Techniques. Andrew Sherman. Practical introduction to parallel programming, emphasizing techniques and algorithms suitable for scientific and engineering computations. Aspects of processor and machine architecture. Techniques such as multithreading, message passing, and data parallel computing using graphics processing units. Performance measurement, tuning, and debugging of parallel programs. Parallel file systems and I/O.\n", + "CPSC 529 Principles of Computer System Design. Lin Zhong. Humans are stupid; computers are limited. Yet a collaboration of humans and computers has led to ever more powerful and complex computer systems. This course examines the limitations of humans and computers in this endeavor and how they shape the design, implementation, and evaluation of computer systems. It surveys the empirical knowledge reported by scholars and practitioners who overcome such limitations. The lectures, reading assignments, and classroom discussions travel through psychology and philosophy and revisit important results from theoretical computer science, with a goal of elucidating the rationales behind the best practices in computer systems research and development.\n", + "CPSC 531 Computer Music: Algorithmic and Heuristic Composition. Scott Petersen. Study of the theoretical and practical fundamentals of computer-generated music. Music and sound representations, acoustics and sound synthesis, scales and tuning systems, algorithmic and heuristic composition, and programming languages for computer music. Theoretical concepts are supplemented with pragmatic issues expressed in a high-level programming language.\n", + "CPSC 534 Topics in Networked Systems. Y. Richard Yang. Study of networked systems such as the Internet and mobile networks which provide the major infrastructure components of an information-based society. Topics include the design principles, implementation, and practical evaluation of such systems in new settings, including cloud computing, software-defined networking, 5G, Internet of things, and vehicular networking.\n", + "CPSC 537 Introduction to Database Systems. Avi Silberschatz. An introduction to database systems. Data modeling. The relational model and the SQL query language. Relational database design, integrity constraints, functional dependencies, and natural forms. Object-oriented databases. Implementation of databases: file structures, indexing, query processing, transactions, concurrency control, recovery systems, and security.\n", + "CPSC 538 Big Data Systems: Trends and Challenges. Anurag Khandelwal. Today’s Internet-scale applications and cloud services generate massive amounts of data. At the same time, the availability of inexpensive storage has made it possible for these services and applications to collect and store every piece of data they generate, in the hopes of improving their services by analyzing the collected data. This introduces interesting new opportunities and challenges designing systems for collecting, analyzing, and serving the so-called big data. This course looks at technology trends that have paved the way for big data applications, surveys state-of-the-art systems for storage and processing of big data, and considers future research directions driven by open research problems. Our discussions span topics such as cluster architecture, big data analytics stacks, scheduling and resource management, batch and stream analytics, graph processing, ML/AI frameworks, and serverless platforms and disaggregated architectures.\n", + "CPSC 539 Software Engineering. Timos Antonopoulos. Introduction to building a large software system in a team. Learning how to collect requirements and write a specification. Project planning and system design. Increasing software reliability: debugging, automatic test generation. Introduction to type systems, static analysis, and model checking.\n", + "CPSC 540 Database Design and Implementation. Robert Soule. This course covers advanced topics in Database Systems, explaining on the material covered in CPSC 437/537. Topics covered include complex data types, application development, big data, data analytics, parallel and distributed storage, parallel and distributed query processing, advanced indexing techniques, advanced relational database design, and object-based databases.\n", + "CPSC 541 Zero-Knowledge Proofs. Ben Fisch. This is a course in cryptographic proof systems. In the digital world today, we trust services to perform many kinds of computations on our data, from managing financial ledgers and databases to complex analytics. We trust these services not only to operate correctly but also to keep our information private. Proof systems allow us to remove this trust. A succinct proof system is a system that enables a service to attach a small certificate on the correctness of its computation, and the certificate can be verified by small devices, even if the original computation needs substantial computation to compute this result. Beyond correctness, a zero-knowledge proof system enables us to prove knowledge of secret information, including hidden inputs to a computation that achieves a certain output. Both types of proof systems have incredible applications to privacy and verifiability in a decentralized web. CPSC 567 (Cryptography), MATH 225 (Linear Algebra) are recommended, but not required, prior to taking the course.\n", + "CPSC 542 Theory of Computation. Dylan McKay. This course first introduces core, traditional ideas from the theory of computation with more modern ideas used in the process, including basic ideas of languages and automata. Building on the core ideas, the course then covers a breadth of topics in modular units, where each unit examines a new model and potentially a new perspective on computation. Topics may include: basic notions of Complexity Theory, provability and logic, circuits and non-uniform computation, randomized computation, quantum computation, query-based computation, notions of machine learning, compression, and algebraic models of computation. Additional topics might be introduced in lectures or student projects, according to student interests, including mechanism design, voting schemes, cryptography, biological computation, distributed computation, and pseudorandomness.\n", + "CPSC 546 Data and Information Visualization. Holly Rushmeier. Visualization is a powerful tool for understanding data and concepts. This course provides an introduction to the concepts needed to build new visualization systems, rather than to use existing visualization software. Major topics are abstracting visualization tasks, using visual channels, spatial arrangements of data, navigation in visualization systems, using multiple views, and filtering and aggregating data. Case studies to be considered include a wide range of visualization types and applications in humanities, engineering, science, and social science.\n", + "CPSC 547 Introduction to Quantum Computing. Yongshan Ding. This course introduces the fundamental concepts in the theory and practice of quantum computing. Topics covered include information processing, quantum programming, quantum compilation, quantum algorithms, and error correction. The objective of the course is to engage students in applying fresh thinking to what computers can do. We establish an understanding of how quantum computers store and process data, and we discover how they differ from conventional digital computers. We anticipate this course will be of interest to students working in computer science, electrical engineering, physics, or mathematics.\n", + "CPSC 553 Unsupervised Learning for Big Data. This course focuses on machine-learning methods well-suited to tackling problems associated with analyzing high-dimensional, high-throughput noisy data including: manifold learning, graph signal processing, nonlinear dimensionality reduction, clustering, and information theory. Though the class goes over some biomedical applications, such methods can be applied in any field.\n", + "CPSC 553 Unsupervised Learning for Big Data. This course focuses on machine-learning methods well-suited to tackling problems associated with analyzing high-dimensional, high-throughput noisy data including: manifold learning, graph signal processing, nonlinear dimensionality reduction, clustering, and information theory. Though the class goes over some biomedical applications, such methods can be applied in any field.\n", + "CPSC 554 Software Analysis and Verification. Ruzica Piskac. Introduction to concepts, tools, and techniques used in the formal verification of software. State-of-the-art tools used for program verification; detailed insights into algorithms and paradigms on which those tools are based, including model checking, abstract interpretation, decision procedures, and SMT solvers.\n", + "CPSC 555 Economics and Computation. Manolis Zampetakis. A mathematically rigorous investigation of the interplay of economic theory and computer science, with an emphasis on the relationship of incentive-compatibility and algorithmic efficiency. Particular attention to the formulation and solution of mechanism-design problems that are relevant to data networking and Internet-based commerce.\n", + "CPSC 557 Sensitive Information in a Connected World. Michael Fischer. Issues of ownership, control, privacy, and accuracy of the huge amount of sensitive information about people and organizations that is collected, stored, and used by today’s ubiquitous information systems. Readings consist of research papers that explore both the power and the limitations of existing privacy-enhancing technologies such as encryption and \"trusted platforms.\"\n", + "CPSC 559 Building Interactive Machines. Marynel Vazquez. This advanced course brings together methods from machine learning, computer vision, robotics, and human-computer interaction to enable interactive machines to perceive and act in a variety of environments. Part of the course examines approaches for perception with different sensing devices and algorithms; the other part focuses on methods for decision-making and applied machine learning for control. The course is a combination of lectures, state-of-the-art reading, presentations and discussions, programming assignments, and a final team project.\n", + "CPSC 564 Algorithms and their Societal Implications. Nisheeth Vishnoi. Today’s society comprises humans living in an interconnected world that is intertwined with a variety of sensing, communicating, and computing devices. Human-generated data is being recorded at unprecedented rates and scales, and powerful AI and ML algorithms, which are capable of learning from such data, are increasingly controlling various aspects of modern society: from social interactions. These data-driven decision-making algorithms have a tremendous potential to change our lives for the better, but, via the ability to mimic and nudge human behavior, they also have the potential to be discriminatory, reinforce societal prejudices, violate privacy, polarize opinions, and influence democratic processes. Thus, designing effective tools to govern modern society which reinforce its cherished values such as equity, justice, democracy, health, privacy, etc. has become paramount and requires a foundational understanding of how humans, data, and algorithms interact. This course is for students who would like to understand and address some of the key challenges and emerging topics at the aforementioned interplay between computation and society. On the one hand, we study human decision-making processes and view them through the lens of computation, and on the other hand we study and address the limitations of artificial decision-making algorithms when deployed in various societal contexts. The focus is on developing solutions through a combination of foundational work such as coming up with the right definitions, modeling, algorithms, and empirical evaluation. The current focus is on bias and privacy, with additional topics including robustness, polarization, and democratic representation. The grade will be based on class participation and a project. The project grade will be determined by a midterm and endterm report/presentation. The course has four primary modules: (1) Data: human-generated data; data collection and aggregation; (2) Decision-Making Algorithms: human decision-making algorithms; traditional algorithmic decision-making models and methods; machine learning-based decision-making models and methods; (3) Bias: socio-technical contexts and underlying computational problems; definitions of fairness; interventions for ensuring fairness; human biases through the lens of computation; privacy; need for definitions of privacy; differential privacy; beyond differential privacy; (4) Other topics: robustness; polarization; elections and social choice.\n", + "CPSC 565 Theory of Distributed Systems. James Aspnes. Models of asynchronous distributed computing systems. Fundamental concepts of concurrency and synchronization, communication, reliability, topological and geometric constraints, time and space complexity, and distributed algorithms.\n", + "CPSC 570 Artificial Intelligence. Tesca Fitzgerald. Introduction to artificial intelligence research, focusing on reasoning and perception. Topics include knowledge representation, predicate calculus, temporal reasoning, vision, robotics, planning, and learning.\n", + "CPSC 572 Intelligent Robotics. Brian Scassellati. Introduction to the construction of intelligent, autonomous systems. Sensory-motor coordination and task-based perception. Implementation techniques for behavior selection and arbitration, including behavior-based design, evolutionary design, dynamical systems, and hybrid deliberative-reactive systems. Situated learning and adaptive behavior.\n", + "CPSC 574 Computational Intelligence for Games. James Glenn. A seminar on current topics in computational intelligence for games, including developing agents for playing games, procedural content generation, and player modeling. Students read, present, and discuss recent papers and competitions, and complete a term-long project that applies some of the techniques discussed during the term to a game of their choice.\n", + "CPSC 575 Computational Vision and Biological Perception. Steven Zucker. An overview of computational vision with a biological emphasis. Suitable as an introduction to biological perception for computer science and engineering students, as well as an introduction to computational vision for mathematics, psychology, and physiology students.\n", + "CPSC 578 Computer Graphics. Theodore Kim. Introduction to the basic concepts of two- and three-dimensional computer graphics. Topics include affine and projective transformations, clipping and windowing, visual perception, scene modeling and animation, algorithms for visible surface determination, reflection models, illumination algorithms, and color theory.\n", + "CPSC 580 Introduction to Computer Vision. Alex Wong. This course focuses on fundamental topics in computer vision. We begin with the image formation process and discuss the role of camera models and intrinsic calibration in perspective projection. Basic image processing techniques (i.e. filtering) is introduced. After which, we discuss techniques to describe an image, from edges to feature descriptors and methods to establish correspondences between different images of the same scene. The course additionally covers topics in recognition (i.e. image classification, segmentation, detection, etc.) and reconstruction (i.e. stereo, structure-from-motion, optical flow). Machine learning and deep learning based methods in a subset of the topics covered are also introduced. Students get hands-on experience in implementing the techniques covered in the class and applying them to real world datasets and applications.\n", + "CPSC 583 Deep Learning on Graph-Structured Data. Rex Ying. Graph structure emerges in many important domain applications, including but not limited to computer vision, natural sciences, social networks, languages, and knowledge graphs. This course offers an introduction to deep learning algorithms applied to such graph-structured data. The first part of the course is an introduction to representation learning for graphs and covers common techniques in the field, including distributed node embeddings, graph neural networks, deep graph generative models, and non-Euclidean embeddings. The first part also touches upon topics of real-world significance, including auto-ML and explainability for graph learning. The second part of the course covers important applications of graph machine learning. We learn ways to model data as graphs and apply graph learning techniques to problems in domains including online recommender systems, knowledge graphs, biological networks, physical simulations and graph mining. The course covers many deep techniques (graph neural networks, graph deep generative models) catered to graph structures. We cover basic deep learning tutorials in this course.\n", + "CPSC 585 Applied Planning and Optimization. Daniel Rakita. This course introduces students to concepts, algorithms, and programming techniques pertaining to planning and optimization. At a high level, the course teaches students how to break down a particular problem into a state-space or a state-action space, how to select an effective planning or optimization algorithm given the problem at hand, and how to ultimately apply the selected algorithm to achieve desired outputs. Concepts are solidified through grounded, real-world examples (particularly in robotics, but also including machine learning, graphics, biology, etc.). These examples come in the form of programming assignments, problem sets, and a final project. General topics include discrete planning, sampling-based path planning, optimization via matrix methods, linear programming, computational differentiation, non-linear optimization, and mixed integer programming. After the course, students are able to generalize their knowledge of planning and optimization to any problem domain.\n", + "CPSC 588 AI Foundation Models. Arman Cohan. ​​Foundation models are a recent class of AI models that are large-scale in terms of number of parameters and are trained on broad data (generally using self-supervision at scale). These models have demonstrated exceptional capabilities in natural language processing, computer vision, and other tasks. Examples of foundation models are GPT-4, ChatGPT, GPT-3, Dall-E, Stable Diffusion, etc. In this course, we discuss building blocks of foundation models, including transformers, self-supervised learning, transfer learning, learning from human feedback, power of scale, large language models, in-context learning, chain-of-thought prompting, parameter-efficient fine-tuning, vision transformers, diffusion models, generative modeling, safety, ethical and societal considerations, their impact, etc. While the course primarily focuses on advances on large language models, we also cover foundation models in computer vision, as well as multi-modal foundation models.\n", + "CPSC 611 Topics in Computer Science and Global Affairs. Joan Feigenbaum, Ted Wittenstein. This course focuses on \"socio-technical\" problems in computing and international relations. These are problems that cannot be solved through technological progress alone but rather require legal, political, or cultural progress as well. Examples include but are not limited to cyber espionage, disinformation, ransomware attacks, and intellectual-property theft. This course is offered jointly by the SEAS Computer Science Department and the Jackson School of Global Affairs. It is addressed to graduate students who are interested in socio-technical issues but whose undergraduate course work may not have addressed them; it is designed to bring these students rapidly to the point at which they can do research on socio-technical problems.\n", + "CPSC 640 Topics in Numerical Computation. This course discusses several areas of numerical computing that often cause difficulties to non-numericists, from the ever-present issue of condition numbers and ill-posedness to the algorithms of numerical linear algebra to the reliability of numerical software. The course also provides a brief introduction to \"fast\" algorithms and their interactions with modern hardware environments. The course is addressed to Computer Science graduate students who do not necessarily specialize in numerical computation; it assumes the understanding of calculus and linear algebra and familiarity with (or willingness to learn) either C or FORTRAN. Its purpose is to prepare students for using elementary numerical techniques when and if the need arises.\n", + "CPSC 659 Advanced Topics in Cryptography: Lattices and Post-Quantum Cryptography. Katerina Sotiraki. This course explores the role of lattices in modern cryptography. In the last decades, novel computational problems, whose hardness is related to lattices, have been instrumental in cryptography by offering: (a) a basis for \"post-quantum\" cryptography, (b) cryptographic constructions based on worst-case hard problems, and (c) numerous celebrated cryptographic protocols unattainable from other cryptographic assumptions. This course covers the foundations of lattice-based cryptography from fundamental definitions to advanced cryptographic constructions. More precisely, we introduce the Learning with Error (LWE) and the Short Integer Solutions (SIS) problems and study their unique properties, such as the fact that their average-case hardness is based on the worst-case hardness of lattice problems. Next, we cover lattice constructions of advanced cryptographic primitives, such as fully homomorphic encryption and signature schemes. Overall, this course offers insights on the foundations and recent advancements in lattice-based cryptography. There is no required textbook, but certain lectures are based on the book Complexity of Lattice Problems: A Cryptographic Perspective by Daniele Micciancio and Shafi Goldwasser. We supplement the textbook with lecture notes from similar courses taught by Vinod Vaikuntanathan, Oded Regev, Chris Peikert and Daniele Micciancio. Beyond the lecture notes, we also read recent research papers. The course grade is based on multiple assignments and a final project.\n", + "CPSC 677 Advanced Natural Language Processing. Advanced topics in natural language processing (NLP), including related topics such as deep learning and information retrieval. Included are: (1) fundamental material not covered in the introductory NLP class such as text summarization, question answering, document indexing and retrieval, query expansion, graph-based techniques for NLP and IR, as well as (2) state-of-the-art material published in the past few years such as transfer learning, generative adversarial networks, reinforcement learning for NLP, sentence representations, capsule networks, multitask learning, and zero-shot learning.\n", + "CPSC 690 Independent Project I. Lin Zhong. By arrangement with faculty.\n", + "CPSC 691 Independent Project II. Lin Zhong. By arrangement with faculty.\n", + "CPSC 691 Independent Project II. Ben Fisch. By arrangement with faculty.\n", + "CPSC 692 Independent Project. Holly Rushmeier. Individual research for students in the M.S. program. Requires a faculty supervisor and the permission of the director of graduate studies.\n", + "CPSC 990 Ethical Conduct of Research for Master’s Students. Inyoung Shin. This course forms a vital part of research ethics training, aiming to instill moral research codes in graduate students of computer science, math, and applied math. By devling into case studies and real-life examples related to research misconduct, students will grasp core ethical principles in research and academia. The course also offers an opportunity to explore the societal impacts of research in computer science, math, and applied math. This course is designed specifically for first-year graduate students in computer science/applied math/math. Successful completion of the course necessitates in-person attendance on eight occasions; virtual participation will not fulfill this requirement. In cases where illness, job interviews, or unforeseen circumstances prevent attendance, makeup sessions will be offered. This course is 0 credits for YC students.\n", + "CPSC 991 Ethical Conduct of Research. Inyoung Shin. This course forms a vital part of research ethics training, aiming to instill moral research codes in graduate students of computer science, math, and applied math. By delving into case studies and real-life examples related to research misconduct, students grasp core ethical principles in research and academia. The course also offers an opportunity to explore the societal impacts of research in computer science, math, and applied math. This course is designed specifically for first-year graduate students in computer science, applied math, and math. Successful completion of the course necessitates in-person attendance on eight occasions; virtual participation does not fulfill this requirement. In cases where illness, job interviews, or unforeseen circumstances prevent attendance, makeup sessions are offered.\n", + "CPSC 992 Academic Writing. Janet Kayfetz. This course is an intensive analysis of the principles of excellent writing for Ph.D. students and scientists preparing a range of texts including research papers, conference posters, technical reports, research statements, grant proposals, correspondence, science and industry blogs, and other relevant documents. We look at the components of rhetorical positioning in the development of a clear, interesting, and rigorous science research paper. Some of the sub-genres we analyze and practice include the introduction, literature review, methodology, data commentary, results/discussion, conclusion, and abstract. In addition to the research paper, we practice other types of texts including research statements, requests for funding, bio-data statements, and blogs. We also discuss how writers can develop content and fluency as well as strategies for redrafting and editing. Students receive detailed feedback on their writing with a focus on clarity, precision, tone, and readability.\n", + "CPSC S100 Introduction to Computing and Programming. Cody Murphey, Ozan Erat. In-person Course. Introduction to the intellectual enterprises of computer science and to the art of programming. Students learn how to think algorithmically and solve problems efficiently. Topics include abstraction, algorithms, data structures, encapsulation, resource management, security, software engineering, and web development. Languages include C, Python, SQL, and JavaScript, plus CSS and HTML. Problem sets inspired by real-world domains of biology, cryptography, finance, forensics, and gaming. 1 Credit. Session A: May 29 – June 30. Tuition: $4850.\n", + "CSBF 390 Drawing for Non-Art Majors. Justin Kim. This drawing course is designed for individuals with different backgrounds in drawing and studio art including those with little or no experience. It aims to give a comprehensive overview of the practice of drawing as well as contemporary trends in art and culture. Critical essays, group critique, and final individual projects are key elements of the course. Students build a vocabulary to evaluate work through the hands-on experience of looking and making. For the first part of the semester, students work primarily from nature/observation to develop technical skills and build a formal vocabulary: line and contour, shape, value and light, space and volume, and so on. Subjects for class and homework assignments include: still life, interior, landscape, portrait, and self-portrait, personal narrative, memory, non-figurative abstraction, and so on. Students collaborate regularly on assignments through drawing, strategizing, feedback, and critique. Near the end of the semester students design and execute individual projects to be presented for class critique.\n", + "CSBK 390 Ceramic Ritual and Performance. Penelope Van Grinsven. This is a hybrid seminar and studio course. It is designed to explore various fundamental processes to making ceramic work including throwing on the wheel, making and altering work off the wheel, glazing, and firing in an electric kiln. Assignments progressively develop skills and technique to form a foundational ability to work with clay. Slide lectures and demonstrations cover all studio procedures. Development is emphasized in project grading. Weekly discussions are based on readings focused on ritual in culture and art. The common component of ceramics in rituals throughout history are investigated culminating in the class use of student work.\n", + "CSBR 390 American Romantic Comedy: A Window and a Mirror. Brian Price. From \"It Happened One Night\" to \"Your Place or Mine,\" one of cinema’s most enduring genres has been the romantic comedy. Yet it has seldom received the critical and academic attention it deserves. Part seminar, part workshop, this course explores this oft-maligned genre through survey, history, and analysis, with special attention given to how its evolving conventions have both impacted and reflected changes in American culture, particularly with regards to attitudes towards race, sex, and gender roles. In addition to screenings, readings, and discussions, students put their observations to practical use in the generation and development of an original romantic comedy idea.\n", + "CSDC 390 Medicine and the Humanities: Certainty and Unknowing. Matthew Morrison. Sherwin Nuland often referred to medicine as \"the Uncertain Art.\" In this course, we address the role of uncertainty in medicine, and the role that narrative plays in capturing that uncertainty. We focus our efforts on major authors and texts that define the modern medical humanities, with primary readings by Mikhail Bulgakov, Henry Marsh, Atul Gawande, and Lisa Sanders. Other topics include the philosophy of science (with a focus on Karl Popper), rationalism and romanticism (William James), and epistemology and scientism (Wittgenstein). Events permitting, field trips take us to the Yale Medical Historical Library and the Yale Center for British Art.\n", + "CSEC 491 Senior Project. Philipp Strack. This one-term independent-project course explicitly combines both techniques and subject matter from computer science and economics. A project proposal must be approved by the DUS and project adviser by the end of the third week of the term in which the student is enrolled.\n", + "CSES 390 Harnessing your Voice to Write Diverse Stories for the Big Screen. Vineet Dewan. Students learn deep story structure, character arcs and subplots. They write both one treatment and one act of a feature film screenplay with a particular focus on stories about women, people of color and LGBTQ+ identifying individuals. In addition, a series of guest speakers provide students with unique access to industry-leading writers and creators at the top of their craft.\n", + "CSGH 390 Racial Power and the U.S. Supreme Court. Kayla Vinson. This course explores the ways that contemporary decisions of the U.S. Supreme Court reflect an enduring commitment to the political project of racial hierarchy and racial power. Popular notions of the rule of law and the role of the Supreme Court often represent the Court as an institution that is fundamentally concerned with racial equality and protecting the rights of disempowered minority groups. This course engages U.S. Supreme Court decisions of the 19th and 20th Century to investigate how these popular notions fail to account for the continuity between the Court’s decisions over the last 50 years and its pre-Brown history. Over the course of the semester, students develop their ability to read and understand Supreme Court opinions and articulate the political and ideological commitments reflected in them.\n", + "CSJE 390 The Art of Storytelling: Techniques for Long-Form Narrative and Podcasts. Tara McKelvey. Students produce podcasts and write reported essays and articles. They listen to documentaries such as \"We Were Three\" by Nancy Updike (\"Serial\") and Vann Newkirk’s \"Floodlines\" about Hurricane Katrina, as well as analyze works by Pulitzer-Prize-winning Rachel Kaadzi Ghansah and other journalists. Through close readings of long-form works in text and audio formats, the students acquire a deeper understanding of narrative structure.\n", + "CSMC 390 Public School Policy Reform in the United States. Nathan Dudley. This course focuses on several major education policy issues in the United States by using New York City as a case study, and analyzing the effectiveness of the policy reforms implemented in the NYC Public Schools during the period 2000-2022. As the largest school district in the U.S., NYC Public Schools provide a microcosm of many trends in public education in America, and an excellent jumping-off place to analyze and discuss important aspects of education policy and reform. Policies have been aggressively implemented in NYC with interesting, sometimes positive, outcomes for students, and these reforms have implications for policy initiatives in public schools throughout the country. Issues to be addressed include school system governance, mayoral control, race and segregation, school size, school finance equity, charter schools versus district schools, school equity, and \"turnaround\" school models.\n", + "CSMY 390 Future Cities. Manasvi Menon, Matthew Triebner. This course addresses the forces that shape contemporary urban life to help us understand and contextualize the future of cities. We explore different elements of city life, from resiliency to retail, using case studies from Brooklyn to Barcelona. Analyzing cities through these multiple \"probes\" provides insights into how a city functions as well as the values, needs, and priorities of the people who inhabit them.\n", + "CSPC 390 Leadership as Behavior. Peter Bensinger. An experiential workshop utilizing a combination of exercises, assignments, and readings designed to deepen insight into effective team leadership and to strengthen practical listening and connecting skills essential to a collaborative and inclusive team environment. Basic core skills include how to focus attention, empathic listening, asking powerful questions, expressing gratitude, creating psychological safety in your teams, giving and receiving feedback, and engaging with those with whom you disagree to understand their views, how they feel about those views, and why they feel that way.\n", + "CSSM 390 The Journey from Network Television to Streaming. Greg Johnson. \"Peak Television\" refers to both the multiplicity of services and artistic heights of today’s serialized programming environment. Spurred on by rapid technological and cultural change, television content, and business forms have evolved dramatically in the past twenty years. Today, legacy broadcast networks, cable television, and digital subscription services all compete side-by-side in a fragile equilibrium, each pursuing viewer attention and cultural stature as exemplified by landmark shows such as \"The Sopranos,\" \"Game of Thrones,\" and \"Breaking Bad.\" This course examines the historical, aesthetic opportunities, and technological dynamics that have fueled television’s ascendency into this golden era of programming exemplified by Netflix, HBO and other platforms.\n", + "CSSY 390 The Self and Other, in Theory and Practice. Alexandra Simon, David Berg. This is a course on the self. It distills frameworks from philosophy, mindfulness, psychology cognitive science, and personal exploration so students directly learn tools and ideas to strengthen their relationship with themselves, deepen with others, and investigate what matters to them most. We study \"The Intrapersonal\" as we dive deep into mindfulness, inner friendship, the self over time, positive psychology, and self-change. Then, we study \"The Interpersonal\" as we explore projective identification, interpersonal friendship, romance and love, conflict, collaboration, and success. This course is designed to be experiential, personal, and holistic. Emotional depth, wholeness in the self, the ability to change, and the means of figuring out how we want to live are not innate talents people are born with, but rather, muscles–ways of thinking, being, and acting–that each of us can work on and develop.\n", + "CSTC 390 Hip Hop Music and Culture. Nick Conway. The evolution of hip hop music and culture from the 1970s through the 1990s, including graffiti art, b-boying (break dancing), DJ-ing, and MC-ing. Examination of the historical and political contexts in which hip hop culture has taken shape. Attention to questions of race, gender, authenticity, consumption, commodification, globalization, and old-fashioned \"funkiness.\" Includes three evening screenings.\n", + "CSTD 390 Metaphors We Judge By: The Meaning of Liberty in US Abortion Jurisprudence. Elazar Weiss. Although metaphors lie at the very heart of our legal order, they have not been seriously analyzed or even identified. Applying works in philosophy, cognitive science, anthropology, and literature to the realm of law, this seminar uses metaphor as a new tool for analyzing the US abortion culture wars. Through a ‘textual’ analysis of abortion court rulings, academic literature, and culture the seminar traces two metaphors for liberty shaping abortion jurisprudence and debates over the past several decades. The seminar then uses the abortion example to revisit broader question regarding constitutional interpretation and the role of law.\n", + "CSYC 390 The Media of Sound: Experimental Approaches to Sound Recording and Media Design. Ross Wightman. This course explores the multifaceted and multimedia approaches used in the industry of recording sound and designing the art objects that contain them. With a focus on experimental and conceptual applications of this technology, students engage in creating sonic/visual works that subvert, alter or synthesize the various media forms that go into ‘music production.’ Alongside creative projects, historical and contemporary works of sound art and music production are examined as case studies to exemplify both the norms of the industry and works that subvert them. Concepts related to the transmission and reception of sound through various media (tape, vinyl, MP3 etc.) are explored alongside the quirks, limitations and advantages of the milieu of hardware and software options (multi-track recording devices, DAWs etc.) both contemporary and antiquated that have been available to producers and artists alike over the last century and beyond. Topics include formatting artwork for sound recordings, recording and editing sound, collaboration on production of both digital and physical media, and more.\n", + "CZEC 110 Elementary Czech I. This course aims to develop basic proficiency in understanding, reading, speaking and writing the Czech language. Through work with a textbook, workbook, audio files and a broad range of authentic printed and online Czech language materials, students should develop mastery of the most essential vocabulary and grammatical structures necessary for basic communication in Czech and for laying a solid foundation for further study of the language.\n", + "CZEC 130 Intermediate Czech I. This course aims to develop intermediate proficiency in understanding, reading, speaking, and writing the Czech language. Through work with a textbook, workbook, audio files, and a broad range of authentic printed and online Czech language materials, students build their active vocabulary and improve their control of Czech grammar and syntax so they can communicate effectively on a broad range of general topics.\n", + "DISR 999 Diss Research - in Residence. \n", + "DRAM 109 Structural Design for the Stage. Bronislaw Sammler. This course concurrently develops the precalculus mathematics and physical sciences requisite for advanced study in modern theater technology. It concentrates on the application of statics to the design of safe, scenic structures. Assignments relate structural design principles to production applications.\n", + "DRAM 115 Introduction to Costume Design. Toni James. This course addresses the process and documentation of designing costumes. Designers are encouraged to develop their eye by careful study of primary source research, while developing the student’s knowledge of paperwork and budgeting used by professional costume designers in the creation of industry-standard production costume bibles. Course work requires that students produce many design sketches weekly. Open to non-Design and non-Drama students. Toni-Leslie James\n", + "DRAM 121 Human Resources: Supporting People and Building Cultures. Florie Seery, Trinh DiNoto. This course focuses on the planning process and the myriad forms it takes within arts organizations. Various concepts important to planning, including mission, strategy development, and alignment, are reviewed. However, most of the work takes the form of answering the question, \"How do we do this aspect of planning?\" Sessions consist of case studies, interactive discussion, and reading of arts organizations’ actual plans.\n", + "DRAM 124 Introduction to Lighting Design. Alan Edwards. This course is an introduction for all non-lighting design students to the aesthetics and the process of lighting design through weekly critique and discussion of theoretical and practical assignments. Emphasis is given to the examination of the action of the play in relation to lighting, the formulation of design ideas, the place of lighting in the overall production, and collaboration with directors, set, costume, and sound designers.\n", + "DRAM 125 The History of Costume. Toni James. A detailed survey of the history of apparel worn throughout Western civilization to provide the student with a working vocabulary of period clothing and the ability to identify specific garments throughout history. Fall term: Ancient Greece–1600. Spring term: 1600–1900.\n", + "DRAM 131 Principles of Marketing and Audience Development. Andrea Cuevas. This survey course explores the fundamentals of nonprofit theater marketing, communications, and audience development. Topics range from high-level strategic components such as branding, positioning, audience research, and budgeting (revenue and expense); to campaign tactics including digital channels, direct marketing, traditional advertising, partnerships, and publicity; to data-driven practices such as segmentation, campaign response data/return on investment, and other key performance indicators. Students develop a single-ticket marketing plan.\n", + "DRAM 152 Scene Painting. Ru-Jun Wang. A studio class in painting techniques. Problems in textures, materials, and styles, preparing students to execute their own and other designs. Three hours a week.\n", + "DRAM 158 Recording Arts. Jill Du Boff. In this course, students develop an understanding about how sound and music can be used effectively as a tool to enhance meaning in a play. Students analyze scripts, develop critical listening skills, and learn the fundamentals of sound delivery systems as well as terms used to describe the perception and presentation of sound and music in a theatrical setting. Open to non-Design and non-Drama students with prior permission of the instructor. Limited enrollment. Two hours a week.\n", + "DRAM 172 Digital Compositing & Creation for Designers. Joey Moro. A comprehensive overview of modern, fast-paced compositing and creation techniques for creating 2D and 3Dcontent. The creation of digital content and digital art has many far-reaching application across disciplines and across styles of work and thought. This course is focused on the fast-paced professional work flow of content creation for entertainment professionals, but the methods are universal in their scope and application. The course starts with fundamental industry standards such as Photoshop and AfterEffects; explores alternative emerging prosumer workflows and mobile platform creation; and begins to touch on advanced workflows in modeling/shading/rendering as fundamental components of Unreal engine, Unity, and Blender. Best professional practices are taught and adhered to throughout.\n", + "DRAM 211 Governance. Nancy Yao. This course examines governance within arts and cultural organizations with a strong emphasis on its practice, as well as how that practice can be managed and adjusted. The first part of each class consists of interactive presentations using real examples from multiple organizations in the field, or case work focused on one particular company. The second part is a laboratory in which students use the concepts learned to prepare and present their findings to the rest of the class.\n", + "DRAM 219 Lighting Technology. Donald Titus. This course combines lectures and lab demonstrations on the setup and use of lighting equipment, technology, and effects used in live events. Students learn of the available technology and its proper use and handling. Topics include power distribution, DMX, Power and Circuit plots, LED fixtures, moving lights, board programming, fog and haze units, and practicals.\n", + "DRAM 224 Introduction to Projection Design. Shawn Boyle, Wendall Harrington. In this yearlong course, students develop an understanding of how projection can be integrated into the theatrical space, beginning with the technical requirements of space, light, and workflow, and the consideration of media as a storytelling tool. Emphasis is on exploration, collaboration, and thinking in pictures as well as movement. Students are expected to participate in a number of digital skills seminars that are offered concurrently with this course.\n", + "DRAM 229 Theater Planning and Construction. Eugene Leitermann, Matt Welander. This course is an introduction to planning, design, documentation, and construction of theaters, concert halls, and similar spaces. Emphasis is placed on the role of the theater consultant in functional planning and architectural design. The goal is to introduce the student to the field and provide a basic understanding of the processes and vocabulary of theater planning.\n", + "DRAM 239 Projection Engineering. Anja Powell. This course provides students with the skills and vocabulary necessary to perform as projection engineers. Students are introduced to the paperwork to design, the equipment to implement, and the software to operate a successful video projection system while interfacing with a projection designer.\n", + "DRAM 244 Motion Graphics and Film Production. Joey Moro. Digital video and motion graphics have become a central asset in the theater, and this course covers a diverse set of topics relating to video capture and delivery formats, compression fundamentals, utilization of graphics elements in motion graphics animation, nonlinear video editing techniques, special effects, and the digital video production pipeline. Students primarily utilize Adobe After Effects and Apple Motion to create motion graphics and animation content and Adobe Premiere to edit and produce finished assets, with an emphasis on the technical and creative challenges of projection in a theatrical environment.\n", + "DRAM 258 Music Production for Drama. Justin Ellington. This course covers making and dealing with music for drama, with a focus on workflows, methods, and practical skills. Topics include: spotting, writing methods, demos, orchestration, creative studio techniques, sampling, budgeting, recording session preparation, mixing, delivery. Required of all sound designers. Open to non-Design and non-Drama students with prior permission of the instructor. Limited enrollment. Two hours a week.\n", + "DRAM 271 Producing for the Commercial Theater. Joseph Parnes. This course focuses on the fundamentals of commercial producing on Broadway. Among the topics to be covered: why produce commercially; who produces; Broadway and Off-Broadway; the relationships between commercial producers and nonprofits; and ethical issues in a commercial setting. Practical matters covered include optioning and developing work, raising money, creating budgets, and utilizing marketing/press/advertising to attract an audience.\n", + "DRAM 29 History Of Decorative Styles. Jennifer McClure. \n", + "DRAM 364 Animation Studio. Manuel Barenboim Segal. A hands-on workshop aimed at creating expressive animations. From a simple movement to an expressive action, how do we create the appearance of intention, emotion, and materiality in moving images? The class is focused on experimentation: after reviewing the fundamentals of a particular style of animation, such as hand-drawn animation, stop-motion, cutouts, pixilation, or digital animation, students apply the concepts to exercises resulting in short films. The course emphasizes fundamental animation tools—timing interpolation, arcs, eases and squeezes, storyboarding, animatic—as well as animation software and basic camera techniques. Students learn how to use appropriate techniques to portray personality, create fluid body motions and organic movements, staging gesture, thought, material, weight, and lip-synch. The sessions consist of demonstrations, viewing of related works, hands-on experimentation, and critique. Computer editing and the use of digital cameras, scanners, and Wacom tablets are critical skills that provide the foundation for this class.\n", + "DRAM 476 Hot Topics. Catherine Sheehy, Katherine Profeta, Kimberly Jannarone. A lecture series inaugurated by the Dramaturgy and Dramatic Criticism program to make students aware of current discussions in theater and performance studies that necessarily lie outside the program’s core curriculum. Attendance at the series is required of all M.F.A. dramaturgs. Each lecture is accompanied by a short bibliography chosen by the lecturer and circulated in advance of the meeting through Canvas.\n", + "DRAM 506 Mass Performance. Kimberly Jannarone. This course looks at exemplary instances of mass performance—moments in which a society orchestrates thousands of people to do the same thing at the same time. Performances examined range in time and place, including the festivals of the French Revolution, mass gymnastics, religious revivals, Russian Revolution performances, people's theaters, and the contemporary phenomenon of flash mobs. The course is framed by conceptual categories including psychological and religious impulses, ideals of community formation, political revolutions, and the invention of tradition.\n", + "DRAM 566 Dance and Movement Performance, 1900–Present. Katherine Profeta. An exploration of the history and theory of dance and movement performances since 1900, with an emphasis on American concert-dance contexts, though discussion of vital alternative performance contexts is a key part of our term’s work. This seminar combines extensive video viewing, whenever possible, with primary source readings from choreographers and critics, and recent dance studies scholarship. Artists/topics covered include Isadora Duncan, Mary Wigman, Martha Graham, Doris Humphrey, Katherine Dunham, Pearl Primus, José Limón, tap dance, George Balanchine, Alvin Ailey, Tatsumi Hijikata/Butoh, Cage/Cunningham, Judson Dance Theater, Contact Improvisation, Pina Bausch/Tanztheater Wuppertal, William Forsythe, Anne Teresa De Keersmaeker, Bill T. Jones, Ralph Lemon, Urban Bush Women, Xavier Le Roy, Jérôme Bel, Sarah Michelson.\n", + "DRAM 6 Survey of Theater and Drama. Paul Walsh. An introduction to the varied histories of world drama and theater as an art form, as a profession, as a social event, and as an agent of cultural definition through the ages. DRAM 6a examines select theatrical cultures and performance practices to 1700. DRAM 6b examines select theatrical cultures and performance practices since 1700.\n", + "DRAM 66 Lyric Writing for Musical Theater. Michael Korie. The craft of lyric writing in musical theater, as well as opera libretto writing, cross over work, immersive theatre, and plays with music. Both classic works and new composition used as objects of study. Analysis of song form and placement, and of lyric for character, tone, and diction. Creation of lyrics in context. Noted composers and lyricists of produced musical theater works join the class periodically to comment on the work created. Students also have the opportunity to conceive an original work of musical theater, a crossover work, or an opera libretto, and create portions of the score with original lyrics and music by student composers, with whom the writers will collaborate.\n", + "DRST 001 Directed Studies: Literature. Katja Lindskog. An examination of major literary works with an aim of understanding how a tradition develops. In the fall term, works and authors include Homer, Aeschylus, Sophocles, Virgil, the Bible, and Dante. In the spring term, authors vary somewhat from year to year and include Petrarch, Cervantes, Shakespeare, Milton, Wordsworth, Goethe, Tolstoy, Proust, and Eliot.\n", + "DRST 001 Directed Studies: Literature. Rosalie Stoner. An examination of major literary works with an aim of understanding how a tradition develops. In the fall term, works and authors include Homer, Aeschylus, Sophocles, Virgil, the Bible, and Dante. In the spring term, authors vary somewhat from year to year and include Petrarch, Cervantes, Shakespeare, Milton, Wordsworth, Goethe, Tolstoy, Proust, and Eliot.\n", + "DRST 001 Directed Studies: Literature. Marta Figlerowicz. An examination of major literary works with an aim of understanding how a tradition develops. In the fall term, works and authors include Homer, Aeschylus, Sophocles, Virgil, the Bible, and Dante. In the spring term, authors vary somewhat from year to year and include Petrarch, Cervantes, Shakespeare, Milton, Wordsworth, Goethe, Tolstoy, Proust, and Eliot.\n", + "DRST 001 Directed Studies: Literature. Riley Soles. An examination of major literary works with an aim of understanding how a tradition develops. In the fall term, works and authors include Homer, Aeschylus, Sophocles, Virgil, the Bible, and Dante. In the spring term, authors vary somewhat from year to year and include Petrarch, Cervantes, Shakespeare, Milton, Wordsworth, Goethe, Tolstoy, Proust, and Eliot.\n", + "DRST 001 Directed Studies: Literature. Christopher McGowan. An examination of major literary works with an aim of understanding how a tradition develops. In the fall term, works and authors include Homer, Aeschylus, Sophocles, Virgil, the Bible, and Dante. In the spring term, authors vary somewhat from year to year and include Petrarch, Cervantes, Shakespeare, Milton, Wordsworth, Goethe, Tolstoy, Proust, and Eliot.\n", + "DRST 001 Directed Studies: Literature. Timothy Kreiner. An examination of major literary works with an aim of understanding how a tradition develops. In the fall term, works and authors include Homer, Aeschylus, Sophocles, Virgil, the Bible, and Dante. In the spring term, authors vary somewhat from year to year and include Petrarch, Cervantes, Shakespeare, Milton, Wordsworth, Goethe, Tolstoy, Proust, and Eliot.\n", + "DRST 001 Directed Studies: Literature. Ruth Yeazell. An examination of major literary works with an aim of understanding how a tradition develops. In the fall term, works and authors include Homer, Aeschylus, Sophocles, Virgil, the Bible, and Dante. In the spring term, authors vary somewhat from year to year and include Petrarch, Cervantes, Shakespeare, Milton, Wordsworth, Goethe, Tolstoy, Proust, and Eliot.\n", + "DRST 001 Directed Studies: Literature. Pauline LeVen. An examination of major literary works with an aim of understanding how a tradition develops. In the fall term, works and authors include Homer, Aeschylus, Sophocles, Virgil, the Bible, and Dante. In the spring term, authors vary somewhat from year to year and include Petrarch, Cervantes, Shakespeare, Milton, Wordsworth, Goethe, Tolstoy, Proust, and Eliot.\n", + "DRST 003 Directed Studies: Philosophy. John Hare. An examination of major figures in the history of Western philosophy with an aim of discerning characteristic philosophical problems and their interconnections. Emphasis on Plato and Aristotle in the fall term. In the spring term, modern philosophers include Descartes, Berkeley, Hume, Kant, and Nietzsche.\n", + "DRST 003 Directed Studies: Philosophy. David Charles. An examination of major figures in the history of Western philosophy with an aim of discerning characteristic philosophical problems and their interconnections. Emphasis on Plato and Aristotle in the fall term. In the spring term, modern philosophers include Descartes, Berkeley, Hume, Kant, and Nietzsche.\n", + "DRST 003 Directed Studies: Philosophy. Brad Inwood. An examination of major figures in the history of Western philosophy with an aim of discerning characteristic philosophical problems and their interconnections. Emphasis on Plato and Aristotle in the fall term. In the spring term, modern philosophers include Descartes, Berkeley, Hume, Kant, and Nietzsche.\n", + "DRST 003 Directed Studies: Philosophy. Mark Maxwell. An examination of major figures in the history of Western philosophy with an aim of discerning characteristic philosophical problems and their interconnections. Emphasis on Plato and Aristotle in the fall term. In the spring term, modern philosophers include Descartes, Berkeley, Hume, Kant, and Nietzsche.\n", + "DRST 003 Directed Studies: Philosophy. Malina Buturovic. An examination of major figures in the history of Western philosophy with an aim of discerning characteristic philosophical problems and their interconnections. Emphasis on Plato and Aristotle in the fall term. In the spring term, modern philosophers include Descartes, Berkeley, Hume, Kant, and Nietzsche.\n", + "DRST 003 Directed Studies: Philosophy. Paul Grimstad. An examination of major figures in the history of Western philosophy with an aim of discerning characteristic philosophical problems and their interconnections. Emphasis on Plato and Aristotle in the fall term. In the spring term, modern philosophers include Descartes, Berkeley, Hume, Kant, and Nietzsche.\n", + "DRST 003 Directed Studies: Philosophy. Emmanuel Alloa. An examination of major figures in the history of Western philosophy with an aim of discerning characteristic philosophical problems and their interconnections. Emphasis on Plato and Aristotle in the fall term. In the spring term, modern philosophers include Descartes, Berkeley, Hume, Kant, and Nietzsche.\n", + "DRST 003 Directed Studies: Philosophy. Mordechai Levy-Eichel. An examination of major figures in the history of Western philosophy with an aim of discerning characteristic philosophical problems and their interconnections. Emphasis on Plato and Aristotle in the fall term. In the spring term, modern philosophers include Descartes, Berkeley, Hume, Kant, and Nietzsche.\n", + "DRST 005 Directed Studies: Historical and Political Thought. Norma Thompson. A study of works of primary importance to political thought and intellectual history. Focus on the role of ideas in shaping events, institutions, and the fate of the individual. In the fall term, Herodotus, Thucydides, Plato, Aristotle, Augustine, and Aquinas. In the spring term, Machiavelli, Hobbes, Locke, Rousseau, Burke, Tocqueville, Emerson, Marx, Nietzsche, and Arendt.\n", + "DRST 005 Directed Studies: Historical and Political Thought. Glauco Schettini. A study of works of primary importance to political thought and intellectual history. Focus on the role of ideas in shaping events, institutions, and the fate of the individual. In the fall term, Herodotus, Thucydides, Plato, Aristotle, Augustine, and Aquinas. In the spring term, Machiavelli, Hobbes, Locke, Rousseau, Burke, Tocqueville, Emerson, Marx, Nietzsche, and Arendt.\n", + "DRST 005 Directed Studies: Historical and Political Thought. Daniel Schillinger. A study of works of primary importance to political thought and intellectual history. Focus on the role of ideas in shaping events, institutions, and the fate of the individual. In the fall term, Herodotus, Thucydides, Plato, Aristotle, Augustine, and Aquinas. In the spring term, Machiavelli, Hobbes, Locke, Rousseau, Burke, Tocqueville, Emerson, Marx, Nietzsche, and Arendt.\n", + "DRST 005 Directed Studies: Historical and Political Thought. Stephanie Almeida Nevin. A study of works of primary importance to political thought and intellectual history. Focus on the role of ideas in shaping events, institutions, and the fate of the individual. In the fall term, Herodotus, Thucydides, Plato, Aristotle, Augustine, and Aquinas. In the spring term, Machiavelli, Hobbes, Locke, Rousseau, Burke, Tocqueville, Emerson, Marx, Nietzsche, and Arendt.\n", + "DRST 005 Directed Studies: Historical and Political Thought. Heather Wilford. A study of works of primary importance to political thought and intellectual history. Focus on the role of ideas in shaping events, institutions, and the fate of the individual. In the fall term, Herodotus, Thucydides, Plato, Aristotle, Augustine, and Aquinas. In the spring term, Machiavelli, Hobbes, Locke, Rousseau, Burke, Tocqueville, Emerson, Marx, Nietzsche, and Arendt.\n", + "DRST 005 Directed Studies: Historical and Political Thought. Paul Freedman. A study of works of primary importance to political thought and intellectual history. Focus on the role of ideas in shaping events, institutions, and the fate of the individual. In the fall term, Herodotus, Thucydides, Plato, Aristotle, Augustine, and Aquinas. In the spring term, Machiavelli, Hobbes, Locke, Rousseau, Burke, Tocqueville, Emerson, Marx, Nietzsche, and Arendt.\n", + "DRST 005 Directed Studies: Historical and Political Thought. Benjamin Barasch. A study of works of primary importance to political thought and intellectual history. Focus on the role of ideas in shaping events, institutions, and the fate of the individual. In the fall term, Herodotus, Thucydides, Plato, Aristotle, Augustine, and Aquinas. In the spring term, Machiavelli, Hobbes, Locke, Rousseau, Burke, Tocqueville, Emerson, Marx, Nietzsche, and Arendt.\n", + "DRST 005 Directed Studies: Historical and Political Thought. Winston Hill. A study of works of primary importance to political thought and intellectual history. Focus on the role of ideas in shaping events, institutions, and the fate of the individual. In the fall term, Herodotus, Thucydides, Plato, Aristotle, Augustine, and Aquinas. In the spring term, Machiavelli, Hobbes, Locke, Rousseau, Burke, Tocqueville, Emerson, Marx, Nietzsche, and Arendt.\n", + "DUTC 110 Elementary Dutch I. The basic grammar of Dutch. Intensive practice in listening, speaking, reading, and writing in everyday contexts. Introduction to the society and culture of the Netherlands and Flanders (Belgium).\n", + "DUTC 130 Intermediate Dutch I. Continued development of reading, writing, and speaking proficiency in Dutch. Students review and improve grammar skills, expand their vocabulary, read newspaper articles, and watch and listen to Dutch newscasts.\n", + "DUTC 150 Advanced Dutch. Continuation of DUTC 140. Focus on improvement of grammatical knowledge; proficiency in reading, writing, and speaking Dutch; and cultural insight and knowledge of Amsterdam and the Netherlands.\n", + "E&EB 106 Biology of Malaria, Lyme, and Other Vector-Borne Diseases. Alexia Belperron. Introduction to the biology of pathogen transmission from one organism to another by insects; special focus on malaria, dengue, and Lyme disease. Biology of the pathogens including modes of transmission, establishment of infection, and immune responses; the challenges associated with vector control, prevention, development of vaccines, and treatments.\n", + "E&EB 210 Introduction to Statistics: Life Sciences. Jonathan Reuning-Scherer. Statistical and probabilistic analysis of biological problems, presented with a unified foundation in basic statistical theory. Problems are drawn from genetics, ecology, epidemiology, and bioinformatics.\n", + "E&EB 220 General Ecology. Carla Staver. The theory and practice of ecology, including the ecology of individuals, population dynamics and regulation, community structure, ecosystem function, and ecological interactions at broad spatial and temporal scales. Topics such as climate change, fisheries management, and infectious diseases are placed in an ecological context.\n", + "E&EB 220 General Ecology. The theory and practice of ecology, including the ecology of individuals, population dynamics and regulation, community structure, ecosystem function, and ecological interactions at broad spatial and temporal scales. Topics such as climate change, fisheries management, and infectious diseases are placed in an ecological context.\n", + "E&EB 220 General Ecology. The theory and practice of ecology, including the ecology of individuals, population dynamics and regulation, community structure, ecosystem function, and ecological interactions at broad spatial and temporal scales. Topics such as climate change, fisheries management, and infectious diseases are placed in an ecological context.\n", + "E&EB 220 General Ecology. The theory and practice of ecology, including the ecology of individuals, population dynamics and regulation, community structure, ecosystem function, and ecological interactions at broad spatial and temporal scales. Topics such as climate change, fisheries management, and infectious diseases are placed in an ecological context.\n", + "E&EB 220 General Ecology. The theory and practice of ecology, including the ecology of individuals, population dynamics and regulation, community structure, ecosystem function, and ecological interactions at broad spatial and temporal scales. Topics such as climate change, fisheries management, and infectious diseases are placed in an ecological context.\n", + "E&EB 250 Biology of Terrestrial Arthropods. Marta Wells. Evolutionary history and diversity of terrestrial arthropods (body plan, phylogenetic relationships, fossil record); physiology and functional morphology (water relations, thermoregulation, energetics of flying and singing); reproduction (biology of reproduction, life cycles, metamorphosis, parental care); behavior (migration, communication, mating systems, evolution of sociality); ecology (parasitism, mutualism, predator-prey interactions, competition, plant-insect interactions).\n", + "E&EB 251L Laboratory for Biology of Terrestrial Arthropods. Marta Wells. Comparative anatomy, dissections, identification, and classification of terrestrial arthropods; specimen collection; field trips.\n", + "E&EB 255 Invertebrates. Casey Dunn. An overview of animal diversity that explores themes including animal phylogenetics (evolutionary relationships), comparative studies of evolutionary patterns across species, organism structure and function, and the interaction of organisms with their environments. Most animal lineages are marine invertebrates, so marine invertebrates are the focus of most of the course. E&EB 256L is not required to enroll in the lecture.\n", + "E&EB 256L Laboratory for Invertebrates. Casey Dunn. The study of invertebrate anatomy and diversity in a laboratory and field setting. Activities will include will examine live animals and museum specimens, as well as local field trips. Some field trips will fall on weekends. This lab must be taken concurrently with the lecture E&EB 255.\n", + "E&EB 269 Bird Behavior. Richard Prum. A seminar  discussion of classic and recent scientific literature on topics in bird behavior. Students develop experience in critical reading of the literature through the exploration of topics in bird behavior including courtship, breeding behavior, song and song learning, foraging ecology, migration and orientation, and sensory ecology.\n", + "E&EB 295 Life in Motion: Ecological and Evolutionary Physiology. Joshua Moyer. Physiology is the study of the functions that organisms perform and how they use those functions to interact with the environment. To survive, grow, and reproduce, all organisms must acquire energy and avoid conditions that exceed their physiological limits. These interactions all involve motion—ions traveling across membranes, muscle fibers twitching, respiration, and locomotion, to name a few. In this course, we tackle physiological processes from both \"bottom up\" and \"top down\" approaches, with integration among these dimensions, to extract general physiological rules of life. Then, we link our discoveries to the broader context of ongoing global change, and consider whether and how organisms can physiologically respond to contemporary selective pressures. While the course focuses heavily on animal physiology, plants, fungi, and microbes are also featured.\n", + "E&EB 322 Evolutionary Genetics. Jennifer Coughlan. Genetic variation is the currency by which natural selection is translated into evolutionary change. In this course we dissect patterns of genetic variation using an evolutionary mindset to ultimately understand what shapes genetic variation in nature and the potential for species to adapt to new and changing environments. This class unites two foundational fields of evolutionary genetics; quantitative genetics (the study of the genetic basis of complex traits) and population genetics (the study of gene variant frequencies across time and space), with an ultimate goal of understanding evolutionary change in nature. Although this course is lecture based, there is much opportunity for hands-on learning. Students use real-life and simulated genetic data to map the genetic basis of traits and investigate the evolutionary forces responsible for shaping genetic variation in nature. We also discuss how quantitative and population genetics theory are applied to the modern genomic era, particularly in the context of detecting genomic signatures of adaptation. Lastly, we discuss the application of evolutionary genetics to human populations, including the usefulness and missteps of these applications for science and society.\n", + "E&EB 335 Evolution and Medicine. Brandon Ogbunu. Introduction to the ways in which evolutionary science informs medical research and clinical practice. Diseases of civilization and their relation to humans' evolutionary past; the evolution of human defense mechanisms; antibiotic resistance and virulence in pathogens; cancer as an evolutionary process. Students view course lectures on line; class time focuses on discussion of lecture topics and research papers.\n", + "E&EB 375 Topics in Vertebrate Ecomorphology. Joshua Moyer. Ecomorphology is a field that bridges ecology and evolutionary biology. Researchers studying organisms’ ecomorphology ask questions like, \"What does the morphology of an organism tell us about its relationship with its environment\" and \"How are correlations between morphology and ecology influenced by behavior?\" The answers to questions like these inform evolutionary hypotheses based on natural selection and help to explain the amazing diversity of life forms that surround us. In this course, we explore the links between organismal form, function, ecology, and evolution using a series of readings and guided discussions. Students also learn many of the fundamentals associated with crafting and revising publishable scientific writing–a must for those seeking research-based graduate education in the sciences. By the end of the semester, students refine their critical thinking and scientific writing skills, and they have a newfound awareness of one of the most integrative and fascinating branches of vertebrate biology.\n", + "E&EB 464 Human Osteology. Eric Sargis. A lecture and laboratory course focusing on the characteristics of the human skeleton and its use in studies of functional morphology, paleodemography, and paleopathology. Laboratories familiarize students with skeletal parts; lectures focus on the nature of bone tissue, its biomechanical modification, sexing, aging, and interpretation of lesions.\n", + "E&EB 469 Tutorial. Marta Wells. Individual or small-group study for qualified students who wish to investigate an area of ecology or evolutionary biology not presently covered by regular courses. A student must be sponsored by a faculty member who sets requirements and meets weekly with the student. One or more written examinations and/or a term paper are required. To register, the student must submit a written plan of study approved by the faculty instructor to the director of undergraduate studies. Students are encouraged to apply during the term preceding the tutorial. Proposals must be submitted no later than the first day of the second week of the term in which the student enrolls in the tutorial. The final paper is due in the hands of the director of undergraduate studies by the last day of reading period in the term of enrollment. In special cases, with approval of the director of undergraduate studies, this course may be elected for more than one term, but only one term may be counted as an elective toward the requirements of the major. Normally, faculty sponsors must be members of the EEB department.\n", + "E&EB 470 Senior Tutorial. Marta Wells. Tutorial for seniors in the B.A. degree program who elect a term of independent study to complete the senior requirement. A thesis, fifteen to twenty pages in length, is required. A student must be sponsored by a faculty member who sets requirements and meets weekly with the student. To register, the student must submit a written plan of study approved by the faculty instructor to the director of undergraduate studies. Students are encouraged to apply during the term preceding the tutorial. Proposals must be submitted no later than the first day of the second week of the term in which the student enrolls in the tutorial. The final paper is due in the hands of the director of undergraduate studies by the last day of reading period in the term of enrollment. Normally, faculty sponsors must be members of the EEB department.\n", + "E&EB 474 Research. Marta Wells. One term of original research in an area relevant to ecology or evolutionary biology. This may involve, for example, laboratory work, fieldwork, or mathematical or computer modeling. Students may also work in areas related to environmental biology such as policy, economics, or ethics. The research project may not be a review of relevant literature but must be original. In all cases students must have a faculty sponsor who oversees the research and is responsible for the rigor of the project. Students are expected to spend ten hours per week on their research projects. Using the form available from the office of undergraduate studies or from the Canvas, students must submit a research proposal that has been approved by the faculty sponsor to the director of undergraduate studies, preferably during the term preceding the research. Proposals are due no later than the first day of the second week of the term in which the student enrolls in the course. The final research paper is due in the hands of the director of undergraduate studies by the last day of reading period in the term of enrollment.\n", + "E&EB 475 Senior Research. Marta Wells. One term of original research in an area relevant to ecology or evolutionary biology. This may involve, for example, laboratory work, fieldwork, or mathematical or computer modeling. Students may also work in areas related to environmental biology such as policy, economics, or ethics. The research project may not be a review of relevant literature but must be original. In all cases students must have a faculty sponsor who oversees the research and is responsible for the rigor of the project. Students are expected to spend ten hours per week on their research projects. Using the form available from the office of undergraduate studies or from the Canvas, students must submit a research proposal that has been approved by the faculty sponsor to the director of undergraduate studies, preferably during the term preceding the research. Proposals are due no later than the first day of the second week of the term in which the student enrolls in the course. The final research paper is due in the hands of the director of undergraduate studies by the last day of classes in the term of enrollment. Fulfills the senior requirement for the B.S. degree.\n", + "E&EB 495 Intensive Senior Research. Marta Wells. One term of intensive original research during the senior year under the sponsorship of a Yale faculty member. Similar to other research courses except that a more substantial portion of a student’s time and effort should be spent on the research project (a minimum average of twenty hours per week). A research proposal approved by the sponsoring faculty member must be submitted to the director of undergraduate studies; forms are available from the office of undergraduate studies. For research in the fall term, approval is encouraged during the spring term of the junior year. Proposals are due no later than the first day of the second week of the term in which the student enrolls in the course. The final research paper is due in the hands of the director of undergraduate studies by the last day of reading period in the term of enrollment.\n", + "E&EB 500 Advanced Topics in Ecology and Evolutionary Biology. Casey Dunn. Topics to be announced. Graded Satisfactory/Unsatisfactory.\n", + "E&EB 510 Introduction to Statistics: Life Sciences. Jonathan Reuning-Scherer. Statistical and probabilistic analysis of biological problems, presented with a unified foundation in basic statistical theory. Problems are drawn from genetics, ecology, epidemiology, and bioinformatics.\n", + "E&EB 520 General Ecology. Carla Staver. A broad consideration of the theory and practice of ecology, including the ecology of individuals, population dynamics and regulation, community structure, ecosystem function, and ecological interactions on broad spatial and temporal scales. Topics such as climate change, fisheries management, and infectious disease are placed in an ecological context.\n", + "E&EB 550 Biology of Terrestrial Arthropods. Marta Wells. Evolutionary history and diversity of terrestrial arthropods (body plan, phylogenetic relations, fossil record); physiology and functional morphology (water relations, thermo-regulation, energetics of flying and singing); reproduction (biology of reproduction, life cycles, metamorphosis, parental care); behavior (migration, communication, mating systems, evolution of sociality); ecology (parasitism, mutualism, predator-prey interactions, competition, plant-insect interactions).\n", + "E&EB 551L Laboratory for Biology of Terrestrial Arthropods. Marta Wells. Comparative anatomy, dissections, identification, and classifications of terrestrial arthropods; specimen collection; field trips.\n", + "E&EB 555 Invertebrates. Casey Dunn. An overview of animal diversity that explores themes including animal phylogenetics (evolutionary relationships), comparative studies of evolutionary patterns across species, organism structure and function, and the interaction of organisms with their environments. Most animal lineages are marine invertebrates, so marine invertebrates are the focus of most of the course. Concurrent enrollment in E&EB 556L is not required.\n", + "E&EB 556L Laboratory for Invertebrates. Casey Dunn. The study of invertebrate anatomy and diversity in a laboratory and field setting. Activities include examination of live animals and museum specimens, as well as local field trips. Some field trips fall on weekends. Must be taken concurrently with E&EB 555.\n", + "E&EB 622 Evolutionary Genetics. Jennifer Coughlan. Genetic variation is the currency by which natural selection is translated into evolutionary change. In this course we dissect patterns of genetic variation using an evolutionary mindset to ultimately understand what shapes genetic variation in nature and the potential for species to adapt to new and changing environments. This class unites two foundational fields of evolutionary genetics: quantitative genetics (the study of the genetic basis of complex traits) and population genetics (the study of gene variant frequencies across time and space), with an ultimate goal of understanding evolutionary change in nature. Although this course is lecture based, there is much opportunity for hands-on learning. Students use real-life and simulated genetic data to map the genetic basis of traits and investigate the evolutionary forces responsible for shaping genetic variation in nature. We also discuss how quantitative and population genetics theory are applied to the modern genomic era, particularly in the context of detecting genomic signatures of adaptation. Last, we discuss the application of evolutionary genetics to human populations, including the usefulness and missteps of these applications for science and society.\n", + "E&EB 635 Evolution and Medicine. Brandon Ogbunu. Introduction to the ways in which evolutionary science informs medical research and clinical practice. Diseases of civilization and their relation to humans’ evolutionary past; the evolution of human defense mechanisms; antibiotic resistance and virulence in pathogens; cancer as an evolutionary process. Students view course lectures online; class time focuses on discussion of lecture topics and research papers.\n", + "E&EB 712 Foundations of Ecology. David Vasseur. This seminar course familiarizes students with foundational concepts and themes in ecology and how they have changed over time. Each week we read and discuss two papers: one classic paper selected from the recently published volume Foundations of Ecology II: Classic Papers with Commentaries (Eds. Miller and Travis, 2022) covering the period 1970–1995, and one related contemporary paper published after 2010. We discuss how the concepts and themes introduced in classic papers have influenced the field of ecology and consider how new tools, data, and insights have advanced, diminished, or changed their impact. The Foundations book covers many topics, arranged into six core areas. Readings cover all six areas, but the included content varies depending on the interests of the class. Students are responsible for choosing one classic paper from Foundations, pairing it with one contemporary paper and leading the discussion during the class meeting. Students also submit short weekly \"reflections\" in response to a prompt.\n", + "E&EB 721 Foundations of Terrestrial Ecology. Michelle Wong. Intended for graduate students, this seminar course brings a historical perspective to understanding current questions and approaches in terrestrial ecology, ranging from evolutionary, community, landscape, to ecosystem ecology. We read and discuss foundational papers and related current papers, and we identify future directions, opportunities, and challenges for the different sub-fields. The course allows students to critically examine and engage with some scientific work that has laid the findings and concepts that are foundational as they develop conceptual and methodological approaches to their own research. Starting in weeks three or four, each student takes a turn leading discussion and selecting a relevant current paper to that week’s topic. Students write a total of seven précis on the topics of their choosing, with at least two completed by week six.\n", + "E&EB 856 Special Topics in the Ecology and Evolution of Infectious Diseases. Vanessa Ezenwa. Historically, pathogens and the diseases they cause were viewed largely from a biomedical perspective focused on interactions between pathogens and their human hosts. However, in the last few decades, the importance of studying pathogens from an ecological and evolutionary perspective has gained significant traction. These perspectives inform our understanding of almost all aspects of pathogen-host interactions from transmission dynamics and zoonotic disease spillover to the evolution of virulence and drug resistance. In this seminar, we dissect current and classic literature on the ecology and evolution of infectious diseases. Specifically, we: (i) discuss fundamental concepts in the field; (ii) identify persistent knowledge gaps; and (iii) explore opportunities for linkages between ecological, evolutionary, and biomedical perspectives.\n", + "E&EB 901 Research Rotation I. Casey Dunn. \n", + "E&EB 902 Research Rotation II. Casey Dunn. \n", + "E&EB 930 Seminar in Systematics. Jacques Gauthier. Topics and class time are chosen by the participants, and have included reading books and/or a series of papers on particular topics (e.g., homology; morphological phylogenetics; evolution of egg colors and exposed nesting in dinosaurs/birds; origin of snake ecology; conflicts between morphology and molecules; role of fossils in phylogenetic inference).\n", + "E&RS 618 Empire in Russian Culture. Edyta Bojanowska. Interdisciplinary exploration of Russia’s modern imperial culture, especially of the nineteenth century. How did this culture reflect, shape, and challenge imperial reality? How did the multiethnic and multiconfessional empire figure in negotiations of Russian national identity? Other topics include versions of Russian and Soviet Orientalism and colonialism, representations of peripheral regions, relations between ethnic groups, and the role of gender and race in Russia’s imperial imagination. Materials combine fiction, poetry, travel writing, painting, and film, with readings in postcolonial studies, history, political science, and anthropology. Most readings are assigned in translation, although students with a knowledge of Russian are encouraged to read the primary texts in the original; the language of seminar discussions will be English. Students with an interest in comparative studies of empire are welcome.\n", + "E&RS 629 Art and Resistance in Belarus, Russia, and Ukraine. Andrei Kureichyk. This interdisciplinary seminar is devoted to the study of protest art as part of the struggle of society against authoritarianism and totalitarianism. It focuses on the example of the Soviet and post-Soviet transformation of Belarus, Russia, and Ukraine. The period under discussion begins after the death of Stalin in 1953 and ends with the art of protest against the modern post-Soviet dictatorships of Alexander Lukashenka in Belarus and Vladimir Putin in Russia, the protest art of the Ukrainian Maidan, and the anti-war movement of artists against the Russian-Ukrainian war. The course begins by looking at the influence of the \"Khrushchev Thaw\" on literature and cinema, which opened the way for protest art to a wide Soviet audience. We explore different approaches to protest art in conditions of political unfreedom: \"nonconformism,\" \"dissidence,\" \"mimicry,\" \"rebellion.\" The course investigates the existential conflict of artistic freedom and the political machine of authoritarianism. These themes are explored at different levels through specific examples from the works and biographies of artists. Students immerse themselves in works of different genres: films, songs, performances, plays, and literary works.\n", + "E&RS 940 Independent Study. By arrangement with faculty.\n", + "EALL 200 The Chinese Tradition. Tina Lu. An introduction to the literature, culture, and thought of premodern China, from the beginnings of the written record to the turn of the twentieth century. Close study of textual and visual primary sources, with attention to their historical and cultural backdrops. Students enrolled in CHNS 200 join a weekly Mandarin-language discussion section.\n", + "EALL 200 The Chinese Tradition TR: Chinese section. An introduction to the literature, culture, and thought of premodern China, from the beginnings of the written record to the turn of the twentieth century. Close study of textual and visual primary sources, with attention to their historical and cultural backdrops. Students enrolled in CHNS 200 join a weekly Mandarin-language discussion section.\n", + "EALL 200 The Chinese Tradition TR: Regular section. An introduction to the literature, culture, and thought of premodern China, from the beginnings of the written record to the turn of the twentieth century. Close study of textual and visual primary sources, with attention to their historical and cultural backdrops. Students enrolled in CHNS 200 join a weekly Mandarin-language discussion section.\n", + "EALL 200 The Chinese Tradition TR: Regular section. An introduction to the literature, culture, and thought of premodern China, from the beginnings of the written record to the turn of the twentieth century. Close study of textual and visual primary sources, with attention to their historical and cultural backdrops. Students enrolled in CHNS 200 join a weekly Mandarin-language discussion section.\n", + "EALL 200 The Chinese Tradition TR: Regular section. An introduction to the literature, culture, and thought of premodern China, from the beginnings of the written record to the turn of the twentieth century. Close study of textual and visual primary sources, with attention to their historical and cultural backdrops. Students enrolled in CHNS 200 join a weekly Mandarin-language discussion section.\n", + "EALL 200 The Chinese Tradition TR: WR section. An introduction to the literature, culture, and thought of premodern China, from the beginnings of the written record to the turn of the twentieth century. Close study of textual and visual primary sources, with attention to their historical and cultural backdrops. Students enrolled in CHNS 200 join a weekly Mandarin-language discussion section.\n", + "EALL 203 The Tale of Genji. James Scanlon-Canegata. A reading of the central work of prose fiction in the Japanese classical tradition in its entirety (in English translation) along with some examples of predecessors, parodies, and adaptations (the latter include Noh plays and twentieth-century short stories). Topics of discussion include narrative form, poetics, gendered authorship and readership, and the processes and premises that have given The Tale of Genji its place in \"world literature.\" Attention will also be given to the text's special relationship to visual culture.\n", + "EALL 234 Japanese Detective Fiction. Luciana Sanga. This class offers an overview of modern Japanese literature with a focus on detective fiction. Through detective fiction we can examine key concepts in literature such as narrative voice, point of view, genre, modernism and postmodernism, and learn about debates in Japanese literature, the distinction between highbrow and popular fiction, and the relation between Japanese literature and translated fiction. Detective fiction also allows for the exploration of key issues in Japanese history and society such as consumerism, colonialism, class, gender, and sexuality. Readings include a wide range of texts by canonical and popular writers, as well as theoretical texts on genre and detective fiction. All texts are available in English and no prior knowledge of Japanese or Japan is needed.\n", + "EALL 248 Modern Chinese Literature. Tian Li. An introduction to modern Chinese literature. Themes include cultural go-betweens; sensations in the body; sexuality; diaspora, translation, and nationalism; globalization and homeland; and everyday life.\n", + "EALL 253 Remapping Dance. Amanda Reid, Ameera Nimjee, Rosa van Hensbergen. What does it mean to be at home in a body? What does it mean to move freely, and what kinds of bodies are granted that right? How is dance encoded as bodies move between various sites? In this team-taught class, we remap the field of dance through its migratory routes to understand how movement is shaped by the connections and frictions of ever-changing communities. As three dance scholars, bringing specialisms in West Indian dance, South Asian dance, and East Asian dance, we are looking to decenter the ways in which dance is taught, both in what we teach and in the ways we teach. Many of the dancers we follow create art inspired by migration, exile, and displacement (both within and beyond the nation) to write new histories of political belonging. Others trace migratory routes through mediums, ideologies, and technologies. The course is structured around four units designed to invite the remapping of dance through its many spaces of creativity: The Archive, The Studio, The Field, and The Stage. Throughout, we explore how different ideas of virtuosity, risk, precarity, radicalism, community, and solidarity are shaped by space and place. We rethink how local dance economies are governed by world markets and neoliberal funding models and ask how individual bodies can intervene in these global systems.\n", + "EALL 267 Japan's Global Modernisms: 1880-1980. Rosa van Hensbergen. This course is an introduction to Japanese literature from the 1880s to 1980s. Our reading is guided by a different \"ism\" each week, from 19th-century eroticism and exoticism, through mid-century cosmopolitanism and colonialism, to second-wave feminism and existentialism in the wake of World War II. These distinct moments in the development of Japanese modernism (modanizumu) are shaped by encounters with foreign cultures, and by the importing of foreign ideas and vogues. All the same, we question—along with modernist writer Yū Ryūtanji—the \"critique that says modanizumu is nothing more than the latest display of imported cosmetics\" (1930). We seek to develop a correspondingly nuanced picture of the specific and changing ways in which Japan understood and figured its relationship to the rest of the world through the course of a century.\n", + "EALL 269 Topics in Modern Korean Literature. Kyunghee Eo. In this course, students read key works of Korean literature in English translation from the early twentieth century to the present day. The specific course topic varies by semester. Primary sources include long-form novels, short stories, poetry, and nonfiction writing by representative authors, as well as literary scholarship on themes and historical context relevant to the materials. The readings in this course are arranged in roughly chronological order, requiring us to examine Korea’s colonial modernization process in the first half of the twentieth century, the authoritarian regimes of South Korea from 1948 to 87, and South Korea’s integration into the neoliberal world order after democratization. Supplementary audio-visual materials such as artwork, video clips and music may be presented to students in class.\n", + "EALL 288 Socialist '80s: Aesthetics of Reform in China and the Soviet Union. Jinyi Chu. This course offers an interdisciplinary introduction to the study of the complex cultural and political paradigms of late socialism from a transnational perspective by focusing on the literature, cinema, and popular culture of the Soviet Union and China in 1980s. How were intellectual and everyday life in the Soviet Union and China distinct from and similar to that of the West of the same era? How do we parse \"the cultural logic of late socialism?\" What can today’s America learn from it? Examining two major socialist cultures together in a global context, this course queries the ethnographic, ideological, and socio-economic constituents of late socialism. Students analyze cultural materials in the context of Soviet and Chinese history. Along the way, we explore themes of identity, nationalism, globalization, capitalism, and the Cold War. Students with knowledge of Russian and Chinese are encouraged to read in original languages. All readings are available in English.\n", + "EALL 300 Sinological Methods. Pauline Lin. A research course in Chinese studies, designed for students with background in modern and literary Chinese. Explore and evaluate the wealth of primary sources and research tools available in China and in the West. For native speakers of Chinese, introduction to the secondary literature in English and instruction in writing professionally in English on topics about China. Topics include Chinese bibliographies; bibliophiles’ notes; specialized dictionaries; maps and geographical gazetteers; textual editions, variations and reliability of texts; genealogies and biographical sources; archaeological and visual materials; and major Chinese encyclopedias, compendia, and databases.\n", + "EALL 308 Sages of the Ancient World. Mick Hunter. Comparative survey of ancient discourses about wisdom from China, India, the Near East, Egypt, Greece, and Rome. Topics include teaching, scheming, and dying.\n", + "EALL 470 Independent Tutorial. Lucas Bender. For students with advanced Chinese, Japanese, or Korean language skills who wish to engage in concentrated reading and research on literary works in a manner not otherwise offered in courses. The work must be supervised by a specialist and must terminate in a term paper or its equivalent. Ordinarily only one term may be offered toward the major or for credit toward the degree.\n", + "EALL 471 Independent Tutorial. Lucas Bender. For students with advanced Chinese, Japanese, or Korean language skills who wish to engage in concentrated reading and research on literary works in a manner not otherwise offered in courses. The work must be supervised by a specialist and must terminate in a term paper or its equivalent. Ordinarily only one term may be offered toward the major or for credit toward the degree.\n", + "EALL 491 Senior Essay. Lucas Bender. Preparation of a one-term senior essay under faculty supervision.\n", + "EALL 492 Yearlong Senior Essay. Lucas Bender. Preparation of a two-term senior essay under faculty supervision.\n", + "EALL 493 Yearlong Senior Essay. Lucas Bender. Preparation of a two-term senior essay under faculty supervision.\n", + "EALL 503 The Tale of Genji. James Scanlon-Canegata. A reading of the central work of prose fiction in the Japanese classical tradition in its entirety (in English translation) along with some examples of predecessors, parodies, and adaptations (the latter include Noh plays and twentieth-century short stories). Topics of discussion include narrative form, poetics, gendered authorship and readership, and the processes and premises that have given The Tale of Genji its place in world literature. Attention is also given to the text's special relationship to visual culture.\n", + "EALL 548 Modern Chinese Literature. Tian Li. An introduction to modern Chinese literature. Topics include Sinophone studies, East Asian diaspora, theories of comparison, technologies of writing and new literacies, realism, translation, globalization, scientism, and culture.\n", + "EALL 567 Japan's Global Modernisms: 1880–1980. Rosa van Hensbergen. This course is an introduction to Japanese literature from the 1880s to 1980s. Our reading is guided by a different \"ism\" each week, from 19th-century eroticism and exoticism, through mid-century cosmopolitanism and colonialism, to second-wave feminism and existentialism in the wake of World War II. These distinct moments in the development of Japanese modernism (modanizumu) are shaped by encounters with foreign cultures and by the importing of foreign ideas and vogues. All the same, we question—along with modernist writer Yū Ryūtanji—the \"critique that says modanizumu is nothing more than the latest display of imported cosmetics\" (1930). We seek to develop a correspondingly nuanced picture of the specific and changing ways in which Japan understood and figured its relationship to the rest of the world through the course of a century. Creative and comparative perspectives are especially welcome, and assignments can accommodate a range of media and presentation formats to suit. There are no prerequisites for this course, beyond an enthusiasm for reading literature. All readings are in translation, however there is an opportunity to read short stories in the original language. To facilitate this, our second class each week is structured around break-out groups that allow students to focus on one of the following: (a) comparative works of Western literature, (b) works of Japanese literary theory, and (c) original-language short stories.\n", + "EALL 569 Topics in Modern Korean Literature. Kyunghee Eo. In this course, students read key works of Korean literature in English translation from the early twentieth century to the present day. The specific course topic varies by term. Primary sources include long-form novels, short stories, poetry, and nonfiction writing by representative authors, as well as literary scholarship on themes and historical context relevant to the materials. The readings in this course are arranged in roughly chronological order, requiring us to examine Korea’s colonial modernization process in the first half of the twentieth century, the authoritarian regimes of South Korea from 1948 to 1987, and South Korea’s integration into the neoliberal world order after democratization. Supplementary audio-visual materials such as artwork, video clips and music may be presented to students in class. All class materials are in English translation, and no previous knowledge of Korean language is required.\n", + "EALL 588 Socialist '80s: Aesthetics of Reform in China and the Soviet Union. Jinyi Chu. This course offers an interdisciplinary introduction to the study of the complex cultural and political paradigms of late socialism from a transnational perspective by focusing on the literature, cinema, and popular culture of the Soviet Union and China in 1980s. How were intellectual and everyday life in the Soviet Union and China distinct from and similar to that of the West of the same era? How do we parse \"the cultural logic of late socialism?\" What can today’s America learn from it? Examining two major socialist cultures together in a global context, this course queries the ethnographic, ideological, and socio-economic constituents of late socialism. Students analyze cultural materials in the context of Soviet and Chinese history. Along the way, we explore themes of identity, nationalism, globalization, capitalism, and the Cold War. Students with knowledge of Russian and Chinese are encouraged to read in original. All readings are available in English.\n", + "EALL 600 Sinological Methods. Pauline Lin. A research course in Chinese studies, designed for students with background in modern and literary Chinese. Students explore and evaluate the wealth of primary sources and research tools available in China and in the West. For native speakers of Chinese, introduction to the secondary literature in English and instruction in writing professionally in English on topics about China. Topics include Chinese bibliographies; bibliophiles’ notes; specialized dictionaries; maps and geographical gazetteers; textual editions, variations, and reliability of texts; genealogies and biographical sources; archaeological and visual materials; and major Chinese encyclopedias, compendia, and databases.\n", + "EALL 608 Sages of the Ancient World. Mick Hunter. Comparative survey of the embodiment and performance of wisdom by ancient sages. Distinctive features and common themes in discourses about wisdom from China, India, the Near East, Egypt, Greece, and Rome. Topics include teaching, scheming, and dying.\n", + "EALL 707 Translation and Commentary in Early Chinese Buddhism. Eric Greene. This seminar introduces the literary sources relevant for the earliest era of Chinese Buddhism, during the (Eastern) Han and Three Kingdoms period, which primarily consist of early translations of Indian Buddhist literature and a few pioneering Chinese commentaries to them. Largely unstudied by modern scholars owing to their archaic language and vocabulary, these sources document the first recorded intellectual encounters between the Indian and East Asian worlds. Together with a careful reading of a selection of the relevant primary sources, we also take up secondary readings on the history of early Chinese Buddhism and broader works on the problematics of translation and commentary, in the context of China and elsewhere.\n", + "EALL 745 Readings in Medieval Chinese Thought. Lucas Bender. This class considers documents pertaining to the intellectual history of medieval China, roughly from the end of the Han dynasty in 220 CE to the end of the Tang dynasty in 907. Texts change from term to term. Readings are in the original, so prospective students should have a firm background in Literary Chinese.\n", + "EALL 805 Readings in Japanese Film Theory. Aaron Gerow. Theorizations of film and culture in Japan from the 1910s to the present. Through readings in the works of a variety of authors, the course explores both the articulations of cinema in Japanese intellectual discourse and how this embodies the shifting position of film in Japanese popular cultural history.\n", + "EALL 807 Love, Death, and Life: Modern and Contemporary Chinese Literature. Tian Li. This course delves into the themes of love, death, and life in Chinese literature from the early twentieth century to contemporary People's Republic of China (PRC). We embark on a journey through the literary landscape of this transformative period, examining the profound cultural, social, and philosophical implications of love, death, and life in modern Chinese literature. The May Fourth Movement marked an era of enlightenment, nationalism, and women's liberation, where intellectuals championed \"love\" as a symbol of individual freedom, personal autonomy, and gender equality. How did the romantic discourse of \"free love\" begin as a revolt against Confucian patriarchy? How did the genre of romance aid the construction of the modern individual? How did changing gender relations affect literary productions? How does the evolving portrayal of life and death in Chinese literature inform our understanding of people's perceptions and attitudes towards the fundamental aspects of existence? What literary techniques and narrative strategies were employed to convey the complexities of love, death, and the human condition in modern China and beyond? By delving into literary works by both male and female writers, we examine how the concepts of life and death shape the construction of the modern individual and influence societal perceptions of personal fulfillment and the meaning of existence. Students develop a deep understanding of the cultural and historical context that influenced these literary works, as well as gain insights into the intricate relationship between literature, society, and individual identity. They are also equipped with the tools to analyze and interpret literary works within their historical and philosophical contexts. All readings are available in English translation.\n", + "EALL 816 Special Topics in Modern Chinese Literature. Jing Tsu. This is an advanced graduate course geared toward preparing students to gain a specific range of expertise in different periods of modern Chinese literature. It is held as a seminar-colloquium with weekly discussions and informal presentations. For third- or fourth-year graduate students. For others, instructor approval required.\n", + "EALL 900 Directed Readings. Mick Hunter. Offered by permission of instructor and DGS to meet special needs not met by regular courses.\n", + "EALL 990 Directed Research. Mick Hunter. Offered as needed with permission of instructor and DGS for student preparation of dissertation prospectus.\n", + "EAST 016 Chinese Painting and Culture. Quincy Ngan. This course focuses on important works of Chinese painting and major painters from the fourth century CE to the twentieth century. Through close readings of the pictorial contents and production contexts of such works of art, this course investigates the works’ formats, meanings, and innovations from social, historical, and art-historical perspectives. In this course, students become familiar with the traditional Chinese world and acquire the knowledge necessary to be an informed viewer of Chinese painting. Discussions of religion, folkloric beliefs, literature, relationships between men and women, the worship of mountains, the laments of scholars, and the tastes of emperors and wealthy merchants also allow students to understand the cultural roots of contemporary China. Enrollment limited to first-year students. Preregistration required; see under First-Year Seminar Program.\n", + "EAST 030 Tokyo. Daniel Botsman. Four centuries of Japan's history explored through the many incarnations, destructions, and rebirths of its foremost city. Focus on the solutions found by Tokyo's residents to the material and social challenges of concentrating such a large population in one place. Tensions between continuity and impermanence, authenticity and modernity, and social order and the culture of play.\n", + "EAST 220 China from Present to Past. Valerie Hansen. Underlying causes of current issues facing China traced back to their origins in the premodern period. Topics include economic development, corruption, environmental crises, gender, and Pacific island disputes. Selected primary-source readings in English, images, videos, and Web resources. Preference given to first years and sophomores.\n", + "EAST 220 China from Present to Past: HIST 321 WR Section. Underlying causes of current issues facing China traced back to their origins in the premodern period. Topics include economic development, corruption, environmental crises, gender, and Pacific island disputes. Selected primary-source readings in English, images, videos, and Web resources. Preference given to first years and sophomores.\n", + "EAST 220 China from Present to Past: HIST 321 WR Section. Underlying causes of current issues facing China traced back to their origins in the premodern period. Topics include economic development, corruption, environmental crises, gender, and Pacific island disputes. Selected primary-source readings in English, images, videos, and Web resources. Preference given to first years and sophomores.\n", + "EAST 220 China from Present to Past: HIST 321 WR Section. Underlying causes of current issues facing China traced back to their origins in the premodern period. Topics include economic development, corruption, environmental crises, gender, and Pacific island disputes. Selected primary-source readings in English, images, videos, and Web resources. Preference given to first years and sophomores.\n", + "EAST 220 China from Present to Past: HIST 321 WR Section FacultyLed. Underlying causes of current issues facing China traced back to their origins in the premodern period. Topics include economic development, corruption, environmental crises, gender, and Pacific island disputes. Selected primary-source readings in English, images, videos, and Web resources. Preference given to first years and sophomores.\n", + "EAST 240 The Chinese Tradition. Tina Lu. An introduction to the literature, culture, and thought of premodern China, from the beginnings of the written record to the turn of the twentieth century. Close study of textual and visual primary sources, with attention to their historical and cultural backdrops. Students enrolled in CHNS 200 join a weekly Mandarin-language discussion section.\n", + "EAST 240 The Chinese Tradition. An introduction to the literature, culture, and thought of premodern China, from the beginnings of the written record to the turn of the twentieth century. Close study of textual and visual primary sources, with attention to their historical and cultural backdrops. Students enrolled in CHNS 200 join a weekly Mandarin-language discussion section.\n", + "EAST 240 The Chinese Tradition TR: Regular section. An introduction to the literature, culture, and thought of premodern China, from the beginnings of the written record to the turn of the twentieth century. Close study of textual and visual primary sources, with attention to their historical and cultural backdrops. Students enrolled in CHNS 200 join a weekly Mandarin-language discussion section.\n", + "EAST 240 The Chinese Tradition TR: Regular section. An introduction to the literature, culture, and thought of premodern China, from the beginnings of the written record to the turn of the twentieth century. Close study of textual and visual primary sources, with attention to their historical and cultural backdrops. Students enrolled in CHNS 200 join a weekly Mandarin-language discussion section.\n", + "EAST 240 The Chinese Tradition TR: Regular section. An introduction to the literature, culture, and thought of premodern China, from the beginnings of the written record to the turn of the twentieth century. Close study of textual and visual primary sources, with attention to their historical and cultural backdrops. Students enrolled in CHNS 200 join a weekly Mandarin-language discussion section.\n", + "EAST 240 The Chinese Tradition TR: WR section. An introduction to the literature, culture, and thought of premodern China, from the beginnings of the written record to the turn of the twentieth century. Close study of textual and visual primary sources, with attention to their historical and cultural backdrops. Students enrolled in CHNS 200 join a weekly Mandarin-language discussion section.\n", + "EAST 313 Contemporary Japan and the Ghosts of Modernity. Yukiko Koga. This course introduces students to contemporary Japan, examining how its defeat in the Second World War and loss of empire in 1945 continue to shape Japanese culture and society. Looking especially at the sphere of cultural production, it focuses on the question of what it means to be modern as expressed through the tension between resurgent neonationalism and the aspiration to internationalize. The course charts how the legacy of Japan’s imperial failure plays a significant role in its search for renewal and identity since 1945. How, it asks, does the experience of catastrophic failure—and failure to account for that failure—play into continued aspirations for modernity today? How does Japanese society wrestle with modernity’s two faces: its promise for progress and its history of catastrophic violence? The course follows the trajectory of Japan’s postwar nation-state development after the dissolution of empire, from its resurrection out of the ashes after defeat, to its identity as a US ally and economic superpower during the Cold War, to decades of recession since the 1990s and the search for new relations with its neighbors and new reckonings with its own imperial violence and postwar inactions against the background of rising neonationalism.\n", + "EAST 316 Socialist '80s: Aesthetics of Reform in China and the Soviet Union. Jinyi Chu. This course offers an interdisciplinary introduction to the study of the complex cultural and political paradigms of late socialism from a transnational perspective by focusing on the literature, cinema, and popular culture of the Soviet Union and China in 1980s. How were intellectual and everyday life in the Soviet Union and China distinct from and similar to that of the West of the same era? How do we parse \"the cultural logic of late socialism?\" What can today’s America learn from it? Examining two major socialist cultures together in a global context, this course queries the ethnographic, ideological, and socio-economic constituents of late socialism. Students analyze cultural materials in the context of Soviet and Chinese history. Along the way, we explore themes of identity, nationalism, globalization, capitalism, and the Cold War. Students with knowledge of Russian and Chinese are encouraged to read in original languages. All readings are available in English.\n", + "EAST 324 Politics of Memory. Yukiko Koga. This course explores the role of memory as a social, cultural, and political force in contemporary society. How societies remember difficult pasts has become a contested site for negotiating the present. Through the lens of memory, we examine complex roles that our relationships to difficult pasts play in navigating issues we face today. This course explores this politics of memory that takes place in the realm of popular culture and public space. The class asks such questions as: How do you represent difficult and contested pasts? What does it mean to enable long-silenced victims’ voices to be heard? What are the consequences of re-narrating the past by highlighting past injuries and trauma? Does memory work heal or open wounds of a society and a nation? Through examples drawn from the Holocaust, the atomic bombing in Hiroshima, the Vietnam War, genocide in Indonesia and massacres in Lebanon, to debates on confederacy statues, slavery, and lynching in the US, this course approaches these questions through an anthropological exploration of concepts such as memory, trauma, mourning, silence, voice, testimony, and victimhood.\n", + "EAST 340 Sinological Methods. Pauline Lin. A research course in Chinese studies, designed for students with background in modern and literary Chinese. Explore and evaluate the wealth of primary sources and research tools available in China and in the West. For native speakers of Chinese, introduction to the secondary literature in English and instruction in writing professionally in English on topics about China. Topics include Chinese bibliographies; bibliophiles’ notes; specialized dictionaries; maps and geographical gazetteers; textual editions, variations and reliability of texts; genealogies and biographical sources; archaeological and visual materials; and major Chinese encyclopedias, compendia, and databases.\n", + "EAST 346 Cultures and Markets in Asia. Helen Siu. Historical and contemporary movements of people, goods, and cultural meanings that have defined Asia as a region. Reexamination of state-centered conceptualizations of Asia and of established boundaries in regional studies. The intersections of transregional institutions and local societies and their effects on trading empires, religious traditions, colonial encounters, and cultural fusion. Finance flows that connect East Asia and the Indian Ocean to the Middle East and Africa. The cultures of capital and market in the neoliberal and postsocialist world.\n", + "EAST 364 Modern China. Today’s China is one of the world’s great powers, and the relationship between the United States and China is one of the most consequential of our times. Yet we cannot understand China without examining the historical context of its rise. How have the Chinese searched for modernity in the recent past? How were the dramatic changes of the late imperial period, the twentieth century, and after experienced by the Chinese people? This introductory course examines the political, social, and cultural revolutions that have shaped Chinese history since late imperial times. The emphasis of this course is on the analysis of primary sources in translation and the discussion of these texts within the context of the broader historical narrative. It assumes no prior knowledge of Chinese history.\n", + "EAST 410 Japanese Detective Fiction. Luciana Sanga. This class offers an overview of modern Japanese literature with a focus on detective fiction. Through detective fiction we can examine key concepts in literature such as narrative voice, point of view, genre, modernism and postmodernism, and learn about debates in Japanese literature, the distinction between highbrow and popular fiction, and the relation between Japanese literature and translated fiction. Detective fiction also allows for the exploration of key issues in Japanese history and society such as consumerism, colonialism, class, gender, and sexuality. Readings include a wide range of texts by canonical and popular writers, as well as theoretical texts on genre and detective fiction. All texts are available in English and no prior knowledge of Japanese or Japan is needed.\n", + "EAST 427 Chinese Skin Problems. Quincy Ngan. This seminar uses artwork as a means of understanding the various skin problems faced by contemporary Chinese people. Divided into four modules, this seminar first traces how the \"ideal skin\" as a complex trope of desire, superficiality, and deception has evolved over time through the ghost story, Painted Skin (Huapi), and its countless spin-offs. Second, the course explores how artists have overcome a variety of social distances and barriers through touch; we look at artworks that highlight the healing power and erotic associations of cleansing, massaging, and moisturizing the skin. Third, we explore the relationship between feminism and gender stereotypes through artworks and performances that involve skincare, makeup and plastic surgery. Fourth, the course investigates the dynamics between \"Chineseness,\" colorism, and racial tensions through the artworks produced by Chinese-American and diasporic artists. Each module is comprised of one meeting focusing on theoretical frameworks and two meetings focusing on individual artists and close analysis of artworks. Readings include Cathy Park Hong’s Minor Feelings, Nikki Khanna’s Whiter, and Leta Hong Fincher’s Leftover Women.\n", + "EAST 431 North Korea and Religion. Hwansoo Kim. Ever since the establishment of the Democratic People’s Republic of Korea (DPRK) in 1948 and the Korean War (1950–1953), North Korea has been depicted by the media as a reclusive, oppressive, and military country, its leaders as the worst dictators, and its people as brainwashed, tortured, and starving to death. The still ongoing Cold War discourse, intensified by the North Korea’s recent secret nuclear weapons program, furthers these negative images, and outsiders have passively internalized these images. However, these simplistic characterizations prevent one from gaining a balanced understanding of and insight into North Korea and its people on the ground. Topics other than political, military, and security issues are rarely given attention. On the whole, even though North Korea’s land area is larger than South Korea and its population of 25 million accounts for a third of all Koreans, North Korea has been neglected in the scholarly discussion of Korean culture. This class tries to make sense of North Korea in a more comprehensive way by integrating the political and economic with social, cultural, and religious dimensions. In order to accomplish this objective, students examine leadership, religious (especially cultic) aspects of the North Korean Juche ideology, the daily lives of its citizens, religious traditions, the Korean War, nuclear development and missiles, North Korean defectors and refugees, human rights, Christian missionary organizations, and unification, among others. Throughout, the course places North Korean issues in the East Asian and global context. The course draws upon recent scholarly books, articles, journals, interviews with North Korean defectors, travelogues, media publications, and visual materials.\n", + "EAST 470 Independent Study. Valerie Hansen. For students with advanced Chinese, Japanese, or Korean language skills who wish to pursue a close study of the East Asia region, not otherwise covered by departmental offerings. May be used for research, a special project, or a substantial research paper under faculty supervision. A term paper or its equivalent and regular meetings with an adviser are required. Ordinarily only one term may be offered toward the major or for credit toward the degree.\n", + "EAST 480 One-Term Senior Essay. Valerie Hansen. Preparation of a one-term senior essay under the guidance of a faculty adviser. Students must receive the prior agreement of the director of undergraduate studies and of the faculty member who will serve as the senior essay adviser. Students must arrange to meet with that adviser on a regular basis throughout the term.\n", + "EAST 491 Senior Research Project. Valerie Hansen. Two-term directed research project under the supervision of a ladder faculty member. Students should write essays using materials in East Asian languages when possible. Essays should be based on primary material, whether in an East Asian language or English. Summary of secondary material is not acceptable.\n", + "EAST 511 Modern Korean Buddhism from Sri Lanka to Japan. Hwansoo Kim. This course situates modern Korean Buddhism in the global context of the late nineteenth century to the present. Through critical examination of the dynamic relationship between Korean Buddhism and the Buddhisms of key East Asian cities—Shanghai, Tokyo, Taipei, and Lhasa—the course seeks to understand modern East Asian Buddhism in a transnational light. Discussion includes analyzing the impact of Christian missionaries, pan-Asian and global ideologies, colonialism, Communism, capitalism, war, science, hypermodernity, and atheism.\n", + "EAST 515 Culture, History, Power, and Representation. Helen Siu. This seminar critically explores how anthropologists use contemporary social theories to formulate the junctures of meaning, interest, and power. It thus aims to integrate symbolic, economic, and political perspectives on culture and social process. If culture refers to the understandings and meanings by which people live, then it constitutes the conventions of social life that are themselves produced in the flux of social life, invented by human activity. Theories of culture must therefore illuminate this problematic of agency and structure. They must show how social action can both reproduce and transform the structures of meaning, the conventions of social life. Even as such a position becomes orthodox in anthropology, it raises serious questions about the possibilities for ethnographic practice and theoretical analysis. How, for example, are such conventions generated and transformed where there are wide differentials of power and unequal access to resources? What becomes of our notions of humans as active agents of culture when the possibilities for maneuver and the margin of action for many are overwhelmed by the constraints of a few? How do elites—ritual elders, Brahmanic priests, manorial lords, factory-managers—secure compliance to a normative order? How are expressions of submission and resistance woven together in a fabric of cultural understandings? How does a theory of culture enhance our analyses of the reconstitution of political authority from traditional kingship to modern nation-state, the encapsulation of pre-capitalist modes of production, and the attempts to convert \"primordial sentiments\" to \"civic loyalties\"? How do transnational fluidities and diasporic connections make instruments of nation-states contingent? These questions are some of the questions we immediately face when probing the intersections of culture, politics and representation, and they are the issues that lie behind this seminar.\n", + "EAST 546 Cultures and Markets: Asia Connected through Time and Space. Helen Siu. Historical and contemporary movements of people, goods, and cultural meanings that have defined Asia as a region. Reexamination of state-centered conceptualizations of Asia and of established boundaries in regional studies. The intersections of transregional institutions and local societies and their effects on trading empires, religious traditions, colonial encounters, and cultural fusion. Finance flows that connect East Asia and the Indian Ocean to the Middle East and Africa. The cultures of capital and market in the neoliberal and postsocialist world.\n", + "EAST 616 Socialist '80s: Aesthetics of Reform in China and the Soviet Union. Jinyi Chu. This course offers an interdisciplinary introduction to the study of the complex cultural and political paradigms of late socialism from a transnational perspective by focusing on the literature, cinema, and popular culture of the Soviet Union and China in 1980s. How were intellectual and everyday life in the Soviet Union and China distinct from and similar to that of the West of the same era? How do we parse \"the cultural logic of late socialism?\" What can today’s America learn from it? Examining two major socialist cultures together in a global context, this course queries the ethnographic, ideological, and socio-economic constituents of late socialism. Students analyze cultural materials in the context of Soviet and Chinese history. Along the way, we explore themes of identity, nationalism, globalization, capitalism, and the Cold War. Students with knowledge of Russian and Chinese are encouraged to read in original. All readings are available in English.\n", + "EAST 640 Sinological Methods. Pauline Lin. A research course in Chinese studies, designed for students with background in modern and literary Chinese. Students explore and evaluate the wealth of primary sources and research tools available in China and in the West. For native speakers of Chinese, introduction to the secondary literature in English and instruction in writing professionally in English on topics about China. Topics include Chinese bibliographies; bibliophiles’ notes; specialized dictionaries; maps and geographical gazetteers; textual editions, variations, and reliability of texts; genealogies and biographical sources; archaeological and visual materials; and major Chinese encyclopedias, compendia, and databases.\n", + "EAST 900 Master’s Thesis. Eric Greene. Directed reading and research on a topic approved by the DGS and advised by a faculty member (by arrangement) with expertise or specialized competence in the chosen field. Readings and research are done in preparation for the required master’s thesis.\n", + "EAST 910 Independent Study. Eric Greene. By arrangement with faculty and with approval of the DGS.\n", + "EAST 910 Independent Study. Eric Greene. By arrangement with faculty and with approval of the DGS.\n", + "EAST 910 Independent Study. Eric Greene. By arrangement with faculty and with approval of the DGS.\n", + "ECON 108 Quantitative Foundations of Microeconomics. Tolga Koker. Introductory microeconomics with a special emphasis on quantitative methods and examples. Intended for students with limited or no experience with calculus.\n", + "ECON 110 An Introduction to Microeconomic Analysis. Tolga Koker. Similar to ECON 115, but taught as a lecture discussion with limited enrollment.\n", + "ECON 110 An Introduction to Microeconomic Analysis. Tolga Koker. Similar to ECON 115, but taught as a lecture discussion with limited enrollment.\n", + "ECON 110 An Introduction to Microeconomic Analysis. Daniela Morar. Similar to ECON 115, but taught as a lecture discussion with limited enrollment.\n", + "ECON 111 An Introduction to Macroeconomic Analysis. William Hawkins. Similar to ECON 116, but taught as a lecture discussion with limited enrollment.\n", + "ECON 115 Introductory Microeconomics. Steven Berry. An introduction to the basic tools of microeconomics to provide a rigorous framework for understanding how individuals, firms, markets, and governments allocate scarce resources. The design and evaluation of public policy.\n", + "ECON 115 Introductory Microeconomics. An introduction to the basic tools of microeconomics to provide a rigorous framework for understanding how individuals, firms, markets, and governments allocate scarce resources. The design and evaluation of public policy.\n", + "ECON 115 Introductory Microeconomics. An introduction to the basic tools of microeconomics to provide a rigorous framework for understanding how individuals, firms, markets, and governments allocate scarce resources. The design and evaluation of public policy.\n", + "ECON 115 Introductory Microeconomics. An introduction to the basic tools of microeconomics to provide a rigorous framework for understanding how individuals, firms, markets, and governments allocate scarce resources. The design and evaluation of public policy.\n", + "ECON 115 Introductory Microeconomics. An introduction to the basic tools of microeconomics to provide a rigorous framework for understanding how individuals, firms, markets, and governments allocate scarce resources. The design and evaluation of public policy.\n", + "ECON 115 Introductory Microeconomics. An introduction to the basic tools of microeconomics to provide a rigorous framework for understanding how individuals, firms, markets, and governments allocate scarce resources. The design and evaluation of public policy.\n", + "ECON 115 Introductory Microeconomics. An introduction to the basic tools of microeconomics to provide a rigorous framework for understanding how individuals, firms, markets, and governments allocate scarce resources. The design and evaluation of public policy.\n", + "ECON 115 Introductory Microeconomics. An introduction to the basic tools of microeconomics to provide a rigorous framework for understanding how individuals, firms, markets, and governments allocate scarce resources. The design and evaluation of public policy.\n", + "ECON 115 Introductory Microeconomics. An introduction to the basic tools of microeconomics to provide a rigorous framework for understanding how individuals, firms, markets, and governments allocate scarce resources. The design and evaluation of public policy.\n", + "ECON 115 Introductory Microeconomics. An introduction to the basic tools of microeconomics to provide a rigorous framework for understanding how individuals, firms, markets, and governments allocate scarce resources. The design and evaluation of public policy.\n", + "ECON 115 Introductory Microeconomics. An introduction to the basic tools of microeconomics to provide a rigorous framework for understanding how individuals, firms, markets, and governments allocate scarce resources. The design and evaluation of public policy.\n", + "ECON 115 Introductory Microeconomics. An introduction to the basic tools of microeconomics to provide a rigorous framework for understanding how individuals, firms, markets, and governments allocate scarce resources. The design and evaluation of public policy.\n", + "ECON 115 Introductory Microeconomics. An introduction to the basic tools of microeconomics to provide a rigorous framework for understanding how individuals, firms, markets, and governments allocate scarce resources. The design and evaluation of public policy.\n", + "ECON 115 Introductory Microeconomics. An introduction to the basic tools of microeconomics to provide a rigorous framework for understanding how individuals, firms, markets, and governments allocate scarce resources. The design and evaluation of public policy.\n", + "ECON 115 Introductory Microeconomics. An introduction to the basic tools of microeconomics to provide a rigorous framework for understanding how individuals, firms, markets, and governments allocate scarce resources. The design and evaluation of public policy.\n", + "ECON 115 Introductory Microeconomics. An introduction to the basic tools of microeconomics to provide a rigorous framework for understanding how individuals, firms, markets, and governments allocate scarce resources. The design and evaluation of public policy.\n", + "ECON 115 Introductory Microeconomics. An introduction to the basic tools of microeconomics to provide a rigorous framework for understanding how individuals, firms, markets, and governments allocate scarce resources. The design and evaluation of public policy.\n", + "ECON 115 Introductory Microeconomics. An introduction to the basic tools of microeconomics to provide a rigorous framework for understanding how individuals, firms, markets, and governments allocate scarce resources. The design and evaluation of public policy.\n", + "ECON 115 Introductory Microeconomics. An introduction to the basic tools of microeconomics to provide a rigorous framework for understanding how individuals, firms, markets, and governments allocate scarce resources. The design and evaluation of public policy.\n", + "ECON 115 Introductory Microeconomics. An introduction to the basic tools of microeconomics to provide a rigorous framework for understanding how individuals, firms, markets, and governments allocate scarce resources. The design and evaluation of public policy.\n", + "ECON 115 Introductory Microeconomics. An introduction to the basic tools of microeconomics to provide a rigorous framework for understanding how individuals, firms, markets, and governments allocate scarce resources. The design and evaluation of public policy.\n", + "ECON 115 Introductory Microeconomics. An introduction to the basic tools of microeconomics to provide a rigorous framework for understanding how individuals, firms, markets, and governments allocate scarce resources. The design and evaluation of public policy.\n", + "ECON 115 Introductory Microeconomics. An introduction to the basic tools of microeconomics to provide a rigorous framework for understanding how individuals, firms, markets, and governments allocate scarce resources. The design and evaluation of public policy.\n", + "ECON 115 Introductory Microeconomics. An introduction to the basic tools of microeconomics to provide a rigorous framework for understanding how individuals, firms, markets, and governments allocate scarce resources. The design and evaluation of public policy.\n", + "ECON 116 Introductory Macroeconomics. Michael Peters. An introduction that stresses how the macroeconomy works, including the determination of output, unemployment, inflation, interest rates, and exchange rates. Economic theory is applied to current events.\n", + "ECON 116 Introductory Macroeconomics. An introduction that stresses how the macroeconomy works, including the determination of output, unemployment, inflation, interest rates, and exchange rates. Economic theory is applied to current events.\n", + "ECON 116 Introductory Macroeconomics. An introduction that stresses how the macroeconomy works, including the determination of output, unemployment, inflation, interest rates, and exchange rates. Economic theory is applied to current events.\n", + "ECON 116 Introductory Macroeconomics. An introduction that stresses how the macroeconomy works, including the determination of output, unemployment, inflation, interest rates, and exchange rates. Economic theory is applied to current events.\n", + "ECON 116 Introductory Macroeconomics. An introduction that stresses how the macroeconomy works, including the determination of output, unemployment, inflation, interest rates, and exchange rates. Economic theory is applied to current events.\n", + "ECON 116 Introductory Macroeconomics. An introduction that stresses how the macroeconomy works, including the determination of output, unemployment, inflation, interest rates, and exchange rates. Economic theory is applied to current events.\n", + "ECON 116 Introductory Macroeconomics. An introduction that stresses how the macroeconomy works, including the determination of output, unemployment, inflation, interest rates, and exchange rates. Economic theory is applied to current events.\n", + "ECON 116 Introductory Macroeconomics. An introduction that stresses how the macroeconomy works, including the determination of output, unemployment, inflation, interest rates, and exchange rates. Economic theory is applied to current events.\n", + "ECON 116 Introductory Macroeconomics. An introduction that stresses how the macroeconomy works, including the determination of output, unemployment, inflation, interest rates, and exchange rates. Economic theory is applied to current events.\n", + "ECON 117 Introduction to Data Analysis and Econometrics. John Eric Humphries. Introduction to data analysis from the beginning of the econometrics sequence; exposure to modern empirical economics; and development of credible economic analysis. This course emphasizes working directly and early with data, through such economic examples as studies of environmental/natural resource economics, intergenerational mobility, discrimination, and finance. Topics include: probability, statistics, and sampling; selection, causation and causal inference; regression and model specification; and machine learning and big data.\n", + "ECON 117 Introduction to Data Analysis and Econometrics. Introduction to data analysis from the beginning of the econometrics sequence; exposure to modern empirical economics; and development of credible economic analysis. This course emphasizes working directly and early with data, through such economic examples as studies of environmental/natural resource economics, intergenerational mobility, discrimination, and finance. Topics include: probability, statistics, and sampling; selection, causation and causal inference; regression and model specification; and machine learning and big data.\n", + "ECON 117 Introduction to Data Analysis and Econometrics. Introduction to data analysis from the beginning of the econometrics sequence; exposure to modern empirical economics; and development of credible economic analysis. This course emphasizes working directly and early with data, through such economic examples as studies of environmental/natural resource economics, intergenerational mobility, discrimination, and finance. Topics include: probability, statistics, and sampling; selection, causation and causal inference; regression and model specification; and machine learning and big data.\n", + "ECON 117 Introduction to Data Analysis and Econometrics. Introduction to data analysis from the beginning of the econometrics sequence; exposure to modern empirical economics; and development of credible economic analysis. This course emphasizes working directly and early with data, through such economic examples as studies of environmental/natural resource economics, intergenerational mobility, discrimination, and finance. Topics include: probability, statistics, and sampling; selection, causation and causal inference; regression and model specification; and machine learning and big data.\n", + "ECON 117 Introduction to Data Analysis and Econometrics. Introduction to data analysis from the beginning of the econometrics sequence; exposure to modern empirical economics; and development of credible economic analysis. This course emphasizes working directly and early with data, through such economic examples as studies of environmental/natural resource economics, intergenerational mobility, discrimination, and finance. Topics include: probability, statistics, and sampling; selection, causation and causal inference; regression and model specification; and machine learning and big data.\n", + "ECON 117 Introduction to Data Analysis and Econometrics. Introduction to data analysis from the beginning of the econometrics sequence; exposure to modern empirical economics; and development of credible economic analysis. This course emphasizes working directly and early with data, through such economic examples as studies of environmental/natural resource economics, intergenerational mobility, discrimination, and finance. Topics include: probability, statistics, and sampling; selection, causation and causal inference; regression and model specification; and machine learning and big data.\n", + "ECON 117 Introduction to Data Analysis and Econometrics. Introduction to data analysis from the beginning of the econometrics sequence; exposure to modern empirical economics; and development of credible economic analysis. This course emphasizes working directly and early with data, through such economic examples as studies of environmental/natural resource economics, intergenerational mobility, discrimination, and finance. Topics include: probability, statistics, and sampling; selection, causation and causal inference; regression and model specification; and machine learning and big data.\n", + "ECON 117 Introduction to Data Analysis and Econometrics. Introduction to data analysis from the beginning of the econometrics sequence; exposure to modern empirical economics; and development of credible economic analysis. This course emphasizes working directly and early with data, through such economic examples as studies of environmental/natural resource economics, intergenerational mobility, discrimination, and finance. Topics include: probability, statistics, and sampling; selection, causation and causal inference; regression and model specification; and machine learning and big data.\n", + "ECON 117 Introduction to Data Analysis and Econometrics. Introduction to data analysis from the beginning of the econometrics sequence; exposure to modern empirical economics; and development of credible economic analysis. This course emphasizes working directly and early with data, through such economic examples as studies of environmental/natural resource economics, intergenerational mobility, discrimination, and finance. Topics include: probability, statistics, and sampling; selection, causation and causal inference; regression and model specification; and machine learning and big data.\n", + "ECON 117 Introduction to Data Analysis and Econometrics. Introduction to data analysis from the beginning of the econometrics sequence; exposure to modern empirical economics; and development of credible economic analysis. This course emphasizes working directly and early with data, through such economic examples as studies of environmental/natural resource economics, intergenerational mobility, discrimination, and finance. Topics include: probability, statistics, and sampling; selection, causation and causal inference; regression and model specification; and machine learning and big data.\n", + "ECON 121 Intermediate Microeconomics. Evangelia Chalioti. The theory of resource allocation and its applications. Topics include the theory of choice, consumer and firm behavior, production, price determination in different market structures, welfare, and market failure.\n", + "ECON 121 Intermediate Microeconomics. The theory of resource allocation and its applications. Topics include the theory of choice, consumer and firm behavior, production, price determination in different market structures, welfare, and market failure.\n", + "ECON 121 Intermediate Microeconomics. The theory of resource allocation and its applications. Topics include the theory of choice, consumer and firm behavior, production, price determination in different market structures, welfare, and market failure.\n", + "ECON 121 Intermediate Microeconomics. The theory of resource allocation and its applications. Topics include the theory of choice, consumer and firm behavior, production, price determination in different market structures, welfare, and market failure.\n", + "ECON 121 Intermediate Microeconomics. The theory of resource allocation and its applications. Topics include the theory of choice, consumer and firm behavior, production, price determination in different market structures, welfare, and market failure.\n", + "ECON 121 Intermediate Microeconomics. The theory of resource allocation and its applications. Topics include the theory of choice, consumer and firm behavior, production, price determination in different market structures, welfare, and market failure.\n", + "ECON 121 Intermediate Microeconomics. The theory of resource allocation and its applications. Topics include the theory of choice, consumer and firm behavior, production, price determination in different market structures, welfare, and market failure.\n", + "ECON 121 Intermediate Microeconomics. The theory of resource allocation and its applications. Topics include the theory of choice, consumer and firm behavior, production, price determination in different market structures, welfare, and market failure.\n", + "ECON 121 Intermediate Microeconomics. The theory of resource allocation and its applications. Topics include the theory of choice, consumer and firm behavior, production, price determination in different market structures, welfare, and market failure.\n", + "ECON 121 Intermediate Microeconomics. The theory of resource allocation and its applications. Topics include the theory of choice, consumer and firm behavior, production, price determination in different market structures, welfare, and market failure.\n", + "ECON 121 Intermediate Microeconomics. The theory of resource allocation and its applications. Topics include the theory of choice, consumer and firm behavior, production, price determination in different market structures, welfare, and market failure.\n", + "ECON 121 Intermediate Microeconomics. The theory of resource allocation and its applications. Topics include the theory of choice, consumer and firm behavior, production, price determination in different market structures, welfare, and market failure.\n", + "ECON 121 Intermediate Microeconomics. The theory of resource allocation and its applications. Topics include the theory of choice, consumer and firm behavior, production, price determination in different market structures, welfare, and market failure.\n", + "ECON 121 Intermediate Microeconomics. The theory of resource allocation and its applications. Topics include the theory of choice, consumer and firm behavior, production, price determination in different market structures, welfare, and market failure.\n", + "ECON 121 Intermediate Microeconomics. The theory of resource allocation and its applications. Topics include the theory of choice, consumer and firm behavior, production, price determination in different market structures, welfare, and market failure.\n", + "ECON 121 Intermediate Microeconomics. The theory of resource allocation and its applications. Topics include the theory of choice, consumer and firm behavior, production, price determination in different market structures, welfare, and market failure.\n", + "ECON 121 Intermediate Microeconomics. The theory of resource allocation and its applications. Topics include the theory of choice, consumer and firm behavior, production, price determination in different market structures, welfare, and market failure.\n", + "ECON 121 Intermediate Microeconomics. The theory of resource allocation and its applications. Topics include the theory of choice, consumer and firm behavior, production, price determination in different market structures, welfare, and market failure.\n", + "ECON 121 Intermediate Microeconomics. The theory of resource allocation and its applications. Topics include the theory of choice, consumer and firm behavior, production, price determination in different market structures, welfare, and market failure.\n", + "ECON 122 Intermediate Macroeconomics. William Nordhaus. Contemporary theories of employment, finance, money, business fluctuations, and economic growth. Their implications for monetary and fiscal policy. Emphasis on empirical studies, financial and monetary crises, and recent policies and problems.\n", + "ECON 122 Intermediate Macroeconomics. Contemporary theories of employment, finance, money, business fluctuations, and economic growth. Their implications for monetary and fiscal policy. Emphasis on empirical studies, financial and monetary crises, and recent policies and problems.\n", + "ECON 122 Intermediate Macroeconomics. Contemporary theories of employment, finance, money, business fluctuations, and economic growth. Their implications for monetary and fiscal policy. Emphasis on empirical studies, financial and monetary crises, and recent policies and problems.\n", + "ECON 122 Intermediate Macroeconomics. Contemporary theories of employment, finance, money, business fluctuations, and economic growth. Their implications for monetary and fiscal policy. Emphasis on empirical studies, financial and monetary crises, and recent policies and problems.\n", + "ECON 122 Intermediate Macroeconomics. Contemporary theories of employment, finance, money, business fluctuations, and economic growth. Their implications for monetary and fiscal policy. Emphasis on empirical studies, financial and monetary crises, and recent policies and problems.\n", + "ECON 122 Intermediate Macroeconomics. Contemporary theories of employment, finance, money, business fluctuations, and economic growth. Their implications for monetary and fiscal policy. Emphasis on empirical studies, financial and monetary crises, and recent policies and problems.\n", + "ECON 122 Intermediate Macroeconomics. Contemporary theories of employment, finance, money, business fluctuations, and economic growth. Their implications for monetary and fiscal policy. Emphasis on empirical studies, financial and monetary crises, and recent policies and problems.\n", + "ECON 122 Intermediate Macroeconomics. Contemporary theories of employment, finance, money, business fluctuations, and economic growth. Their implications for monetary and fiscal policy. Emphasis on empirical studies, financial and monetary crises, and recent policies and problems.\n", + "ECON 122 Intermediate Macroeconomics. Contemporary theories of employment, finance, money, business fluctuations, and economic growth. Their implications for monetary and fiscal policy. Emphasis on empirical studies, financial and monetary crises, and recent policies and problems.\n", + "ECON 123 Intermediate Data Analysis and Econometrics. Yusuke Narita. Comprehensive and theoretical examination of econometrics, with further exploration of topics covered in ECON 117. A term research project addresses a research question chosen by the student, and involves the application of learned methods to a relevant data set.\n", + "ECON 123 Intermediate Data Analysis and Econometrics. Comprehensive and theoretical examination of econometrics, with further exploration of topics covered in ECON 117. A term research project addresses a research question chosen by the student, and involves the application of learned methods to a relevant data set.\n", + "ECON 123 Intermediate Data Analysis and Econometrics. Comprehensive and theoretical examination of econometrics, with further exploration of topics covered in ECON 117. A term research project addresses a research question chosen by the student, and involves the application of learned methods to a relevant data set.\n", + "ECON 123 Intermediate Data Analysis and Econometrics. Comprehensive and theoretical examination of econometrics, with further exploration of topics covered in ECON 117. A term research project addresses a research question chosen by the student, and involves the application of learned methods to a relevant data set.\n", + "ECON 125 Microeconomic Theory. Oleg Muratov. Similar to ECON 121 but with a more intensive treatment of consumer and producer theory, and covering additional topics including choice under uncertainty, game theory, contracting under hidden actions or hidden information, externalities and public goods, and general equilibrium theory. Recommended for students considering graduate study in economics.\n", + "ECON 135 Introduction to Probability and Statistics. Yusuke Narita. Foundations of mathematical statistics: probability theory, distribution theory, parameter estimation, hypothesis testing, regression, and computer programming. Recommended for students considering graduate study in economics.\n", + "ECON 159 Game Theory. Benjamin Polak. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "ECON 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "ECON 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "ECON 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "ECON 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "ECON 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "ECON 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "ECON 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "ECON 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "ECON 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "ECON 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "ECON 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "ECON 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "ECON 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "ECON 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "ECON 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "ECON 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "ECON 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "ECON 170 Health Economics and Public Policy. Howard Forman. Application of economic principles to the study of the U.S. health care system. Emphasis on basic principles about the structure of the U.S. system, current problems, proposed solutions, and the context of health policy making and politics.\n", + "ECON 185 Global Economy. Aleh Tsyvinski. A global view of the world economy and the salient issues in the short and the long run. Economics of crises, fiscal policy, debt, inequality, global imbalances, climate change. The course is based on reading, debating, and applying cutting edge macroeconomic research.\n", + "ECON 209 Economic Analysis of Law. Robin Landis. This course is intended to provide an introduction to the economic analysis of law. We examine the economic rationale(s) underlying various legal doctrines of both common law and statutory law, as well as the economic consequences of different legal doctrines. Previous coursework in economics, while helpful, is not a prerequisite for the course.\n", + "ECON 251 Financial Economics. Ben Matthies. Introduction to the economic analysis of investment decisions and financial markets. Topics include time discounting, portfolio choice, equilibrium pricing, arbitrage, market efficiency, equity valuation, fixed-income securities, derivative pricing, and financial intermediation.\n", + "ECON 251 Financial Economics. Introduction to the economic analysis of investment decisions and financial markets. Topics include time discounting, portfolio choice, equilibrium pricing, arbitrage, market efficiency, equity valuation, fixed-income securities, derivative pricing, and financial intermediation.\n", + "ECON 251 Financial Economics. Introduction to the economic analysis of investment decisions and financial markets. Topics include time discounting, portfolio choice, equilibrium pricing, arbitrage, market efficiency, equity valuation, fixed-income securities, derivative pricing, and financial intermediation.\n", + "ECON 251 Financial Economics. Introduction to the economic analysis of investment decisions and financial markets. Topics include time discounting, portfolio choice, equilibrium pricing, arbitrage, market efficiency, equity valuation, fixed-income securities, derivative pricing, and financial intermediation.\n", + "ECON 251 Financial Economics. Introduction to the economic analysis of investment decisions and financial markets. Topics include time discounting, portfolio choice, equilibrium pricing, arbitrage, market efficiency, equity valuation, fixed-income securities, derivative pricing, and financial intermediation.\n", + "ECON 251 Financial Economics. Introduction to the economic analysis of investment decisions and financial markets. Topics include time discounting, portfolio choice, equilibrium pricing, arbitrage, market efficiency, equity valuation, fixed-income securities, derivative pricing, and financial intermediation.\n", + "ECON 251 Financial Economics. Introduction to the economic analysis of investment decisions and financial markets. Topics include time discounting, portfolio choice, equilibrium pricing, arbitrage, market efficiency, equity valuation, fixed-income securities, derivative pricing, and financial intermediation.\n", + "ECON 265 History of Economic Thought. Robert Dimand. The objective of this course is to give an overview of how economic analysis has developed, and an introduction to the varied ways in which some of the great economists of the past have gone about studying how the economy functions. We discuss the relevance of their theories to public policy and the role of the state, and consider the roles of pre-analytic vision, improvements in analytical technique, and external events (such as the Great Depression or Global Financial Crisis) in the development of economic analysis.\n", + "ECON 350 Mathematical Economics: General Equilibrium Theory. John Geanakoplos. An introduction to general equilibrium theory and its application to finance and the theory of money. Recommended for students considering graduate study in economics, or a career in quantitative finance.\n", + "ECON 350 Mathematical Economics: General Equilibrium Theory. An introduction to general equilibrium theory and its application to finance and the theory of money. Recommended for students considering graduate study in economics, or a career in quantitative finance.\n", + "ECON 350 Mathematical Economics: General Equilibrium Theory. An introduction to general equilibrium theory and its application to finance and the theory of money. Recommended for students considering graduate study in economics, or a career in quantitative finance.\n", + "ECON 350 Mathematical Economics: General Equilibrium Theory. An introduction to general equilibrium theory and its application to finance and the theory of money. Recommended for students considering graduate study in economics, or a career in quantitative finance.\n", + "ECON 350 Mathematical Economics: General Equilibrium Theory. An introduction to general equilibrium theory and its application to finance and the theory of money. Recommended for students considering graduate study in economics, or a career in quantitative finance.\n", + "ECON 360 Capital Markets. Topics related to capital markets, with emphasis on the financial crisis of 2007–2008. The design, pricing, and trading of corporate bonds, credit derivatives, and money market instruments; bond restructuring, bond ratings, and financial crises; basic tools used to address such issues, including fixed income mathematics, binomial option pricing, and swaps.\n", + "ECON 363 The Global Financial Crisis. Andrew Metrick, Timothy Geithner. Comprehensive survey of the causes, events, policy responses, and aftermath of the global financial crisis of 2007-09. Study of the dynamics of financial crises in a modern economy. Prerequisite: Successful completion of a course in introductory economics.\n", + "ECON 365 Algorithms. Andre Wibisono. Paradigms for algorithmic problem solving: greedy algorithms, divide and conquer, dynamic programming, and network flow. NP completeness and approximation algorithms for NP-complete problems. Algorithms for problems from economics, scheduling, network design and navigation, geometry, biology, and optimization. Provides algorithmic background essential to further study of computer science. Only one of CPSC 365, CPSC 366, or CPSC 368 may be taken for credit.\n", + "ECON 407 International Finance. Ana Fieler. A study of the implications of increasing integration of the world economy, through international trade, multinational production, and financial markets.  Topics include foreign exchange markets, capital flows, trade and current account imbalances, coordination of monetary and fiscal policy in a global economy, financial crises and their links to sovereign debt crises and currency devaluations.\n", + "ECON 412 International Environmental Economics. Samuel Kortum. Introduction to international and environmental economics and to research that combines the two fields. Methods for designing and analyzing environmental policy when economic activity and pollution cross political borders. Effects of market openness on the environment and on environmental regulation; international economics and climate change.\n", + "ECON 424 Central Banking. William English. Introduction to the different roles and responsibilities of modern central banks, including the operation of payments systems, monetary policy, supervision and regulation, and financial stability. Discussion of different ways to structure central banks to best manage their responsibilities.\n", + "ECON 425 Economics and Computation. Manolis Zampetakis. A mathematically rigorous investigation of the interplay of economic theory and computer science, with an emphasis on the relationship of incentive-compatibility and algorithmic efficiency. Our main focus is on algorithmic tools in mechanism design, algorithms and complexity theory for learning and computing Nash and market equilibria, and the price of anarchy. Case studies in Web search auctions, wireless spectrum auctions, matching markets, and network routing, and social networks.\n", + "ECON 431 Optimization and Computation. Zhuoran Yang. This course is designed for students in Statistics & Data Science who need to know about optimization and the essentials of numerical algorithm design and analysis. It is an introduction to more advanced courses in optimization. The overarching goal of the course is teach students how to design algorithms for Machine Learning and Data Analysis (in their own research). This course is not open to students who have taken S&DS 430.\n", + "ECON 434 Labor Economics: Inequality and Social Mobility. Orazio Attanasio. The objective of this advanced course is to study various aspects of inequality and social mobility and to understand their trends over time and their drivers. Although we briefly study some international comparisons, the focus of the course is inequality in the US and, to a less extent, the UK. We consider inequalities among different countries only tangentially.\n", + "ECON 438 Applied Econometrics: Politics, Sports, Microeconomics. Ray Fair. This course has an applied econometrics focus. Topics include voting behavior, betting markets, and various issues in sports. The aim of the course is to help students prepare original empirical research using econometric tools and to read empirical papers in economics and other social sciences. Students write three empirical papers. The first can be an extension of an existing article, where some of the results are duplicated and then extended. The second is similar to the first with no example provided. The third is an original paper within the range of topics covered in the course, where data are collected and analyzed using relevant econometric techniques.\n", + "ECON 444 Market Inefficiencies and the Limits of Arbitrage. Michael J Pascutti. The role of hedge funds in the United States financial markets and hedge fund behavior; understanding what hedge funds do, why they exist, and how they are different from other investment vehicles. Study of investment strategies that provide opportunity and risk for investors and study of academic papers analyzing (risky) arbitrage strategies.\n", + "ECON 446 Statistical Methods with Applications in Science and Finance. Sohrab Ismail-Beigi. Introduction to key methods in statistical physics with examples drawn principally from the sciences (physics, chemistry, astronomy, statistics, biology) as well as added examples from finance. Students learn the fundamentals of Monte Carlo, stochastic random walks, and analysis of covariance analytically as well as via numerical exercises.\n", + "ECON 455 Economic Models of New Technology. Evangelia Chalioti. Analysis of firms’ incentives to innovate, focusing on the effects of market power on the intensity of innovative activity. Topics include strategic investment in innovation, patent races, the diffusion of knowledge, intellectual property (IP) protection systems, IP licensing, research joint ventures, litigation, venture capital, and conflicts between IP rights and antitrust regulation.\n", + "ECON 456 Private Equity Investing. Michael Schmertzler. A case-oriented study of principal issues and investment types found in substantial private equity portfolios. Discussion of enterprise valuation, value creation, business economics, negotiation, and legal structure, based on primary source materials and original cases.\n", + "ECON 467 Economic Evolution of the Latin American and Caribbean Countries. Ernesto Zedillo. Economic evolution and prospects of the Latin American and Caribbean (LAC) countries. Topics include the period from independence to the 1930s; import substitution and industrialization to the early 1980s; the debt crisis and the \"lost decade\"; reform and disappointment in the late 1980s and the 1990s; exploration of selected episodes in particular countries; and speculations about the future.\n", + "ECON 472 Economics of Artificial Intelligence and Innovation. Evangelia Chalioti. This course studies the economics of innovation and the effects of artificial intelligence on different industries. Topics include economics of the intellectual property (IP) protection system; strategic choices in innovation and competition; patent races; measurement and big data; the sharing and digitalized economy; collective intelligence and decisions; online auctions; venture capital; legal and social infrastructure.\n", + "ECON 475 Discrimination in Law, Theory, and Practice. Gerald Jaynes. How law and economic theory define and conceptualize economic discrimination; whether economic models adequately describe behaviors of discriminators as documented in court cases and government hearings; the extent to which economic theory and econometric techniques aid our understanding of actual marketplace discrimination.\n", + "ECON 491 The Senior Essay. Giovanni Maggi, Rebecca Toseland. Senior essays are an opportunity for students to engage in independent, original economic research. Essays are not reviews of the literature, rather each should be an examination of a hypothesis using the tools of economics. In particular, the essay must contain original research and/or analysis. They can be theoretical, empirical or computational. The senior essays that receive A's and are awarded prizes are typically those that use economics tools (and, where appropriate, data) to offer fresh insights on questions. \n", + "\n", + "\n", + "Students enrolling in this one-term course need to find an advisor. There are no page requirements or formatting requirements. Generally, essays run about 30 pages. Advice regarding bibliographies, graphs, etc. should be given by your advisor.\n", + "ECON 498 Directed Reading. Giovanni Maggi. Junior and senior economics majors desiring a directed reading course in special topics in economics not covered in other graduate or undergraduate courses may elect this course, not more than once, with written permission of the director of undergraduate studies and of the instructor. The instructor meets with the student regularly, typically for an hour a week, and the student writes a paper or a series of short essays. Junior and senior majors may take this course for a letter grade, but it does not meet the requirement for a department seminar.\n", + "ECON 500 General Economic Theory: Microeconomics. John Geanakoplos, Larry Samuelson. Introduction to optimization methods and partial equilibrium. Theories of utility and consumer behavior production and firm behavior. Introduction to uncertainty and the economics of information, and to noncompetitive market structures.\n", + "ECON 510 General Economic Theory: Macroeconomics. Fabrizio Zilibotti, Zhen Huo. Analysis of short-run determination of aggregate employment, income, prices, and interest rates in closed and open economies. Stabilization policies.\n", + "ECON 520 Advanced Microeconomic Theory I. Di Pei, Ernesto Rivera Mora. A formal introduction to game theory and information economics. Alternative non-cooperative solution concepts are studied and applied to problems in oligopoly, bargaining, auctions, strategic social choice, and repeated games.\n", + "ECON 522 Microeconomic Theory Lunch. A forum for advanced students to critically examine recent papers in the literature and present their own work.\n", + "ECON 525 Advanced Macroeconomics I. Ilse Lindenlaub, Zhen Huo. Heterogeneous agent economics, investment, scrapping and firing, nonquadratic adjustment costs, financial constraints, financial intermediation, psychology of decision making under risk, optimal risk management, financial markets, consumption behavior, monetary policy, term structure of interest rates.\n", + "ECON 530 General Equilibrium Foundations of Finance and Macroeconomics. The course gives a careful mathematical description of the general equilibrium underpinnings of the main models of finance and the new macroeconomics of collateral and default. Part I is a review of Walrasian general equilibrium, including the mathematical techniques of fixed points and genericity, both taught from an elementary point of view. Part II covers general equilibrium with incomplete markets (GEI). Part III focuses on the special case of the capital asset pricing model (CAPM), including extensions to multi-commodity CAPM and multifactor CAPM. Part IV focuses on the Modigliani-Miller theorem and generic constrained inefficiency. Part V describes collateral equilibrium and the leverage cycle. Part VI covers default and punishment and adverse selection and moral hazard in general equilibrium. Part VII describes monetary equilibrium.\n", + "ECON 538 Microeconomic Theory Workshop. Presentations by research scholars and participating students.\n", + "ECON 540 Student Workshop in Macroeconomics. A course that gives third- and fourth-year students doing research in macroeconomics an opportunity to prepare their prospectuses and to present their dissertation work. Each student is required to make at least two presentations per term. For third-year students and beyond, at least one of the presentations in the first term should be a mock job talk.\n", + "ECON 542 Macroeconomics Workshop. A forum for presentation and discussion of state-of-the-art research in macroeconomics. Presentations by research scholars and participating students of papers in closed economy and open economy macroeconomics and monetary economics.\n", + "ECON 545 Microeconomics. Michael Boozer. A survey of the main features of current economic analysis and of the application of the theory to a number of important economic questions, covering microeconomics and demand theory, the theory of the firm, and market structures. For IDE students.\n", + "ECON 546 Growth and Macroeconomics. Ana Fieler. This course presents a basic framework to understand macroeconomic behavior and the effects of macroeconomic policies. Topics include consumption and investment, labor market, short-run income determinations, unemployment, inflation, growth, and the effects of monetary and fiscal policies. The emphasis is on the relation between the underlying assumptions of macroeconomic framework and policy implications derived from it.\n", + "ECON 550 Econometrics I. Donald Andrews. Probability: concepts and axiomatic development. Data: tools of descriptive statistics and data reduction. Random variables and probability distributions; univariate distributions (continuous and discrete); multivariate distributions; functions of random variables and transformations; the notion of statistical inference; sampling concepts and distributions; asymptotic theory; point and interval estimation; hypothesis testing.\n", + "ECON 553 Econometrics IV: Time Series Econometrics. Anastasios Magdalinos. A sequel to ECON 552, the course proceeds to research level in time series econometrics. Topics include an introduction to ergodic theory, Wold decomposition, spectral theory, martingales, martingale convergence theory, mixing processes, strong laws, and central limit theory for weak dependent sequences with applications to econometric models and model determination.\n", + "ECON 556 Topics in Empirical Economics and Public Policy. Charles Hodgson, Joseph Altonji, Yusuke Narita. Methods and approaches to empirical economic analysis are reviewed, illustrated, and discussed with reference to specific empirical studies. The emphasis is on learning to use methods and on understanding how specific empirical questions determine the empirical approach to be used. We review a broad range of approaches including program evaluation methods and structural modeling, including estimation approaches, computational issues, and problems with inference.\n", + "ECON 558 Econometrics. Michael Boozer. Application of statistical analysis to economic data. Basic probability theory, linear regression, specification and estimation of economic models, time series analysis, and forecasting. The computer is used. For IDE students.\n", + "ECON 568 Econometrics Workshop. A forum for state-of-the-art research in econometrics. Its primary purpose is to disseminate the results and the technical machinery of ongoing research in theoretical and applied fields.\n", + "ECON 570 Prospectus Workshop in Econometrics. A course for third- and fourth-year students doing research in econometrics to prepare their prospectus and present dissertation work.\n", + "ECON 588 Economic History Workshop. A forum for discussion and criticism of research in progress. Presenters include graduate students, Yale faculty, and visitors. Topics concerned with long-run trends in economic organization are suitable for the seminar. Special emphasis given to the use of statistics and of economic theory in historical research.\n", + "ECON 589 Economic History Workshop. A forum for discussion and criticism of research in progress. Presenters include graduate students, Yale faculty, and visitors. Topics concerned with long-run trends in economic organization are suitable for the seminar. Special emphasis given to the use of statistics and of economic theory in historical research.\n", + "ECON 600 Industrial Organization I. Charles Hodgson, Steven Berry. Begins by locating the study of industrial organization within the broader research traditions of economics and related social sciences. Alternative theories of decision making, of organizational behavior, and of market evolution are sketched and contrasted with standard neoclassical theories. Detailed examination of the determinants and consequences of industrial market structure.\n", + "ECON 606 Prospectus Workshop in Industrial Organization. For third-year students in microeconomics, intended to guide students in the early stages of theoretical and empirical dissertation research. Emphasis on regular writing assignments and oral presentations.\n", + "ECON 608 Industrial Organization Seminar. For advanced graduate students in applied microeconomics, serving as a forum for presentation and discussion of work in progress of students, Yale faculty members, and invited speakers.\n", + "ECON 630 Labor Economics. Costas Meghir. Topics include static and dynamic approaches to demand, human capital and wage determination, wage income inequality, unemployment and minimum wages, matching and job turnover, immigration and international trade, unions, implicit contract theory, and efficiency wage hypothesis.\n", + "ECON 638 Labor and Population Workshop. A forum primarily for graduate students to present their research plans and findings. Discussions encompass empirical microeconomic research relating to both high- and low-income countries.\n", + "ECON 640 Prospectus Workshop in Labor Economics and Public Finance. Workshop for students doing research in labor economics and public finance.\n", + "ECON 670 Financial Economics I. Paul Fontanier, Stefano Giglio. Current issues in theoretical financial economics are addressed through the study of current papers. Focuses on the development of the problem-solving skills essential for research in this area.\n", + "ECON 674 Financial Crises. An elective doctoral course covering theoretical and empirical research on financial crises. The first half of the course focuses on general models of financial crises and historical episodes from the nineteenth and twentieth centuries. The second half of the course focuses on the recent financial crisis.\n", + "ECON 678 Macro Finance. Alp Simsek. \n", + "ECON 679 Financial Economics Student Lunch. This workshop is for third-year and other advanced students in financial economics. It is intended to guide students in the early stages of dissertation research. The emphasis is on presentation and discussion of materials presented by students that will eventually lead to dissertation topics. Open to third-year and advanced Ph.D. students only.\n", + "ECON 680 Public Finance I. Orazio Attanasio. Major topics in public finance including externalities, public goods, benefit/cost analysis, fiscal federalism, social insurance, retirement savings, poverty and inequality, taxation, and others. Applications are provided to crime, education, environment and energy, health and health insurance, housing, and other markets and domains. The course covers a variety of applied methods including sufficient statistics, randomized control trials, hedonic models, regression discontinuity, discrete choice, spatial equilibrium, dynamic growth models, differences-in-differences, integrated assessment models, applied general equilibrium, event studies, firm production functions, learning models, general method of moments, and propensity-score reweighting estimators.\n", + "ECON 706 Prospectus Workshop in International and Spatial Economics. This workshop is for third-year and other advanced students in international economic fields. It is intended to guide students in the early stages of dissertation research. The emphasis is on students’ presentation and discussion of material that will eventually lead to the prospectus.\n", + "ECON 720 International Trade I. Costas Arkolakis, Lorenzo Caliendo. The first part of this course covers the basic theory of international trade, from neoclassical theory where trade is the result of comparative advantage (Ricardo, Heckscher-Ohlin) to the \"New Trade Theory\" where trade is generated by imperfect competition and increasing returns to scale. Particular emphasis is placed on the implications of the different theories concerning the aggregate gains or losses from trade and the distributional implications of trade liberalization. The second part of the course explores new advances in the field. It covers the Eaton-Kortum (2002) and Melitz (2003) models; extensions of these models with many countries, multiproduct firms, and sectors; methods of quantitative trade analysis to revisit classic questions (gains from trade, distributional effects of trade, trade policy); and new advances in dynamic trade theory.\n", + "ECON 724 International Finance. Ana Fieler. A study of how consumers and firms are affected by the globalization of the world economy. Topics include trade costs, the current account, exchange rate pass-through, international macroeconomic co-movement, multinational production, and gains from globalization.\n", + "ECON 728 Workshop: International Trade. Workshop/seminar for presentations and discussion on topics in the field of international trade.\n", + "ECON 730 Economic Development I. Kaivan Munshi, Mark Rosenzweig. Development theory at both aggregate and sectoral levels; analysis of growth, employment, poverty, and distribution of income in both closed and open developing economy contexts.\n", + "ECON 733 Urban and Environmental Economics. Costas Arkolakis, Mushfiq Mobarak. A Ph.D. field course covering latest research topics in urban economics and in environmental and energy economics. Topics include the links between urban planning and city productivity and livability, infrastructure investments in electrification and water management, managing externalities, environmental regulation, and the effects of climate change in cities and in rural areas.\n", + "ECON 750 Trade and Development Workshop. A forum for graduate students and faculty with an interest in the economic problems of developing countries. Faculty, students, and a limited number of outside speakers discuss research in progress.\n", + "ECON 756 Prospectus Workshop in Development. Workshop for students doing research in development to present and discuss work.\n", + "ECON 899 Individual Reading and Research. By arrangement with faculty.\n", + "EDST 065 Education and the Life Worth Living. Matthew Croasmun. Consideration of education and what it has to do with real life—not just any life, but a life worth living. Engagement with three visions of different traditions of imagining the good life and of imagining education: Confucianism, Christianity, and Modernism. Students will be asked to challenge the fundamental question of the good life and to put that question at the heart of their college education.\n", + "EDST 110 Foundations in Education Studies. Mira Debs. Introduction to key issues and debates in the U.S. public education system. Focus on the nexus of education practice, policy, and research. Social, scientific, economic, and political forces that shape approaches to schooling and education reform. Theoretical and practical perspectives from practitioners, policymakers, and scholars.\n", + "EDST 110 Foundations in Education Studies. Introduction to key issues and debates in the U.S. public education system. Focus on the nexus of education practice, policy, and research. Social, scientific, economic, and political forces that shape approaches to schooling and education reform. Theoretical and practical perspectives from practitioners, policymakers, and scholars.\n", + "EDST 110 Foundations in Education Studies. Introduction to key issues and debates in the U.S. public education system. Focus on the nexus of education practice, policy, and research. Social, scientific, economic, and political forces that shape approaches to schooling and education reform. Theoretical and practical perspectives from practitioners, policymakers, and scholars.\n", + "EDST 110 Foundations in Education Studies. Introduction to key issues and debates in the U.S. public education system. Focus on the nexus of education practice, policy, and research. Social, scientific, economic, and political forces that shape approaches to schooling and education reform. Theoretical and practical perspectives from practitioners, policymakers, and scholars.\n", + "EDST 110 Foundations in Education Studies. Introduction to key issues and debates in the U.S. public education system. Focus on the nexus of education practice, policy, and research. Social, scientific, economic, and political forces that shape approaches to schooling and education reform. Theoretical and practical perspectives from practitioners, policymakers, and scholars.\n", + "EDST 110 Foundations in Education Studies. Introduction to key issues and debates in the U.S. public education system. Focus on the nexus of education practice, policy, and research. Social, scientific, economic, and political forces that shape approaches to schooling and education reform. Theoretical and practical perspectives from practitioners, policymakers, and scholars.\n", + "EDST 110 Foundations in Education Studies. Introduction to key issues and debates in the U.S. public education system. Focus on the nexus of education practice, policy, and research. Social, scientific, economic, and political forces that shape approaches to schooling and education reform. Theoretical and practical perspectives from practitioners, policymakers, and scholars.\n", + "EDST 110 Foundations in Education Studies. Introduction to key issues and debates in the U.S. public education system. Focus on the nexus of education practice, policy, and research. Social, scientific, economic, and political forces that shape approaches to schooling and education reform. Theoretical and practical perspectives from practitioners, policymakers, and scholars.\n", + "EDST 110 Foundations in Education Studies. Introduction to key issues and debates in the U.S. public education system. Focus on the nexus of education practice, policy, and research. Social, scientific, economic, and political forces that shape approaches to schooling and education reform. Theoretical and practical perspectives from practitioners, policymakers, and scholars.\n", + "EDST 110 Foundations in Education Studies. Introduction to key issues and debates in the U.S. public education system. Focus on the nexus of education practice, policy, and research. Social, scientific, economic, and political forces that shape approaches to schooling and education reform. Theoretical and practical perspectives from practitioners, policymakers, and scholars.\n", + "EDST 115 Children and Books. Jill Campbell. as cross listing with ENGL 115, Children and Books\n", + "EDST 125 Child Development. Ann Close, Carla Horwitz. This course is first in a sequence including Theory and Practice of Early Childhood Education (CHLD127/PSYCH 127/EDST 127) and Language Literacy and Play (CHLD 128/PSYCH 128/EDST 128). This course provides students a theoretical base in child development and behavior and tools to sensitively and carefully observer infants and young children. The seminar will consider aspects of cognitive, social, and emotional development. An assumption of this course is that it is not possible to understand children – their behavior and development—without understanding their families and culture and the relationships between children and parents. The course will give an overview of the major theories in the field, focusing on the complex interaction between the developing self and the environment, exploring current research and theory as well as practice. Students will have the opportunity to see how programs for young children use psychodynamic and interactional theories to inform the development of their philosophy and curriculum. Weekly Observations:-Total Time Commitment 3 hours per week. Students will do two separate weekly observations over the course of the semester. They will observe in a group setting for 2 hours each each week at a Yale affiliated child care center.  Students will also arrange to do a weekly 1 hour observation (either in person or virtually) of a child under the age of 6. Students must make their own arrangements for these individual observations. If it is not possible to arrange a child to observe, please do not apply to take this course. For a portion of class meetings, the class will divide into small supervisory discussion groups.\n", + "EDST 130 The Long Civil Rights Movement. Political, social, and artistic aspects of the U.S. civil rights movement from the 1920s through the 1980s explored in the context of other organized efforts for social change. Focus on relations between the African American freedom movement and debates about gender, labor, sexuality, and foreign policy. Changing representations of social movements in twentieth-century American culture; the politics of historical analysis.\n", + "EDST 140 Developmental Psychology. Frank Keil. An introduction to research and theory on the development of perception, action, emotion, personality, language, and cognition from a cognitive science perspective. Focus on birth to adolescence in humans and other species.\n", + "EDST 144 Race, Ethnicity, and Immigration. Grace Kao. Exploration of sociological studies and theoretical and empirical analyses of race, ethnicity, and immigration, with focus on race relations and racial and ethnic differences in outcomes in contemporary U.S. society (post-1960s). Study of the patterns of educational and labor market outcomes, incarceration, and family formation of whites, blacks (African Americans), Hispanics, and Asian Americans in the United States, as well as immigration patterns and how they affect race and ethnic relations.\n", + "EDST 144 Race, Ethnicity, and Immigration. Exploration of sociological studies and theoretical and empirical analyses of race, ethnicity, and immigration, with focus on race relations and racial and ethnic differences in outcomes in contemporary U.S. society (post-1960s). Study of the patterns of educational and labor market outcomes, incarceration, and family formation of whites, blacks (African Americans), Hispanics, and Asian Americans in the United States, as well as immigration patterns and how they affect race and ethnic relations.\n", + "EDST 144 Race, Ethnicity, and Immigration. Exploration of sociological studies and theoretical and empirical analyses of race, ethnicity, and immigration, with focus on race relations and racial and ethnic differences in outcomes in contemporary U.S. society (post-1960s). Study of the patterns of educational and labor market outcomes, incarceration, and family formation of whites, blacks (African Americans), Hispanics, and Asian Americans in the United States, as well as immigration patterns and how they affect race and ethnic relations.\n", + "EDST 144 Race, Ethnicity, and Immigration. Exploration of sociological studies and theoretical and empirical analyses of race, ethnicity, and immigration, with focus on race relations and racial and ethnic differences in outcomes in contemporary U.S. society (post-1960s). Study of the patterns of educational and labor market outcomes, incarceration, and family formation of whites, blacks (African Americans), Hispanics, and Asian Americans in the United States, as well as immigration patterns and how they affect race and ethnic relations.\n", + "EDST 144 Race, Ethnicity, and Immigration. Exploration of sociological studies and theoretical and empirical analyses of race, ethnicity, and immigration, with focus on race relations and racial and ethnic differences in outcomes in contemporary U.S. society (post-1960s). Study of the patterns of educational and labor market outcomes, incarceration, and family formation of whites, blacks (African Americans), Hispanics, and Asian Americans in the United States, as well as immigration patterns and how they affect race and ethnic relations.\n", + "EDST 144 Race, Ethnicity, and Immigration. Exploration of sociological studies and theoretical and empirical analyses of race, ethnicity, and immigration, with focus on race relations and racial and ethnic differences in outcomes in contemporary U.S. society (post-1960s). Study of the patterns of educational and labor market outcomes, incarceration, and family formation of whites, blacks (African Americans), Hispanics, and Asian Americans in the United States, as well as immigration patterns and how they affect race and ethnic relations.\n", + "EDST 160 Social Psychology. Maria Gendron. Theories, methodology, and applications of social psychology. Core topics include the self, social cognition/social perception, attitudes and persuasion, group processes, conformity, human conflict and aggression, prejudice, prosocial behavior, and emotion.\n", + "EDST 162 Methods in Quantitative Sociology. Daniel Karell. Introduction to methods in quantitative sociological research. Topics include: data description; graphical approaches; elementary probability theory; bivariate and multivariate linear regression; regression diagnostics. Students use Stata for hands-on data analysis.\n", + "EDST 180 Clinical Psychology. Jutta Joormann. The major forms of psychopathology that appear in childhood and adult life. Topics include the symptomatology of mental disorders; their etiology from psychological, biological, and sociocultural perspectives; and issues pertaining to diagnosis and treatment.\n", + "EDST 209 Identity, Diversity, and Policy in U.S. Education. Craig Canfield. Introduction to critical theory (feminism, queer theory, critical race theory, disability studies, trans studies, indigenous studies) as a fundamental tool for understanding and critiquing identity, diversity, and policy in U.S. education. Exploration of identity politics and theory, as they figure in education policy. Methods for applying theory and interventions to interrogate issues in education. Application of theory and interventions to policy creation and reform.\n", + "EDST 211 Latinx Communities and Education in the United States. This course is an interdisciplinary and comparative study of Latinx communities and their experiences with K-12 education in the United States. The Latinx population in the United States continues to grow, with the Census Bureau projecting that the Latinx population will comprise 27.5 percent of the nation’s population by 2060.[1] In fact, in 2018, more than a quarter of the nation’s newborns were Latinx.[2] Yet, even as the Latinx population continues to grow, the education field has a relatively broad understanding of Latinx communities in the United States–frequently treating them as a monolith when designing everything from curriculum to education reform policies. To understand why such an approach to education studies may yield limited insight on Latinx communities, the course draws on research about the broader histories and experiences of Latinx communities in the United States before returning to the topic of K-12 education.\n", + "EDST 228 Contemporary Topics in Social and Emotional Learning. Christina Cipriano. While our nation's youth are increasingly more anxious and disconnected than ever before, social and emotional learning, or SEL, is being politicized by arguments without empirical evidence. The reality is that due in part to its interdisciplinary origins, and in part to its quick uptake, what SEL is, why it matters, and who it benefits, has garnered significant attention since its inception. Key questions and discourse over the past three decades include if SEL skills are: another name for personality, soft skills, 21st century skills, or emotional intelligence, are SEL skills stand-alone or do they need to be taught together and in sequence, for how long does the intervention need to last to be effective, how do you assess SEL, are SEL skills culturally responsive and universally applicable, and can SEL promote the conditions for education equity? In this seminar, students unpack these key questions and challenge and evolve the current discourse through seminal and contemporary readings, writing, and artifact analyses. Students are provided with the opportunity to engage critically with the largest data set amassed to date of the contemporary evidence for SEL.\n", + "EDST 232 US Federal Education Policy. Eleanor Schiff. Though education policy is typically viewed as a state and local issue, the federal government has taken a significant role in shaping policy since the end of World War II. The centralization of education policy has corresponded with changing views in society for what constitutes an equitable educational opportunity. This class is divided into three topics: 1) the federal role in education broadly (K-12) and the accountability movement in K-12: from the No Child Left Behind Act to the Common Core State Standards (and cross-national comparisons to US schools), 2) federal role in higher education, and 3) the education industry (teachers unions and think tanks).\n", + "EDST 237 Language and Mind. Maria Pinango. The structure of linguistic knowledge and how it is used during communication. The principles that guide the acquisition of this system by children learning their first language, by children learning language in unusual circumstances (heritage speakers, sign languages) and adults learning a second language, bilingual speakers. The processing of language in real-time. Psychological traits that impact language learning and language use.\n", + "EDST 238 The Politics of Public Education. Jennifer Berkshire. Examination of the deep political divides, past and present, over public education in the United States. Fundamental questions, including who gets to determine where and how children are educated, who should pay for public education, and the role of education as a counter for poverty, remain politically contested. The course explores these conflicts from a variety of political perspectives. Students learn journalistic methods, including narrative, opinion and digital storytelling, developing the necessary skills to participate in the national conversation around education policy and politics.\n", + "EDST 241 Disability Studies and Special Education: Science, Policy and Practice. Joan Bosson-Heenan, Kimberley Tsujimoto. This course explores disabilities in the context of K-12 education, including historical and current models of disabilities as they relate to special education and disability discourse. Focuses include education policies and barriers to accessible and equitable education and a range of topics including diagnostic criteria, inclusive and segregated classrooms, access to resources and accommodations, and intersectionality between disabilities, mental health, and diversity (e.g., race, sex). The final section of the course examines the provision of evidence-based interventions and best supports for students with disabilities.\n", + "EDST 263 Place, Race, and Memory in Schools. Errol Saunders. In the wake of the Black Lives Matter movement and widespread, multiracial protests calling for racial justice across the United States, there is a renewed interest in the roles that schools play in perpetuating racial disparities in American society and the opportunities that education writ large might provide for remedying them. As places, schools both shape and are profoundly shaped by the built environment and the everyday experiences of the people that interact with them. Teachers, administrators, students, and parents are impacted by the racialized memories to explain the past, justify the present, and to move them to action for the future. These individual and collective memories of who and where they are, and the traumas, successes, failures, and accomplishments that they have with regard to school and education are essential to understanding how schools and school reforms work. Grounded in four different geographies, this course examines how the interrelationships of place, race, and memory are implicated in reforms of preK-12 schools in the United States. The course uses an interdisciplinary approach to study these phenomena, borrowing from commensurate frameworks in sociology, anthropology, political science, and memory studies with the goal of examining multiple angles and perspectives on a given issue.\n", + "EDST 281 What is the University?. Mordechai Levy-Eichel. The University is one of the most influential—and underexamined—kinds of corporations in the modern world. It is responsible both for mass higher education and for elite training. It aims to produce and disseminate knowledge, and to prepare graduates for work in all different kinds of fields. It functions both as a symbol and repository of learning, if not ideally wisdom, and functions as one of the most important sites of networking, patronage, and socialization today. It is, in short, one of the most alluring and abused institutions in our culture today, often idolized as a savior or a scapegoat. And while the first universities were not founded in the service of research, today’s most prestigious schools claim to be centrally dedicated to it. But what is research? Where does our notion of research and the supposed ability to routinely produce it come from? This seminar is a high-level historical and structural examination of the rise of the research university. We cover both the origins and the modern practices of the university, from the late medieval world to the modern day, with an eye toward critically examining the development of the customs, practices, culture, and work around us, and with a strong comparative perspective. Topics include: tenure, endowments, the committee system, the growth of degrees, the aims of research, peer-review, the nature of disciplinary divisions, as well as a host of other issues.\n", + "EDST 283 Children's Literature in Africa. Helen Yitah. This course introduces students to oral and written literature by/for and/or about children in Africa: from its oral origins in riddles, lullabies, playground verse, and folk narratives, to written texts in the form of drama, poetry, and prose. The course examines representative texts of the genre to address its historical background/development and explore its distinctive (literary) qualities. Major themes and social issues that are dealt with in African children’s literature (including cultural notions of childhood, gender, and power) as well as critical approaches to the genre are considered.\n", + "EDST 290 Leadership, Change, and Improvement in Education. Richard Lemons. Analysis of the most significant challenges faced by the United States educational system, drawing upon research from a range of academic disciplines to understand how schools and districts operate and why certain educational challenges persist, sometimes over multiple generations of students. Students will study successful educational improvement efforts to better understand the political and organizational strategies necessary to improve student experiences and outcomes at scale, as well as the leadership practices necessary to successfully implement and sustain such strategies.\n", + "EDST 340 Anti-Racist Curriculum and Pedagogy. Daniel HoSang. This seminar explores the pedagogical and conceptual tools, resources and frameworks used to teach about race and racism at the primary and secondary levels, across diverse disciplines and subject areas. Moving beyond the more limited paradigms of racial colorblindness and diversity, the seminar introduces curricular strategies for centering race and racism in ways that are accessible to students from a broad range of backgrounds, and that work to advance the overall goals of the curriculum.\n", + "EDST 400 Senior Capstone (Fall). Talya Zemach-Bersin. The first course in the yearlong sequence, followed by EDST 410/EDST 490 preparing students for a thesis-equivalent capstone project and overview of education studies methodologies and practical research design.\n", + "EDST 436 Translating Developmental Science into Educational Practice. Julia Leonard. Recent insights from developmental psychology and neuroscience on synaptic plasticity, critical periods, metacognition, and enriched environments are ripe for application to improve children’s lives. Yet sometimes the translation of research into practice is a bridge too far. In this course, we discuss cutting-edge research in developmental cognitive and neural sciences and examine how these findings can inform policy and educational practice.\n", + "EDST 471 Independent Study. Mira Debs. Readings in educational topics, history, policy, or methodology; weekly tutorial and a substantial term essay.\n", + "EENG 200 Introduction to Electronics. Jung Han. Introduction to the basic principles of analog and digital electronics. Analysis, design, and synthesis of electronic circuits and systems. Topics include current and voltage laws that govern electronic circuit behavior, node and loop methods for solving circuit problems, DC and AC circuit elements, frequency response, nonlinear circuits, semiconductor devices, and small-signal amplifiers. A lab session approximately every other week.\n", + "EENG 200 Introduction to Electronics. Introduction to the basic principles of analog and digital electronics. Analysis, design, and synthesis of electronic circuits and systems. Topics include current and voltage laws that govern electronic circuit behavior, node and loop methods for solving circuit problems, DC and AC circuit elements, frequency response, nonlinear circuits, semiconductor devices, and small-signal amplifiers. A lab session approximately every other week.\n", + "EENG 200 Introduction to Electronics. Introduction to the basic principles of analog and digital electronics. Analysis, design, and synthesis of electronic circuits and systems. Topics include current and voltage laws that govern electronic circuit behavior, node and loop methods for solving circuit problems, DC and AC circuit elements, frequency response, nonlinear circuits, semiconductor devices, and small-signal amplifiers. A lab session approximately every other week.\n", + "EENG 200 Introduction to Electronics. Introduction to the basic principles of analog and digital electronics. Analysis, design, and synthesis of electronic circuits and systems. Topics include current and voltage laws that govern electronic circuit behavior, node and loop methods for solving circuit problems, DC and AC circuit elements, frequency response, nonlinear circuits, semiconductor devices, and small-signal amplifiers. A lab session approximately every other week.\n", + "EENG 202 Communications, Computation, and Control. Pei-Chun Su. Introduction to systems that sense, process, control, and communicate. Topics include information theory and coding (compression, channel coding); network systems (network architecture, routing, wireless networks); signals and systems (linear systems, Fourier techniques, bandlimited sampling); estimation and learning (hypothesis testing, regression, classification); and end-to-end application examples (security, communication systems). MATLAB programming assignments illustrate concepts. Students should have basic familiarity with counting (combinatorics), probability and statistics (independence between events, conditional probability, expectation of random variables, uniform distribution).\n", + "EENG 235 Special Projects. Fengnian Xia, Rajit Manohar. Faculty-supervised individual or small-group projects with emphasis on laboratory experience, engineering design, or tutorial study. Students are expected to consult the director of undergraduate studies and appropriate faculty members about ideas and suggestions for suitable topics during the term preceding enrollment. These courses may be taken at any time during the student's career. Enrollment requires permission of both the instructor and the director of undergraduate studies, and submission to the latter of a one- to two-page prospectus signed by the instructor. The prospectus is due in the departmental office one day prior to the date that the student's course schedule is due.\n", + "EENG 320 Introduction to Semiconductor Devices. Mengxia Liu. An introduction to the physics of semiconductors and semiconductor devices. Topics include crystal structure; energy bands in solids; charge carriers with their statistics and dynamics; junctions, p-n diodes, and LEDs; bipolar and field-effect transistors; and device fabrication. Additional lab one afternoon per week. Prepares for EENG 325 and 401. Recommended preparation: EENG 200.\n", + "EENG 325 Electronic Circuits. Fengnian Xia. Models for active devices; single-ended and differential amplifiers; current sources and active loads; operational amplifiers; feedback; design of analog circuits for particular functions and specifications, in actual applications wherever possible, using design-oriented methods. Includes a team-oriented design project for real-world applications, such as a high-power stereo amplifier design. Electronics Workbench is used as a tool in computer-aided design. Additional lab one afternoon per week.\n", + "EENG 428 Cloud Computing with FPGAs. Jakub Szefer. This course is an intermediate to advanced level course focusing on digital design and use of Field Programmable Gate Arrays (FPGAs). The course centers around the new cloud computing paradigm of using FPGAs that are hosted remotely by cloud providers and accessed remotely by users. The theoretical aspects of the course focus on digital system modeling and design using the Verilog Hardware Description Language (Verilog HDL). In the course, students learn about logic synthesis, behavioral modeling, module hierarchies, combinatorial and sequential primitives, and implementing and testing the designs in simulation and real FPGAs. Students learn about topics ranging from higg-level ideas about cloud computing to low-level details of interfacing servers to FPGAs, PCIe protocol, AXI protocol, and other common communication protocols between hardware modules or between the FPGAs and the host computer, including Serial, SPI, and I2C. Students also learn about and use FPGA tools from Xilinx, but course also touches on tools available from Intel (formerly Altera) as well as open-source tools. The practical aspects of the course include semester-long projects leveraging commercial or in-lab remote FPGAs, based on the project selected by students.\n", + "EENG 432 Linear Systems. A Stephen Morse. Introduction to finite-dimensional, continuous, and discrete-time linear dynamical systems. Exploration of the basic properties and mathematical structure of the linear systems used for modeling dynamical processes in robotics, signal and image processing, economics, statistics, environmental and biomedical engineering, and control theory.\n", + "EENG 439 Neural Networks and Learning Systems. Priya Panda. Neural networks (NNs) have become all-pervasive giving us self-driving cars, Siri Voice assistants, Alexa, and much more. While deep NNs deliver state-of-the-art accuracy on many artificial intelligence tasks, it comes at the cost of high computational complexity. Accordingly, designing efficient hardware architectures for deep neural networks is an important step towards enabling the wide deployment of NNs, particularly in low-power computing platforms, such as, mobiles, embedded Internet of Things (IoT) and drones. This course aims to provide a thorough overview on deep learning techniques, while highlighting the key trends and advances toward efficient processing of deep learning in hardware systems, considering algorithm-hardware co-design techniques.\n", + "EENG 440 Detection and Estimation. Dionysis Kalogerias. Detection and estimation refers to the development and study of statistical theory and methods in settings involving stochastic signals and, more generally, stochastic processes or stochastic data, where the goal is (optimal) testing of possibly multiple hypotheses regarding the generative model of the data, (optimal) signal estimation from potentially noisy measurements/observations, and parameter estimation whenever parametric signal/data models are available. Although these problems often come up in the context of signal processing and communications, the concepts are fundamental to the basic statistical methodologies used broadly across science, medicine, and engineering. The course has been designed from a contemporary perspective, and includes new and cutting-edge topics such as risk-aware statistical estimation and intrinsic links with stochastic optimization and statistical learning.\n", + "\n", + "Prior knowledge of undergrad/first-year-grad level probability would be ideal. Knowledge of real analysis/measure theory would be even more ideal, but it is not required.\n", + "EENG 443 Fundamentals of Robot Modeling and Control. Ian Abraham. This course introduces fundamental concepts of robotics, optimal control, and reinforcement learning. Lectures cover topics on state representation, manipulator equations, forward/inverse kinematics/dynamics, planning and control of fully actuated and underactuated robots, operational space control, control via mathematical optimization, and reinforcement learning. The topics focus on connecting mathematical formulations to algorithmic implementation through simulated robotic systems. Coding assignments provide students experience setting up and interfacing with several simulated robotic systems, algorithmic implementation of several state-of-the-art methods, and a codebase for future use. Special topic lectures focus on recent developments in the field of robotics and highlight core research areas. A final class project takes place instead of a final exam where students leverage the codebase they have built throughout the course in a robot problem of their choosing.\n", + "EENG 445 Biomedical Image Processing and Analysis. James Duncan, Lawrence Staib. This course is an introduction to biomedical image processing and analysis, covering image processing basics and techniques for image enhancement, feature extraction, compression, segmentation, registration and motion analysis including traditional and machine learning techniques. Student learn the fundamentals behind image processing and analysis methods and algorithms with an emphasis on biomedical applications.\n", + "EENG 468 Advanced Special Projects. Fengnian Xia, Rajit Manohar. Faculty-supervised individual or small-group projects with emphasis on research (laboratory or theory), engineering design, or tutorial study. Students are expected to consult the director of undergraduate studies and appropriate faculty members about ideas and suggestions for suitable topics during the term preceding enrollment. This course may only be taken once and at any appropriate time during the student's career; it does not fulfill the senior requirement. Enrollment requires permission of both the instructor and the DUS, and submission to the latter of a one- to two-page prospectus approved by the instructor. The prospectus is due to the DUS one day prior to the date that the student's course schedule is due.\n", + "EENG 471 Senior Advanced Special Projects. Fengnian Xia, Rajit Manohar. Faculty-supervised individual or small-group projects with emphasis on research (laboratory or theory), engineering design, or tutorial study. Students are expected to consult the director of undergraduate studies and appropriate faculty members about ideas and suggestions for suitable topics during the term preceding enrollment. This course is only open to seniors and is one of the courses that fulfills the senior requirement. Enrollment requires permission of both the instructor and the DUS, and submission to the latter of a one- to two-page prospectus approved by the instructor. The prospectus is due to the DUS one day prior to the date that the student's course schedule is due.\n", + "EENG 475 Computational Vision and Biological Perception. Steven Zucker. An overview of computational vision with a biological emphasis. Suitable as an introduction to biological perception for computer science and engineering students, as well as an introduction to computational vision for mathematics, psychology, and physiology students.\n", + "EGYP 110 Introduction to Classical Hieroglyphic Egyptian I. Vincent Morel. Introduction to the language of ancient pharaonic Egypt (Middle Egyptian) and its hieroglyphic writing system, with short historical, literary, and religious texts. Grammatical analysis with exercises in reading, translation, and composition.\n", + "EGYP 117 Elementary Biblical Coptic I. David Baldi. The native Egyptian language in the Roman and Byzantine periods. Thorough grounding in grammar and vocabulary of the Sahidic dialect as a basis for reading biblical, monastic, and Gnostic texts.\n", + "EGYP 131 Intermediate Egyptian I: Literary Texts. John Darnell. This course engages in close reading of Middle Egyptian literary texts in hieroglyphic transcription, along with an introduction to the hieratic (cursive) Egyptian script of the original sources. Primary sources include the Middle Kingdom stories, principally those known by the modern titles \"The Story of Sinuhe\" and \"The Tale of the Eloquent Peasant.\" Assigned secondary literature includes reviews of grammatical topics in Middle Egyptian and analyses of the cultural, religious, and historical context of the literary texts. We also read portions of texts from other genres—historical, administrative, etc.—that serve to illuminate concepts and practices appearing in the literary compositions.\n", + "EGYP 229 Ancient Egyptian Epistolography. John Darnell. This course engages in close reading of ancient Egyptian letters, along with the development of further proficiency in the hieratic (cursive) Egyptian script (students who have no previous experience with hieratic are given an introduction to the writing system). Primary sources include material of Old Kingdom, Middle Kingdom, New Kingdom, and Third Intermediate Period date. Assigned secondary literature includes analyses of the cultural, religious, and historical context of the letters.\n", + "EGYP 500 Introduction to Classical Hieroglyphic Egyptian I. Vincent Morel. A two-term introduction to the language of ancient pharaonic Egypt (Middle Egyptian) and its hieroglyphic writing system, with short historical, literary, and religious texts. Grammatical analysis with exercises in reading, translation, and composition.\n", + "EGYP 510 Elementary Biblical Coptic I. David Baldi. The native Egyptian language in the Roman and Byzantine periods. Thorough grounding in grammar and vocabulary of the Sahidic dialect as a basis for reading biblical, monastic, and Gnostic texts. Credit only on completion of EGYP 520.\n", + "EGYP 533 Intermediate Egyptian I: Literary Texts. John Darnell. Close reading of Middle Egyptian literary texts; introduction to the hieratic (cursive) Egyptian script. Readings include the Middle Kingdom stories of \"Sinuhe\" and the \"Eloquent Peasant\" and excerpts from wisdom literature.\n", + "EGYP 540 Ancient Egyptian Epistolography. John Darnell. Readings (in hieroglyphic and hieratic scripts) of Egyptian letters, from the Old Kingdom through the Third Intermediate Period, including the Letters to the Dead, Kahun Letters, and Late Ramesside Letters.\n", + "EGYP 590 Egyptian Coffin Texts. John Darnell. Readings of the religious texts of Middle Kingdom coffins. Focus on creation accounts, the Shu texts, spells of transformation, and the Book of the Two Ways. Readings in both normalized hieroglyphic transcription and original cursive hieroglyphic writing. Study of coffin panels in the collection of the Yale Art Gallery.\n", + "EGYP 599 Directed Readings: Egyptology. John Darnell. \n", + "EHS 500 Independent Study in Environmental Health Sciences. Nicole Deziel. Independent study on a specific research topic agreed upon by both faculty and M.P.H. student. Research projects may be \"dry\" (i.e., statistical or epidemiologic analysis) or \"wet\" (i.e., laboratory analyses). The student meets with the EHS faculty member at the beginning of the term to discuss goals and expectations and to develop a syllabus. The student becomes familiar with the research models, approaches, and methods utilized by the faculty. The student is expected to spend at least ten hours per week working on their project and to produce a culminating paper at the end of the term.\n", + "EHS 502 Physiology for Public Health. Catherine Yeckel. The objective of this course is to build a comprehensive working knowledge base for each of the primary physiologic systems that respond to acute and chronic environmental stressors, as well as chronic disease states. The course follows the general framework: (1) examine the structural and functional characteristics of given physiological system; (2) explore how both structure and function (within and between physiological systems) work to promote health; (3) explore how necessary features of each system (or integrated systems) are points of vulnerability that can lead to dysfunction and disease. In addition, this course offers the opportunity to examine each physiological system with respect to influences key to public health interest, e.g., age, race/ethnicity, environmental exposures, chronic disease, microbial disease, and lifestyle, including the protection afforded by healthy lifestyle factors.\n", + "EHS 507 Environmental Epidemiology. Yong Zhu. This course is designed to focus on application of epidemiology principles and methods to study environmental exposures and adverse health outcomes. The major focus of environmental exposures includes both physical and chemical exposures, i.e., environmental chemicals and pesticides, air pollution, radiation, etc. Emphasis is placed on designing population-based studies to investigate environmental issues and human health, critically reviewing literature and interpreting environmental epidemiologic research data, identifying challenges involved in studying environmental exposures and human health, and analyzing data of environmental exposures and human health. Gene-environment interactions are an essential component when studying environmental hazards in relation to human health, which are also addressed and discussed in the class.\n", + "EHS 525 Seminar and Journal Club in Environmental Health. Ying Chen. Students are introduced to a wide variety of research topics, policy topics, and applications in environmental health science. The course consists of seminar presentations and journal club meetings that alternate weekly. The seminar series includes biweekly presentations by EHS faculty and outside experts, followed by a discussion period. The journal club series includes student presentations and discussion on one or two scientific literatures related to the seminar topic of the following week. This course is designed to promote critical thinking regarding current topics in environmental health science as well as to help students develop topics for their theses. Although no credit or grade is awarded, satisfactory performance will be noted on the student’s transcript.\n", + "EHS 537 Water, Sanitation, and Global Health. Michael Cappello, Ying Chen. Water is essential for life, and yet unsafe water poses threats to human health globally, from the poorest to the wealthiest countries. More than two billion people around the world lack access to clean, safe drinking water, hygiene, and sanitation (WASH). This course focuses on the role of water in human health from a public health perspective. The course provides a broad overview of the important relationships between water quality, human health, and the global burden of waterborne diseases. It discusses the basics of water compartments and the health effects from exposures to pathogenic microbes and toxic chemicals in drinking water. It also covers different sanitation solutions to improve water quality and disease prevention and discusses future challenges and the need for intervention strategies in the new millennium.\n", + "EHS 540E Environmental Exposure Assessment. Krystal Pollitt, Nicole Deziel. Individuals are exposed to a multitude of chemical and physical environmental agents as they move through various microenvironments carrying out their daily activities. Accurate environmental and occupational exposure data are critical for (1) tracking changes in exposures over time, (2) investigating links with adverse health outcomes in epidemiologic analyses, (3) conducting risk assessments, and (4) comparing against regulatory standards. However, quantitative exposure data are difficult to collect, and often surrogate measures are used. This course focuses on providing tools to evaluate air, water, and physical stressors encountered in the indoor, outdoor, and occupational environment. Indirect and direct methods of assessing exposures in environmental and occupational settings are reviewed. Criteria for evaluating the quality of an exposure assessment and exposure data are discussed. The course covers the design of exposure assessment strategies for research and public health practice, the techniques and methods for sampling and analysis, and the interpretation of data. In addition, it incorporates aspects of inequities in environmental exposures (environmental justice). The class consists of lectures, discussions of readings and exposure data, and hands-on exposure monitoring.\n", + "EHS 544 Climate Equity and Health Policy Methods. Suzi Ruhl. Climate change presents threats to human health and well-being, while escalating health inequities. These health impacts can be direct, indirect, and cumulative. Concomitantly, efforts to prevent and respond to climate change can offer beneficial health impacts to vulnerable and disadvantaged populations. This course focuses on policy research methods, offers a policy to practice approach, and is accountable to communities most vulnerable to climate change. As a foundation, the course explores the \"face of climate inequity\" considering structural biases, social inequities, and racism that undermine health and create challenges for those most vulnerable to climate change. It also increases awareness of cultural values and practices that should be considered in the design, implementation, and evaluation of climate equity and health policies and programs. Further, the framework of the course triangulates rule of law, evidence-based methodologies, and meaningful engagement. It introduces the basic principle of \"rule of law\" as a means to navigate government policy making with an understanding of administrative law and relevant environmental laws. It builds on this foundation to explore policy methods buttressed by evidence that is based on academic and lived experience expertise. It addresses mapping tools and data analysis accountable to disadvantaged populations. It incorporates consideration of \"meaningful engagement\" of vulnerable populations, with a special focus on the disproportionate impacts of climate change on the whole health of disadvantaged individuals, families, and communities. Further, key health topics are highlighted through integrative case studies, including climate resiliency and family mental health and health care systems. Innovation at the state and local levels of government are also addressed. Throughout the course, attention is directed to integration of these concepts through applied learning.\n", + "EHS 560 Methods in Climate Epidemiology. Kai Chen. Climate change is recognized as one of the greatest public health challenges of the twenty-first century. This course takes multidisciplinary approaches to identify, assess, quantify, and project public health impacts of climate change and of measures to address climate change. It first introduces the fundamental principles of health impact assessment and gives a brief overview of the public health approaches to address climate change. Then it applies advanced data analysis methodologies in environmental epidemiology, including time-series analysis, spatial epidemiology, and vulnerability assessment, to characterize the present climate-health (exposure-response) relationships and to identify vulnerable populations. The course discusses key concepts of scenario-based climate projections and their applications in projecting future health impacts, evaluating health co-benefits of climate mitigation polices, and assessing climate change adaptation measures. Emphasis is placed on hands-on computer lab exercises with real-data examples and R scripts.\n", + "EHS 566 Causal Inference Methods in Public Health Research. Zeyan Liew. This course introduces the theory and applications of causal inference methods for public health research. The rapid development of both the theoretical frameworks and applications of causal inference methods in recent years provides opportunities to improve the rigor of epidemiological research. The course covers topics such as (1) the principles of causal logic including counterfactuals and probability logic, (2) epidemiological study designs and sources of biases including misinterpretations of statistics, (3) applications of causal diagrams in epidemiology, (4) applications of causal modeling techniques in epidemiological research using real-world and simulated data. Students leave the course with a basic knowledge of causal inference methods to apply in their own research projects and the ability to further explore the causal inference literature. This is an introductory-level course for causal inference methods with a focus on epidemiological research using observational data. Students interested in the theoretical and mathematical basis of causal inference methods should consider taking BIS 537.\n", + "EHS 568 Introduction to GIS for Public Health. Jill Kelly. This course teaches the use of Geographic Information Systems (GIS), a collection of hardware and software tools that allow users to acquire, manipulate, analyze, and display geographic data in its spatial configuration. Students learn both the theory of geospatial analysis and practical applications of GIS in a public health context.\n", + "EHS 575 Introduction to Occupational and Environmental Medicine. Carrie Redlich, Linda Cantley. This course presents a broad overview of the fundamental concepts of occupational and environmental medicine (OEM), including the major workplace and environmental hazards and stressors (chemical, physical, biological, psychosocial), the settings in which they occur, major related illnesses and injuries, and preventive strategies. The key role of exposure assessment, industrial hygiene, ergonomics, epidemiology, toxicology, and regulatory and ethical factors in the recognition and prevention of work and environment-related health effects is incorporated throughout the course. The course includes lectures, workplace site visits, and article discussions. There are no prerequisites.\n", + "EHS 598 Environment and Human Health. Michelle Bell. This course provides an overview of the critical relationships between the environment and human health. The class explores the interaction between health and different parts of the environmental system including weather, air pollution, greenspace, environmental justice, and occupational health. Other topics include environmental ethics, exposure assessment, case studies of environmental health disasters, links between climate change and health, and integration of scientific evidence on environmental health. Students learn about current key topics in environmental health and how to critique and understand scientific studies on the environment and human health. The course incorporates lectures and discussion.\n", + "EHS 600 Directed Readings EHS: Green Corridors & Heat Impact. Kai Chen. Independent study or directed readings on a specific research topic agreed upon by faculty and student. By arrangement with faculty. For Ph.D. students only.\n", + "EHS 600 Directed Readings EHS: Heat-related Mortality . Kai Chen. Independent study or directed readings on a specific research topic agreed upon by faculty and student. By arrangement with faculty. For Ph.D. students only.\n", + "EHS 600 Independent Study or Directed Readings. Independent study or directed readings on a specific research topic agreed upon by faculty and student. By arrangement with faculty. For Ph.D. students only.\n", + "EHS 619 Research Rotation. Caroline Johnson. This course is required of all EHS Ph.D. students during their first academic year. The research rotations are in EHS laboratories that are able to accommodate students. Research rotations are available for both \"dry\" (i.e., statistical analysis) and \"wet\" (i.e., bench) laboratory research groups. The student meets with the EHS graduate faculty member at the beginning of the rotation for an explanation of the goals and expectations of a student in the laboratory. The student becomes familiar with the research models, approaches, and methods utilized by the research group through interactions with other laboratory/research personnel and from laboratory manuscripts. The student is expected to spend at least fifteen hours per week working in the laboratory or research group and to present a rotation seminar at the end of the rotation period.\n", + "ELP 504 Speaking Fluently 1. Jaime-Erin Parry. (High-intermediate) Develop oral English fluency and listening skills in a variety of contexts: academic, workplace and everyday life through functional use of language in practical scenarios and discussions presented in theme-based units. Improve pronunciation and develop familiarity and accurate usage of American colloquial and idiomatic language.\n", + "ELP 504 Speaking Fluently 1. Jaime-Erin Parry. (High-intermediate) Develop oral English fluency and listening skills in a variety of contexts: academic, workplace and everyday life through functional use of language in practical scenarios and discussions presented in theme-based units. Improve pronunciation and develop familiarity and accurate usage of American colloquial and idiomatic language.\n", + "ELP 504 Speaking Fluently 1. Lauri Lafferty. (High-intermediate) Develop oral English fluency and listening skills in a variety of contexts: academic, workplace and everyday life through functional use of language in practical scenarios and discussions presented in theme-based units. Improve pronunciation and develop familiarity and accurate usage of American colloquial and idiomatic language.\n", + "ELP 506 Academic Writing 1. James Tierney. (High-intermediate) Develop your written academic English language and critical thinking skills with focus on coherency through word choice, structure and organization. Write, critique, and edit a variety of academic essays focusing upon the sentence and essay level in this integrated, workshop-based course. In addition to standard work on writing mechanics, special attention will be paid to issues of formality in writing, developing academic vocabulary, the importance of genre, and the development of cohesion. The course will assist students in becoming better editors of their own work\n", + "ELP 507 Academic Writing 2. James Tierney. Develop strategies for acquiring new vocabulary including word parts, word forms, word families and idioms according to notions (describing) and functions (purposes) of language. In this integrated and theme-based language skills course students will practice using newly acquired vocabulary in a variety of contexts\n", + "ELP 507 Academic Writing 2. James Tierney. Develop strategies for acquiring new vocabulary including word parts, word forms, word families and idioms according to notions (describing) and functions (purposes) of language. In this integrated and theme-based language skills course students will practice using newly acquired vocabulary in a variety of contexts\n", + "ELP 508 Pronunciation 1. Anna Moldawa-Shetty. (Intermediate/high intermediate) This pronunciation course is designed to provide advanced level students with the tools they need to communicate clearly in English. The course focuses on the suprasegmental features of pronunciation: prominence, rhythm, and intonation as well as the discrete sounds of the English language. Using a communicative and interactive approach, the course provides extensive speaking practice that allows students to build their fluency, accuracy, and speaking confidence.\n", + "ELP 514 Speaking Fluently 2. Elka Kristo Nagy. (Low-advanced) Refine your oral English language skills and improve accuracy and intelligibility in order to initiate and maintain control of complex conversations, discussions, workplace meetings, and presentations with confidence and professionalism. The course is presented in a case-based context relevant to student academic needs. Refine pronunciation and practice appropriate use of colloquial and idiomatic language.\n", + "ELP 514 Speaking Fluently 2. Elka Kristo Nagy. (Low-advanced) Refine your oral English language skills and improve accuracy and intelligibility in order to initiate and maintain control of complex conversations, discussions, workplace meetings, and presentations with confidence and professionalism. The course is presented in a case-based context relevant to student academic needs. Refine pronunciation and practice appropriate use of colloquial and idiomatic language.\n", + "ELP 515 Teaching in the American Classroom. Cynthia DeRoma. (Low-advanced) Develop oral English language skills and intelligibility required for participation in the American academic classrooms. Develop awareness of language and discourse and practice a variety of presentation skills for working with individuals and groups of students. Build your understanding of the culture of the American classroom through observations and case studies. Build confidence in individual and small group teaching practice. This course includes videotaping, individualized feedback and initiation of a teaching portfolio. The Oral Performance Assessment 2 (OPA2) is the final assessment in the course and may be used to achieve Yale Oral English Proficiency.\n", + "ELP 515 Teaching in the American Classroom. Cynthia DeRoma. (Low-advanced) Develop oral English language skills and intelligibility required for participation in the American academic classrooms. Develop awareness of language and discourse and practice a variety of presentation skills for working with individuals and groups of students. Build your understanding of the culture of the American classroom through observations and case studies. Build confidence in individual and small group teaching practice. This course includes videotaping, individualized feedback and initiation of a teaching portfolio. The Oral Performance Assessment 2 (OPA2) is the final assessment in the course and may be used to achieve Yale Oral English Proficiency.\n", + "ELP 515 Teaching in the American Classroom. Anna Moldawa-Shetty. (Low-advanced) Develop oral English language skills and intelligibility required for participation in the American academic classrooms. Develop awareness of language and discourse and practice a variety of presentation skills for working with individuals and groups of students. Build your understanding of the culture of the American classroom through observations and case studies. Build confidence in individual and small group teaching practice. This course includes videotaping, individualized feedback and initiation of a teaching portfolio. The Oral Performance Assessment 2 (OPA2) is the final assessment in the course and may be used to achieve Yale Oral English Proficiency.\n", + "ELP 524 Professional Communication Skills. James Tierney. (Advanced) This course is designed to provide training and practice in the advanced professional communication skills needed for international graduate students and scholars in their professional lives and in preparation for entering academic or corporate job markets. Refine and expand presentation skills for a variety of professional contexts, improve pronunciation with accent reduction, develop interviewing and specific cultural competencies necessary for success beyond the classroom. Classes will also include panel discussions, guest speakers, videotaping with instructor feedback, and employment documentation preparation as needed.\n", + "EMD 525 Seminar in Epidemiology of Microbial Diseases. Albert Ko, Serap Aksoy. This is a weekly seminar series offered by EMD faculty. The presentations describe the ongoing research activities in faculty laboratories as well as in EMD-affiliated centers. The talks introduce the department’s research activities as well as associated resources in the area. Although no credit or grade is awarded, satisfactory performance will be noted on the student’s transcript.\n", + "EMD 533 Implementation Science. J. Lucian (Luke) Davis. Implementation science can be defined as the study of facilitators and barriers to the adoption and integration of evidence-based practices into health care policy and delivery. Examples include comparisons of multiple evidence-based interventions; adaptation of interventions according to population and setting; approaches to scale-up of effective interventions; and development of innovative approaches to improve health care delivery and health. This course explores implementation science using a seminar format; each session begins with a brief presentation of focal topic content followed by critical thinking and dialogue. Students apply the content each week in the development of a potential research project using implementation science in their area of interest and expertise. Throughout the course, faculty and students bring case studies and illustrations from the literature to illustrate key concepts and challenges in the conceptualization and implementation of studies using these methods.\n", + "EMD 537 Water, Sanitation, and Global Health. Michael Cappello, Ying Chen. Water is essential for life, and yet unsafe water poses threats to human health globally, from the poorest to the wealthiest countries. More than two billion people around the world lack access to clean, safe drinking water, hygiene, and sanitation (WASH). This course focuses on the role of water in human health from a public health perspective. The course provides a broad overview of the important relationships between water quality, human health, and the global burden of waterborne diseases. It discusses the basics of water compartments and the health effects from exposures to pathogenic microbes and toxic chemicals in drinking water. It also covers different sanitation solutions to improve water quality and disease prevention and discusses future challenges and the need for intervention strategies in the new millennium.\n", + "EMD 538 Quantitative Methods for Infectious Disease Epidemiology. Virginia Pitzer. This course provides an overview of statistical and analytical methods that apply specifically to infectious diseases. The assumption of independent outcomes among individuals that underlies most traditional statistical methods often does not apply to infections that can be transmitted from person to person. Therefore, novel methods are often needed to address the unique challenges posed by infectious disease data. Topics include analysis of outbreak data, estimation of vaccine efficacy, time series methods, and Markov models. The course consists of lectures and computer labs in which students gain experience analyzing example problems using a flexible computer programming language (MATLAB).\n", + "EMD 546 Vaccines and Vaccine-Preventable Diseases. Inci Yildirim. This course develops in-depth understanding of epidemiological, biological, and applied aspects of commonly used vaccines and vaccine preventable diseases (VPDs) of public health importance. The course content is structured to review specific vaccines and VPDs. Where relevant, the course lectures use examples from both developed and developing countries. This course and EPH 510, Health Policy and Health Care Systems, are designed to complement each other. Students interested in a focus on epidemiological, biological, and applied aspects of vaccines and VPDs should take this course whereas students interested in learning more about the making, understanding, and consequences of health policy decisions on vaccines should take EPH 510, Health Policy and Health Care Systems course.\n", + "EMD 563 Laboratory and Field Studies in Infectious Diseases. Christian Tschudi. The student gains hands-on training in laboratory or epidemiologic research techniques. The term is spent working with EMD faculty in a single laboratory or epidemiology research group. Students choosing to work in the laboratory gain experience in molecular biology, basic immunology, parasitology, virology, bacteriology, or vector biology. Students may also choose to work on a non-laboratory-based epidemiology research project. These students gain experience in epidemiologic methods including study design; field data collection including human cases, vectors, and environmental parameters; data analysis; and epidemiological modeling.\n", + "EMD 567 Tackling the Big Three: Malaria, TB, and HIV in Resource-Limited Settings. Sunil Parikh. Malaria, tuberculosis, and HIV account for more than five million deaths worldwide each year. This course provides a deep foundation for understanding these pathogens and explores the public health issues that surround these infectious diseases in resource-limited settings. Emphasis is placed on issues in Africa, but contrasts for each disease are provided in the broader developing world. The course is divided into three sections, each focusing in depth on the individual infectious disease as well as discussions of interactions among the three diseases. The sections consist of three to four lectures each on the biology, individual consequences, and community/public health impact of each infectious disease. Discussion of ongoing, field-based research projects involving the diseases is led by relevant faculty (research into practice). The course culminates with a critical discussion of major public health programmatic efforts to tackle these diseases, such as those of PEPFAR, the Bill & Melinda Gates Foundation, the Global Fund, and the Stop TB Partnership.\n", + "EMD 580 Reforming Health Systems: Using Data to Improve Health in Low- and Middle-Income Countries. Robert Hecht. Health systems in low- and middle-income countries are in constant flux in the face of myriad pressures and demands, including those emanating from the current COVID-19 pandemic. Under such conditions, how can senior country officials and their international partners make the best decisions to reform health systems to achieve universal coverage and improve the allocation and use of resources to maximize health gains, including on scale-up of programs to fight infectious diseases and address other health problems? The course provides students with a thorough understanding of health systems, health reforms, and scaling up—their components, performance, and impacts—by teaching the key tools and data sources needed to assess options and make coherent and effective policy and financing choices. Using these frameworks, students analyze case examples of major country reforms and of scaling up of national disease programs (e.g., AIDS treatment, immunization, safe motherhood, mental health services, cardiovascular illness prevention, etc.) and prepare a paper applying what they have learned to real-world health systems challenges. This course is open to all Yale students with interest in the topic.\n", + "EMD 588 Health Justice Practicum. Ali Miller, Amy Kapczynski, Daniel Newton, Gregg Gonsalves. This is an experiential learning course focused on domestic and transnational health justice work. Health justice work focuses on health equity and is committed to addressing the fundamental social causes of disease. It also emphases power-building and political economy, instead of viewing health as a technocratic field where issues are resolved through application of expertise alone. Students work on projects supervised by faculty and in collaboration with outside partners. Projects change according to the needs of our partners and are generally determined at the beginning of each term. Credits vary according to the time commitment required by the projects. The course is designed for public health and law students, but other students may enroll where appropriate given project needs.\n", + "EMD 600 Independent Study or Directed Readings. Independent study or directed readings on a specific research topic agreed upon by faculty and student. By arrangement with faculty. For M.S. and Ph.D. students only.\n", + "EMD 670 Advanced Research Laboratories. Virginia Pitzer. This course is required of all EMD Ph.D. students and is taken for three terms. The course offers experience in directed research and reading in selected research laboratories. The first two terms must be taken in the first year of the doctoral program, and the third term is normally taken in the summer after the first year.\n", + "EMD 672 Advanced Research Laboratories. Virginia Pitzer. This course is required of all EMD Ph.D. students and is taken for three terms. The course offers experience in directed research and reading in selected research laboratories. The first two terms must be taken in the first year of the doctoral program, and the third term is normally taken in the summer after the first year.\n", + "EMST 518 Cicero on Old Age. Christina Kraus. A reading of Cicero's De Senectute, with attention to content and style. Topics covered include: the persona of Cato the Elder, the values and disadvantages of old age, Roman ideas of growth and decay, the dialogue form, translation and quotation practices.\n", + "EMST 546 Rise of the European Novel. Katie Trumpener, Rudiger Campe. In the eighteenth century, the novel became a popular literary form in many parts of Europe. Yet now-standard narratives of its \"rise\" often offer a temporally and linguistically foreshortened view. This seminar examines key early modern novels in a range of European languages, centered on the dialogue between highly influential eighteenth-century British and French novels (Montesquieu, Defoe, Sterne, Diderot, Laclos, Edgeworth). We begin by considering a sixteenth-century Spanish picaresque life history (Lazarillo de Tormes) and Madame de Lafayette’s seventeenth-century secret history of French court intrigue; contemplate a key sentimental Goethe novella; and end with Romantic fiction (an Austen novel, a Kleist novella, Pushkin’s historical novel fragment). These works raise important issues about cultural identity and historical experience, the status of women (including as readers and writers), the nature of society, the vicissitudes of knowledge—and novelistic form. We also examine several major literary-historical accounts of the novel’s generic evolution, audiences, timing, and social function, and historiographical debates about the novel’s rise (contrasting English-language accounts stressing the novel’s putatively British genesis, and alternative accounts sketching a larger European perspective). The course gives special emphasis to the improvisatory, experimental character of early modern novels, as they work to reground fiction in the details and reality of contemporary life. Many epistolary, philosophical, sentimental, and Gothic novels present themselves as collections of \"documents\"—letters, diaries, travelogues, confessions—carefully assembled, impartially edited, and only incidentally conveying stories as well as information. The seminar explores these novels’ documentary ambitions; their attempt to touch, challenge, and change their readers; and their paradoxical influence on \"realist\" conventions (from the emergence of omniscient, impersonal narrators to techniques for describing time and place).\n", + "EMST 667 Black Iberia: Then and Now. Nicholas Jones. This graduate seminar examines the variety of artistic, cultural, historical, and literary representations of black Africans and their descendants—both enslaved and free—across the vast stretches of the Luso-Hispanic world and the United States. Taking a chronological frame, the course begins its study of Blackness in medieval and early modern Iberia and its colonial kingdoms. From there, we examine the status of Blackness conceptually and ideologically in Asia, the Caribbean, Mexico, and South America. Toward the end of the semester, we concentrate on black Africans by focusing on Equatorial Guinea, sub-Saharan African immigration in present-day Portugal and Spain, and the politics of Afro-Latinx culture and its identity politics in the United States. Throughout the term, we interrogate the following topics in order to guide our class discussions and readings: bondage and enslavement, fugitivity and maroonage, animal imageries and human-animal studies, geography and maps, Black Feminism and Black Queer Studies, material and visual cultures (e.g., beauty ads, clothing, cosmetics, food, Blackface performance, royal portraiture, reality TV, and music videos), the Inquisition and African diasporic religions, and dispossession and immigration. Our challenging task remains the following: to see how Blackness conceptually and experientially is subversively fluid and performative, yet deceptive and paradoxical. This course will be taught in English, with all materials available in the original (English, Portuguese, Spanish) and in English translation.\n", + "EMST 671 Research Seminar in Intellectual History. Isaac Nakhimovsky. The primary aim of this seminar is to provide a venue for writing research papers on individually chosen topics. While most of the term is devoted to the research and writing process, discussion of select readings will examine approaches to intellectual history methodologically but also historiographically, asking when and why inquiries into ways of thinking in the past have taken the forms they have. The seminar is intended not only for those with direct interests in early modern or modern intellectual history but also for those pursuing other areas of historical inquiry who would like to explore further conceptual resources for interpreting their sources.\n", + "EMST 700 Workshop in Early Modern Studies. Nicholas Jones. What is the nature of the \"early modern\" as a temporal, conceptual, and socio-political category in humanistic study? How did it emerge as an interdisciplinary framework and how does it relate to concepts of the medieval, the Renaissance, classicism, and modernity? Can \"early modern\" be usefully deployed to speak of non-Western geographic and political formations, and if not, why? Broadly focused on the historical period between 1350 and 1800, this seminar considers the many transitions to modernity across the globe and explores how scholars across the disciplines have crafted narratives to highlight its significance. Taken over an entire academic year, as two half-credit courses, the workshop provides a historiographic, theoretical, and methodological introduction to key questions in the field through a dynamic engagement with a series of research presentations by scholars within and beyond Yale (must be taken concurrently with EMST 800a/801b). Required for students in the combined degree in Early Modern Studies and meets on alternating weeks.\n", + "EMST 712 Making Monsters in the Atlantic World. Cecile Fromont, Nathalie Miraval. This seminar introduces students to art historical methodologies through the charged site of the \"monster\" in the Atlantic World. How and why are monsters made? What can visualizations of monsters tell us about how Otherness is constructed, contested, and critiqued? What do monsters tell us about human oppression, agency, and cultural encounters? Analyzing visual and textual primary sources as well as different theoretical approaches, students leave the course with sharper visual analysis skills, a critical awareness of the many-sided discourses on monstrosity, and a deeper understanding of Atlantic history.\n", + "EMST 740 Ritual and Performance in Colonial Latin America. Lisa Voigt. This course investigates how public rituals, ceremonies, and festivals enabled European conquest and evangelization in the Americas, as well as how Indigenous and Afro-descendent groups used ritual and performance to continue their own cultural traditions and to challenge or negotiate with colonial power. We study a range of primary sources—narrative, poetic, theatrical, and pictorial—and consider a variety of cultural practices, including performance, visual art and architecture, dress, music, and dance, in order to address issues of coloniality and transculturation in Latin America from 1492 to the eighteenth century.\n", + "EMST 748 Circa 1600. Kishwar Rizvi. This seminar focuses on the art , architecture, and urbanism of early modern empires across West, Central and South Asia, namely, the Ottoman, Safavid, Mughal, and Shibanid, and their political and economic ties across the world. The year 1600 is an important temporal hinge, at the height of socio-political migrations and before the realization of full-scale European colonial ambitions. It is also the period of absolutism and millenarian activity, of slavery and the novel, and the institution of new religious and ethnic allegiances. In this manner art and architectural history served at the nexus of commensurability and competition, where artists, merchants, and missionaries crossed geographic and disciplinary borders in order to imagine a new world and their place within it.\n", + "EMST 800 Early Modern Colloquium. Nicholas Jones. This year-long colloquium, taken as two half-credit courses, must be taken concurrently with EMST 700a/701b. Students attend regular research presentations each semester by scholars within and beyond Yale, which will complement EMST 700. To be taken SAT/UNSAT.\n", + "EMST 900 Prospectus Workshop. Feisal Mohamed. Designed to provide students with a guided framework for developing and drafting their M.Phil. or Ph.D. prospectuses, ensuring a well-supported transition to independent research. The workshop includes opportunities to discuss the components of a prospectus; strategies for researching, writing, and revising; and a schedule for producing draft revisions. Special attention is paid to live issues in early modern studies and to archives relevant to students’ scholarship. Taken over an entire academic year, as two half-credit courses, designed to support the development of a dissertation project. Required for students in the combined degree in early modern studies and meets on alternating weeks.\n", + "ENAS 050 Science of Modern Technology and Public Policy. Daniel Prober. Examination of the science behind selected advances in modern technology and implications for public policy, with focus on the scientific and contextual basis of each advance. Topics are developed by the participants with the instructor and with guest lecturers, and may include nanotechnology, quantum computation and cryptography, renewable energy technologies, optical systems for communication and medical diagnostics, transistors, satellite imaging and global positioning systems, large-scale immunization, and DNA made to order.\n", + "ENAS 050 Science of Modern Technology and Public Policy. Daniel Prober. Examination of the science behind selected advances in modern technology and implications for public policy, with focus on the scientific and contextual basis of each advance. Topics are developed by the participants with the instructor and with guest lecturers, and may include nanotechnology, quantum computation and cryptography, renewable energy technologies, optical systems for communication and medical diagnostics, transistors, satellite imaging and global positioning systems, large-scale immunization, and DNA made to order.\n", + "ENAS 118 Introduction to Engineering, Innovation, and Design. Lawrence Wilen, Vincent Wilczynski. An introduction to engineering, innovation, and design process. Principles of material selection, stoichiometry, modeling, data acquisition, sensors, rapid prototyping, and elementary microcontroller programming. Types of engineering and the roles engineers play in a wide range of organizations. Lectures are interspersed with practical exercises. Students work in small teams on an engineering/innovation project at the end of the term.\n", + "ENAS 120 Introduction to Environmental Engineering. John Fortner. Introduction to engineering principles related to the environment, with emphasis on causes of problems and technologies for abatement. Topics include air and water pollution, global climate change, hazardous chemical and emerging environmental technologies.\n", + "ENAS 130 Introduction to Computing for Engineers and Scientists. Richard Freeman. An introduction to the use of the C and C++ programming languages and the software packages Mathematica and MATLAB to solve a variety of problems encountered in mathematics, the natural sciences, and engineering. General problem-solving techniques, object-oriented programming, elementary numerical methods, data analysis, and graphical display of computational results.\n", + "ENAS 151 Multivariable Calculus for Engineers. Vidvuds Ozolins. An introduction to multivariable calculus focusing on applications to engineering problems. Topics include vector-valued functions, vector analysis, partial differentiation, multiple integrals, vector calculus, and the theorems of Green, Stokes, and Gauss.\n", + "ENAS 194 Ordinary and Partial Differential Equations with Applications. Beth Anne Bennett. Basic theory of ordinary and partial differential equations useful in applications. First- and second-order equations, separation of variables, power series solutions, Fourier series, Laplace transforms.\n", + "ENAS 400 Making it. Joseph Zinter. Positioned at the intersection of design, technology, and entrepreneurship, students are introduced to the many facets of product design and development while simultaneously working to conceive and develop a marketable product and business.\n", + "ENAS 403 Funding It: Innovation, Entrepreneurship, and Venture Capital. Jorge Torres. A survey of the origins, practice, and business models of venture capital with application to engineering science. Consideration of three major areas: the history and purpose of venture capital; the practical details of venture investing; and advanced topics on business models, technology ecosystems, and ethics. Particular exposure to principles of entrepreneurship, including intellectual property strategy, market validation, customer discovery, positioning, and capital formation.\n", + "ENAS 411 Introduction to Operations Research. Operations research (OR) is the science of decision making. Powerful software for formulating and solving OR models exists in the form of the Microsoft Excel spreadsheet package and its Solver Add-In. This class offers the opportunity to learn OR models in a class that emphasizes problem formulation, spreadsheet-based solution methods using Excel, and resulting insight. The actual mathematics of the various models employed are de-emphasized in favor of learning how to formulate and solve operations research problems. Models explored include linear programming, integer programming, network models, nonlinear programs, probability models, Markov chains, inventory models, and queueing models.\n", + "ENAS 415 Practical Applications of Bioimaging and Biosensing. Ansel Hillmer, Daniel Coman, Evelyn Lake. Detecting, measuring, and quantifying the structural and functional properties of tissue is of critical importance in both biomedical research and medicine. This course focuses on the practicalities of generating quantitative results from raw bioimaging and biosensing data to complement other courses focus on the theoretical foundations which enable the collection of these data. Participants in the course work with real, cutting-edge data collected here at Yale. They become familiar with an array of current software tools, denoising and processing techniques, and quantitative analysis methods that are used in the pursuit of extracting meaningful information from imaging data. The subject matter of this course ranges from bioenergetics, metabolic pathways, molecular processes, brain receptor kinetics, protein expression and interactions to wide spread functional networks, long-range connectivity, and organ-level brain organization. The course provides a unique hands-on experience with processing and analyzing in vitro and in vivo bioimaging and biosensing data that is relevant to current research topics. The specific imaging modes which are covered include in vivo magnetic resonance spectroscopy (MRS) and spectroscopic imaging (MRSI), functional, structural, and molecular imaging (MRI), wide-field fluorescent optical imaging, and positron emission tomography (PET). The course provides the necessary background in biochemistry, bioenergetics, and biophysics for students to motivate the image manipulations which they learn to perform.\n", + "ENAS 441 Applied Numerical Methods for Differential Equations. Beth Anne Bennett. The derivation, analysis, and implementation of numerical methods for the solution of ordinary and partial differential equations, both linear and nonlinear. Additional topics such as computational cost, error estimation, and stability analysis are studied in several contexts throughout the course.\n", + "ENAS 475 Fluid Mech of Natural Phenom: Fluid Mechanics of Natural Phe. This course draws inspiration from nature and focuses on utilizing the fundamental concepts of fluid mechanics and soft matter physics to explain these phenomena. We study a broad range of problems related to i) nutrient transport in plants, slime molds, and fungi and the adaptation of their networks in dynamic environments, ii) collective behavior and chemotaxis of swimming microorganisms, and iii) pattern formation in nature, e.g. icicles, mud cracks, salt polygons, dendritic crystals, and Turing patterns. We also discuss how our understanding of these problems could be used to develop sustainable solutions for the society, e.g. designing synthetic trees to convert CO2 to oxygen, developing micro/nano robots for biomedical applications, and utilizing pattern formation and self-assembly to make new materials.\n", + "ENAS 475 Fluid Mech of Natural Phenom: Fluid Mechanics of Natural Phe. This course draws inspiration from nature and focuses on utilizing the fundamental concepts of fluid mechanics and soft matter physics to explain these phenomena. We study a broad range of problems related to i) nutrient transport in plants, slime molds, and fungi and the adaptation of their networks in dynamic environments, ii) collective behavior and chemotaxis of swimming microorganisms, and iii) pattern formation in nature, e.g. icicles, mud cracks, salt polygons, dendritic crystals, and Turing patterns. We also discuss how our understanding of these problems could be used to develop sustainable solutions for the society, e.g. designing synthetic trees to convert CO2 to oxygen, developing micro/nano robots for biomedical applications, and utilizing pattern formation and self-assembly to make new materials.\n", + "ENAS 475 Fluid Mechanics of Natural Phenomena. Amir Pahlavan. This course draws inspiration from nature and focuses on utilizing the fundamental concepts of fluid mechanics and soft matter physics to explain these phenomena. We study a broad range of problems related to i) nutrient transport in plants, slime molds, and fungi and the adaptation of their networks in dynamic environments, ii) collective behavior and chemotaxis of swimming microorganisms, and iii) pattern formation in nature, e.g. icicles, mud cracks, salt polygons, dendritic crystals, and Turing patterns. We also discuss how our understanding of these problems could be used to develop sustainable solutions for the society, e.g. designing synthetic trees to convert CO2 to oxygen, developing micro/nano robots for biomedical applications, and utilizing pattern formation and self-assembly to make new materials.\n", + "ENAS 510 Physical and Chemical Basis of Bioimaging and Biosensing. Ansel Hillmer, Douglas Rothman, Fahmeed Hyder. Basic principles and technologies for imaging and sensing the chemical, electrical, and structural properties of living tissues and biological macromolecules. Topics include magnetic resonance spectroscopy, MRI, positron emission tomography, and molecular imaging with MRI and fluorescent probes.\n", + "ENAS 518 Quantitative Approaches in Biophysics and Biochemistry. Julien Berro, Yong Xiong. The course offers an introduction to quantitative methods relevant to analysis and interpretation of biophysical and biochemical data. Topics covered include statistical testing, data presentation, and error analysis; introduction to dynamical systems; analysis of large datasets; and Fourier analysis in signal/image processing and macromolecular structural studies. The course also includes an introduction to basic programming skills and data analysis using MATLAB. Real data from research groups in MB&B are used for practice.\n", + "ENAS 522 Engineering and Biophysical Approaches to Cancer. Michael Mak. This course examines the current understanding of cancer as a complex disease and the advanced engineering and biophysical methods developed to study and treat this disease. All treatment methods are covered. Basic quantitative and computational backgrounds are required.\n", + "ENAS 526 Clinical Knowledge for an Engineer. Daniel Wiznia, Steven Tommasini. An eight-week summer clinical immersion session provides students with early hands-on learning and shadowing of the current 3D innovation landscape. Students are assigned to a clinical mentor. They shadow their mentor in the clinics and operating rooms, observing how they incorporate personalized medicine into the treatments of patients. This course is only open to graduate students enrolled in the M.S. in Personalized Medicine and Applied Engineering.\n", + "ENAS 527 Personalized Medicine Seminar. Alyssa Glennon, Asher Marks, Frank Buono, Kimberly Hieftje, Sanjay Aneja. This course is designed to give students an understanding of the healthcare legal landscape, medical imaging modalities, image acquisition and 3D model creation, surgical planning tools, computer navigation, and AR/VR/XR. The course is divided into three modules: (1) POC 3D Printing, (2) Introduction to Image Analysis and Image Processing, and (3) VR/AR/XR. Module one covers the basics of point of care 3D printing in medicine including medical image processing, 3D modeling, regulation, quality management, and printing validation. Module two introduces basics in medical imaging and analysis. Topics explored include PACS, DICOM, diagnostic imaging and analysis, metabolic imaging, image guided treatments, and clinical radiology. In module three, students explore use cases of extended reality (XR: augmented reality, virtual reality, mixed reality), play several XR experiences, and hear from experts in the field. This course is only open to graduate students enrolled in the M.S. in Personalized Medicine and Applied Engineering.\n", + "ENAS 528 Advanced Personalized Medicine Techniques. Alyssa Glennon, Daniel Wiznia, Julius Chapiro, Steven Tommasini. This course incorporates an apprenticeship in the Yale Orthopaedics 3D Printing Lab or in a bioprinting lab within Biomedical Engineering or YSM assisting the in-house clinical engineer with the development and production of clinician requested patient specific 3D prints, custom surgical guides and molds. The curriculum explores 3D printing technologies (pros/cons, post processing requirements), FDA regulation, quality management, common 3D printer design and setup, preparing parts for the printer, printer maintenance and troubleshooting, post-processing, 3D printer validation. Students have a bioprinting lab in which they 3D print tissues and learn about 4D printing and incorporation of biologics. This course is only open to graduate students enrolled in the M.S. in Personalized Medicine and Applied Engineering.\n", + "ENAS 532 3D Personalized Medicine Master’s Research Thesis. Frank Buono. Faculty-supervised individual projects with emphasis on research, laboratory, or theory. Students must define the scope of the proposed project with the faculty member who has agreed to act as supervisor and submit a thesis proposal for approval. Students have the option of working on 3D medical innovation projects with biomedical engineering companies, industry leaders of personalized medicine providing students with a year-long internship / \"internal interview\" with a biomedical technology company’s engineering team. These projects may involve the student developing novel software, hardware, manufacturing validations, medical devices, surgical instruments, or 3D printing modalities. The class meets weekly to review topics such as IRB protocols, ethics and HIPAA, biostatistics, research design, scientific writing, and presentation skills. This course is open only to graduate students enrolled in the M.S. in Personalized Medicine and Applied Engineering.\n", + "ENAS 541 Biological Physics. Yimin Luo. The course has two aims: (1) to introduce students to the physics of biological systems and (2) to introduce students to the basics of scientific computing. The course focuses on studies of a broad range of biophysical phenomena including diffusion, polymer statistics, protein folding, macromolecular crowding, cell motion, and tissue development using computational tools and methods. Intensive tutorials are provided for MATLAB including basic syntax, arrays, for-loops, conditional statements, functions, plotting, and importing and exporting data.\n", + "ENAS 544 Fundamentals of Medical Imaging. Chi Liu, Dana Peters, Gigi Galiana. Review of basic engineering and physical principles of common medical imaging modalities including X-ray, CT, PET, SPECT, MRI, and echo modalities (ultrasound and optical coherence tomography). Additional focus on clinical applications and cutting-edge technology development.\n", + "ENAS 550 Physiological Systems. Stuart Campbell, W. Mark Saltzman. The course develops a foundation in human physiology by examining the homeostasis of vital parameters within the body, and the biophysical properties of cells, tissues, and organs. Basic concepts in cell and membrane physiology are synthesized through exploring the function of skeletal, smooth, and cardiac muscle. The physical basis of blood flow, mechanisms of vascular exchange, cardiac performance, and regulation of overall circulatory function are discussed. Respiratory physiology explores the mechanics of ventilation, gas diffusion, and acid-base balance. Renal physiology examines the formation and composition of urine and the regulation of electrolyte, fluid, and acid-base balance. Organs of the digestive system are discussed from the perspective of substrate metabolism and energy balance. Hormonal regulation is applied to metabolic control and to calcium, water, and electrolyte balance. The biology of nerve cells is addressed with emphasis on synaptic transmission and simple neuronal circuits within the central nervous system. The special senses are considered in the framework of sensory transduction. Weekly discussion sections provide a forum for in-depth exploration of topics. Graduate students evaluate research findings through literature review and weekly meetings with the instructor.\n", + "ENAS 553 Immunoengineering. Tarek Fahmy. An advanced class that introduces immunology principles and methods to engineering students. The course focuses on biophysical principles and biomaterial applications in understanding and engineering immunity. The course is divided into three parts. The first part introduces the immune system: organs, cells, and molecules. The second part introduces biophysical characterization and quantitative modeling in understanding immune system interactions. The third part focuses on intervention, modulation, and techniques for studying the immune system with emphasis on applications of biomaterials for intervention and diagnostics.\n", + "ENAS 558 Introduction to Biomechanics. Michael Murrell. An introduction to the biomechanics used in biosolid mechanics, biofluid mechanics, biothermomechanics, and biochemomechanics. Diverse aspects of biomedical engineering, from basic mechanobiology to characterization of materials behaviors and the design of medical devices and surgical interventions.\n", + "ENAS 565 Practical Applications of Bioimaging and Biosensing. Ansel Hillmer, Daniel Coman, Evelyn Lake. Detecting, measuring, and quantifying the structural and functional properties of tissue is of critical importance in both biomedical research and medicine. This course focuses on the practicalities of generating quantitative results from raw bioimaging and biosensing data to complement other courses focus on the theoretical foundations which enable the collection of these data. Participants in the course work with real, cutting-edge data collected here at Yale. They become familiar with an array of current software tools, denoising and processing techniques, and quantitative analysis methods that are used in the pursuit of extracting meaningful information from imaging data. The subject matter of this course ranges from bioenergetics, metabolic pathways, molecular processes, brain receptor kinetics, protein expression and interactions to wide spread functional networks, long-range connectivity, and organ-level brain organization. The course provides a unique hands-on experience with processing and analyzing in vitro and in vivo bioimaging and biosensing data that is relevant to current research topics. The specific imaging modes which are covered include in vivo magnetic resonance spectroscopy (MRS) and spectroscopic imaging (MRSI), functional, structural, and molecular imaging (MRI), wide-field fluorescent optical imaging, and positron emission tomography (PET). The course provides the necessary background in biochemistry, bioenergetics, and biophysics for students to motivate the image manipulations which they learn to perform.\n", + "ENAS 569 Single-Cell Biology, Technologies, and Analysis. Rong Fan. This course teaches the principles of single-cell heterogeneity in human health and disease as well as the cutting-edge wet-lab and computational techniques for single-cell analysis, with a particular focus on omics-level profiling and data analysis. Topics covered include single-cell-level morphometric analysis, genomic alteration analysis, epigenomic analysis, mRNA transcriptome sequencing, small RNA profiling, surface epitope, intracellular signaling protein and secreted protein analysis, metabolomics, multi-omics, and spatially resolved single-cell omics mapping. We also teach computational methods for quantification of cell types, states, and differentiation trajectories using single-cell high-dimensional data. Finally, case studies are provided to show the power of single-cell analysis in therapeutic target discovery, biomarker research, clinical diagnostics, and personalized medicine.\n", + "ENAS 575 Computational Vision and Biological Perception. Steven Zucker. An overview of computational vision with a biological emphasis. Suitable as an introduction to biological perception for computer science and engineering students, as well as an introduction to computational vision for mathematics, psychology, and physiology students.\n", + "ENAS 577 Analysis of Biological Systems. Andre Levchenko. Biology is undergoing a rapid evolution from descriptive and largely qualitative science to data-rich and quantitative, mature discipline. However, given the complexity of biological processes and the still early stage of its development, it lacks a solid theoretical basis. What is becoming clear is that it is a science of systems, with new and frequently unexpected properties emerging from interaction of multiple components on different temporal and spatial scales. New physical, chemical, and mathematical principles are developed to understand these processes. This course is focused on learning the key concepts that have emerged over the last two decades that shape this new science and on the experiential, theoretical, and computational tools used in this research. These concepts will likely be shaping the twenty-first-century biology-driven advances in physics, chemistry, and biology, in understanding and engineering life and a new technologies that will emerge. The course is primarily aimed at graduate students with college-level background in math, physics, and chemistry. The biological concepts are introduced during the classes.\n", + "ENAS 600 Computer-Aided Engineering. Richard Freeman. Aspects of computer-aided design and manufacture (CAD/CAM). The computer’s role in the mechanical design and manufacturing process; commercial tools for two- and three-dimensional drafting and assembly modeling; finite-element analysis software for modeling mechanical, thermal, and fluid systems.\n", + "ENAS 603 Energy, Mass, and Momentum Processes. Amir Haji-Akbari. Application of continuum mechanics approach to the understanding and prediction of fluid flow systems that may be chemically reactive, turbulent, or multiphase.\n", + "ENAS 642 Environmental Physicochemical Processes. Jaehong Kim. Fundamental and applied concepts of physical and chemical (\"physicochemical\") processes relevant to water quality control. Topics include chemical reaction engineering, overview of water and wastewater treatment plants, colloid chemistry for solid-liquid separation processes, physical and chemical aspects of coagulation, coagulation in natural waters, filtration in engineered and natural systems, adsorption, membrane processes, disinfection and oxidation, disinfection by-products.\n", + "ENAS 648 Environmental Transport Processes. Menachem Elimelech. Analysis of transport phenomena governing the fate of chemical and biological contaminants in environmental systems. Emphasis on quantifying contaminant transport rates and distributions in natural and engineered environments. Topics include distribution of chemicals between phases; diffusive and convective transport; interfacial mass transfer; contaminant transport in groundwater, lakes, and rivers; analysis of transport phenomena involving particulate and microbial contaminants.\n", + "ENAS 649 Policy Modeling. Edward H Kaplan. Building on earlier course work in quantitative analysis and statistics, Policy Modeling provides an operational framework for exploring the costs and benefits of public policy decisions. The techniques employed include \"back of the envelope\" probabilistic models, Markov processes, queuing theory, and linear/integer programming. With an eye toward making better decisions, these techniques are applied to a number of important policy problems. In addition to lectures, assigned articles and text readings, and short problem sets, students are responsible for completing a take-home midterm exam and a number of cases. In some instances, it is possible to take a real problem from formulation to solution, and compare the student's own analysis to what actually happened.\n", + "ENAS 700 Research Seminars in Mechanical Engineering & Materials Science. Jan Schroers. The purpose of this course is to introduce graduate students to state-of-the-art research in all areas of Mechanical Engineering & Materials Science (MEMS), as well as related disciplines, so that students understand the range of current research questions that are being addressed. An important goal is to encourage students to explore research topics beyond their particular field of study and develop the ability to contextualize their work in terms of larger research questions in MEMS. We therefore require that MEMS Ph.D. students enrolled in this course attend at least eight research seminars during the term: six must be part of the official MEMS seminar series, and two can be from any other relevant Yale graduate department/program seminar series. This course is graded Sat/Unsat with sign-in sheets used to monitor attendance. Required of first- and second-year MEMS Ph.D. students.\n", + "ENAS 713 Acoustics. Eric Dieckman. Wave propagation in strings, membranes, plates, ducts, and volumes; plane, cylindrical, and spherical waves; reflection, transmission, and absorption characteristics; sources of sound. Introduction to special topics such as architectural, underwater, psychological, nonlinear, and musical acoustics, noise, and ultrasonics.\n", + "ENAS 748 Applied Numerical Methods for Differential Equations. Beth Anne Bennett. The derivation, analysis, and implementation of numerical methods for the solution of ordinary and partial differential equations, both linear and nonlinear. Additional topics such as computational cost, error estimation, and stability analysis are studied in several contexts throughout the course. ENAS 747 is not a prerequisite.\n", + "ENAS 773 Fundamentals of Robot Modeling and Control. Ian Abraham. This course introduces fundamental concepts for modeling and controlling robotic systems. The course is divided into two components: Part 1 introduces mathematical tools for modeling and simulating complex robot dynamics, and Part 2 formulates various ways to control robots through comprehensive analysis of dynamics and a deep dive into control theory. Specific lecture topics cover an introduction to variational calculus, state representation, kinematics and dynamics, manipulator equations, contact dynamics and collision detection, observability and controllability, control of fully actuated and underactuated robots, model-based methods for control, and control for manipulation and locomotion. The course focuses on connecting mathematical topics with concrete algorithmic implementation where the mid-term project assignment has students model the dynamics of a robot of their choosing. Coding assignments throughout the term provide experience setting up and interfacing with URDF’s, automatic differentiation math libraries in python, and algorithmic implementation of state-of-the-art control methods. Students finish with a codebase and foundational knowledge for simulating and controlling general robotic systems. Special topic lectures focus on recent developments in the field of robotics and highlight core research areas. A final class project takes place instead of a final exam where students leverage the mid-term robot simulation to control the robot to perform a task of their choosing.\n", + "ENAS 776 Fluid Mechanics of Natural Phenomena. Amir Pahlavan. This course draws inspiration from nature and focuses on utilizing the fundamental concepts of fluid mechanics and soft matter physics to explain these phenomena. We study a broad range of problems related to (1) nutrient transport in plants, slime molds, and fungi and the adaptation of their networks in dynamic environments, (2) collective behavior and chemotaxis of swimming microorganisms, and (3) pattern formation in nature, e.g. icicles, mud cracks, salt polygons, dendritic crystals, and Turing patterns. We also discuss how our understanding of these problems could be used to develop sustainable solutions for the society, e.g. designing synthetic trees to convert CO2 to oxygen, developing micro/nano robots for biomedical applications, and utilizing pattern formation and self-assembly to make new materials.\n", + "ENAS 825 Physics of Magnetic Resonance Spectroscopy in Vivo. Graeme Mason. The physics of chemical measurements performed with nuclear magnetic resonance spectroscopy, with special emphasis on applications to measurement studies in living tissue. Concepts that are common to magnetic resonance imaging are introduced. Topics include safety, equipment design, techniques of spectroscopic data analysis, and metabolic modeling of dynamic spectroscopic measurements.\n", + "ENAS 840 Detection and Estimation. Dionysis Kalogerias. Detection and Estimation refers to the development and study of statistical theory and methods in settings involving stochastic signals and, more generally, stochastic processes or stochastic data, where the goal is (optimal) testing of possibly multiple hypotheses regarding the generative model of the data, (optimal) signal estimation from potentially noisy measurements/observations, and parameter estimation whenever parametric signal/data models are available. Although these problems often come up in the context of signal processing and communications, the concepts are fundamental to the basic statistical methodologies used broadly across science, medicine, and engineering. The course has been designed from a contemporary perspective, and includes new and cutting-edge topics such as risk-aware statistical estimation and intrinsic links with stochastic optimization and statistical learning.\n", + "ENAS 850 Solid State Physics I. Yu He. A two-term sequence (with APHY 549) covering the principles underlying the electrical, thermal, magnetic, and optical properties of solids, including crystal structures, phonons, energy bands, semiconductors, Fermi surfaces, magnetic resonance, phase transitions, and superconductivity.\n", + "ENAS 902 Linear Systems. A Stephen Morse. Background linear algebra; finite-dimensional, linear-continuous, and discrete dynamical systems; state equations, pulse and impulse response matrices, weighting patterns, transfer matrices. Stability, Lyapunov’s equation, controllability, observability, system reduction, minimal realizations, equivalent systems, McMillan degree, Markov matrices. Recommended for all students interested in feedback control, signal and image processing, robotics, econometrics, and social and biological networks.\n", + "ENAS 912 Biomedical Image Processing and Analysis. James Duncan, Lawrence Staib. This course is an introduction to biomedical image processing and analysis, covering image processing basics and techniques for image enhancement, feature extraction, compression, segmentation, registration, and motion analysis including traditional and machine-learning techniques. Students learn the fundamentals behind image processing and analysis methods and algorithms with an emphasis on biomedical applications.\n", + "ENAS 940 Neural Networks and Learning Systems. Priya Panda. Neural networks (NNs) have become all-pervasive, giving us self-driving cars, Siri voice assistant, Alexa, and many more. While deep NNs deliver state-of-the-art accuracy on many artificial intelligence tasks, it comes at the cost of high computational complexity. Accordingly, designing efficient hardware architectures for deep neural networks is an important step toward enabling the wide deployment of NNs, particularly in low-power computing platforms, such as mobiles, embedded Internet of Things (IoT), and drones. This course aims to provide a thorough overview of deep learning techniques, while highlighting the key trends and advances toward efficient processing of deep learning in hardware systems, considering algorithm-hardware co-design techniques.\n", + "ENAS 968 Cloud Computing with FPGAs. Jakub Szefer. This course is an intermediate- to advanced-level course focusing on digital design and use of Field Programmable Gate Arrays (FPGAs). The course centers around the new cloud computing paradigm of using FPGAs that are hosted remotely by cloud providers and accessed remotely by users. The theoretical aspects of the course focus on digital system modeling and design using the Verilog Hardware Description Language (Verilog HDL). In the course, students learn about logic synthesis, behavioral modeling, module hierarchies, combinatorial and sequential primitives, and implementing and testing the designs in simulation and real FPGAs. Students learn about topics ranging from high-level ideas about cloud computing to low-level details of interfacing servers to FPGAs, PCIe protocol, AXI protocol, and other common communication protocols between hardware modules or between AXI protocols, and how to write software that runs on the cloud servers and leverages the FPGAs and the host computer, including Serial, SPI, and I2C. Students also learn about and use FPGA tools from Xilinx, but course also touches on tools available from Intel (formerly Altera) as well as open-source tools. The practical aspects of the course include semester-long projects leveraging commercial or in-lab remote FPGAs, based on the project selected by students. Students should be familiar with digital design basics and have some experience with Hardware Description Languages such as Verilog or VHDL.\n", + "ENAS 990 Special Investigations. Faculty-supervised individual projects with emphasis on research, laboratory, or theory. Students must define the scope of the proposed project with the faculty member who has agreed to act as supervisor, and submit a brief abstract to the director of graduate studies for approval.\n", + "ENAS 991 Integrated Workshop. Corey O'Hern. This required course for students in the PEB graduate program involves a series of modules, co-taught by faculty, in which students from different academic backgrounds and research skills collaborate on projects at the interface of physics, engineering, and biology. The modules cover a broad range of PEB research areas and skills. The course starts with an introduction to MATLAB, which is used throughout the course for analysis, simulations, and modeling.\n", + "ENGL 011 Lincoln in Thought and Action. David Bromwich. An intensive examination of the career, political thought, and speeches of Abraham Lincoln in their historical context.\n", + "ENGL 012 Shakespeare and Popular Culture. Nicole Sheriko. How and why did Shakespeare become \"popular\"? Why is he still part of popular culture today? In this transhistorical and interdisciplinary course, we chart the history of Shakespeare’s celebrity, from the first publication of his works to their first adaptations in the Restoration, from Garrick’s Shakespeare Jubilee to the preservation of the Shakespeare Birthplace that he put on the map, from the recreation of the Globe Theatre to the role of Shakespeare in our contemporary cultural imagination. We read Romeo and Juliet, Hamlet, and Macbeth alongside a wide range of adaptations and cultural objects they inspire, using television, film, graphic novels, short stories, advertising, toys and souvenirs, and even tumblr poetry to consider how Shakespeare’s legacy evolves to meet the needs of changing eras. By the end of the course, we curate a collection of contemporary Shakespeariana to consider what Shakespeare means to our popular imagination.\n", + "ENGL 031 Religion and Science Fiction. Maria Doerfler. Survey of contemporary science fiction with attention to its use and presentation of religious thought and practice. Focus on the ways in which different religious frameworks inform the literary imagination of this genre, and how science fiction in turn creates religious systems in both literature and society.\n", + "ENGL 033 Words, Words, Words: The Structure and History of English Words. Peter Grund. Meggings. Perpendicular. Up. Ain’t. Eerily. Bae. The. These are all words in the English language, but, like all words, they have different meanings, functions, and social purposes; indeed, the meaning and function may be different for the same word depending on the context in which we use it (whether spoken or written). In this course, we explore the wonderful world of words. We look at how we create new words (and why), how we change the meaning of words, and how words have been lost (and revived) over time. As we do so, we look at debates over words and their meanings now (such as the feeling by some that ain’t is not a word at all) and historically (such as the distaste for subpeditals for ‘shoes’ in the sixteenth century), and how words can be manipulated to insult, hurt, and discriminate against others. We look at a wide range of texts by well-known authors (such as Shakespeare) as well as anonymous online bloggers, and we make use of online tools like the Google Ngram viewer and the Corpus of Historical American English to see how words change over time. At the end of the course, I hope you see how we make sophisticated use of words and how studying them opens up new ways for you to understand why other people use words the way they do and how you can use words for various purposes in your own speech and writing.\n", + "ENGL 040 Bob Dylan as a Way of Life. Benjamin Barasch. An introduction to college-level study of the humanities through intensive exploration of the songs of Bob Dylan. We touch on Dylan’s place in American cultural history but mostly treat him as a great creative artist, tracking him through various guises and disguises across his sixty-year odyssey of self-fashioning, from ‘60s folk revivalist to voice of social protest, abrasive rock ‘n’ roll surrealist to honey-voiced country crooner, loving husband to lovesick drifter, secular Jew to born-again Christian to worldly skeptic, honest outlaw to Nobel Prize-winning chronicler of modern times and philosopher of song. Throughout, we attend to Dylan’s lifelong quest for wisdom and reflect on how it can inspire our own. Topics include: the elusiveness of identity and the need for selfhood; virtue and vice; freedom and servitude; reverence and irreverence; love, desire, and betrayal; faith and unbelief; aging, death, and the possibility of immortality; the authentic and the counterfeit; the nature of beauty and of artistic genius; the meaning of personal integrity in a political world.\n", + "ENGL 114 Writing Seminars: Antiquity in Pieces. Anna Grant. Instruction in writing well-reasoned analyses and academic arguments, with emphasis on the importance of reading, research, and revision. Using examples of nonfiction prose from a variety of academic disciplines, individual sections focus on topics such as the city, childhood, globalization, inequality, food culture, sports, and war.\n", + "ENGL 114 Writing Seminars: Archaeologies of the ‘Other’. Naila Razzaq. Instruction in writing well-reasoned analyses and academic arguments, with emphasis on the importance of reading, research, and revision. Using examples of nonfiction prose from a variety of academic disciplines, individual sections focus on topics such as the city, childhood, globalization, inequality, food culture, sports, and war.\n", + "ENGL 114 Writing Seminars: Black and Indigenous Ecologies. Rasheed Tazudeen. Instruction in writing well-reasoned analyses and academic arguments, with emphasis on the importance of reading, research, and revision. Using examples of nonfiction prose from a variety of academic disciplines, individual sections focus on topics such as the city, childhood, globalization, inequality, food culture, sports, and war.\n", + "ENGL 114 Writing Seminars: Censorship and the Arts. Timothy Robinson. Instruction in writing well-reasoned analyses and academic arguments, with emphasis on the importance of reading, research, and revision. Using examples of nonfiction prose from a variety of academic disciplines, individual sections focus on topics such as the city, childhood, globalization, inequality, food culture, sports, and war.\n", + "ENGL 114 Writing Seminars: Creative Obsessions. Carol Morse. Instruction in writing well-reasoned analyses and academic arguments, with emphasis on the importance of reading, research, and revision. Using examples of nonfiction prose from a variety of academic disciplines, individual sections focus on topics such as the city, childhood, globalization, inequality, food culture, sports, and war.\n", + "ENGL 114 Writing Seminars: Fashioning the Self. Imani Tucker. Instruction in writing well-reasoned analyses and academic arguments, with emphasis on the importance of reading, research, and revision. Using examples of nonfiction prose from a variety of academic disciplines, individual sections focus on topics such as the city, childhood, globalization, inequality, food culture, sports, and war.\n", + "ENGL 114 Writing Seminars: Home. Felisa Baynes-Ross. Instruction in writing well-reasoned analyses and academic arguments, with emphasis on the importance of reading, research, and revision. Using examples of nonfiction prose from a variety of academic disciplines, individual sections focus on topics such as the city, childhood, globalization, inequality, food culture, sports, and war.\n", + "ENGL 114 Writing Seminars: How Romantic!. Kathy Chow. Instruction in writing well-reasoned analyses and academic arguments, with emphasis on the importance of reading, research, and revision. Using examples of nonfiction prose from a variety of academic disciplines, individual sections focus on topics such as the city, childhood, globalization, inequality, food culture, sports, and war.\n", + "ENGL 114 Writing Seminars: K-Pop Phenomenology. Taylor Kang. Instruction in writing well-reasoned analyses and academic arguments, with emphasis on the importance of reading, research, and revision. Using examples of nonfiction prose from a variety of academic disciplines, individual sections focus on topics such as the city, childhood, globalization, inequality, food culture, sports, and war.\n", + "ENGL 114 Writing Seminars: Main Character Syndrome. Alana Edmondson. Instruction in writing well-reasoned analyses and academic arguments, with emphasis on the importance of reading, research, and revision. Using examples of nonfiction prose from a variety of academic disciplines, individual sections focus on topics such as the city, childhood, globalization, inequality, food culture, sports, and war.\n", + "ENGL 114 Writing Seminars: Mind Reading. Audrey Holt. Instruction in writing well-reasoned analyses and academic arguments, with emphasis on the importance of reading, research, and revision. Using examples of nonfiction prose from a variety of academic disciplines, individual sections focus on topics such as the city, childhood, globalization, inequality, food culture, sports, and war.\n", + "ENGL 114 Writing Seminars: On Beauty. Rosemary Jones. Instruction in writing well-reasoned analyses and academic arguments, with emphasis on the importance of reading, research, and revision. Using examples of nonfiction prose from a variety of academic disciplines, individual sections focus on topics such as the city, childhood, globalization, inequality, food culture, sports, and war.\n", + "ENGL 114 Writing Seminars: On Being (Un)Reasonable. Craig Eklund. Instruction in writing well-reasoned analyses and academic arguments, with emphasis on the importance of reading, research, and revision. Using examples of nonfiction prose from a variety of academic disciplines, individual sections focus on topics such as the city, childhood, globalization, inequality, food culture, sports, and war.\n", + "ENGL 114 Writing Seminars: On Dolls, Puppets, and AI. Gabrielle Reid. Instruction in writing well-reasoned analyses and academic arguments, with emphasis on the importance of reading, research, and revision. Using examples of nonfiction prose from a variety of academic disciplines, individual sections focus on topics such as the city, childhood, globalization, inequality, food culture, sports, and war.\n", + "ENGL 114 Writing Seminars: Our Bodies, Ourselves . Sarah Guayante. Instruction in writing well-reasoned analyses and academic arguments, with emphasis on the importance of reading, research, and revision. Using examples of nonfiction prose from a variety of academic disciplines, individual sections focus on topics such as the city, childhood, globalization, inequality, food culture, sports, and war.\n", + "ENGL 114 Writing Seminars: Plastic Planet, Plastic People. Caitlin Hubbard. Instruction in writing well-reasoned analyses and academic arguments, with emphasis on the importance of reading, research, and revision. Using examples of nonfiction prose from a variety of academic disciplines, individual sections focus on topics such as the city, childhood, globalization, inequality, food culture, sports, and war.\n", + "ENGL 114 Writing Seminars: Presence,Mindfulness,Belonging. Helen Yang. Instruction in writing well-reasoned analyses and academic arguments, with emphasis on the importance of reading, research, and revision. Using examples of nonfiction prose from a variety of academic disciplines, individual sections focus on topics such as the city, childhood, globalization, inequality, food culture, sports, and war.\n", + "ENGL 114 Writing Seminars: Secret Lives of Children. Carol Morse. Instruction in writing well-reasoned analyses and academic arguments, with emphasis on the importance of reading, research, and revision. Using examples of nonfiction prose from a variety of academic disciplines, individual sections focus on topics such as the city, childhood, globalization, inequality, food culture, sports, and war.\n", + "ENGL 114 Writing Seminars: Superintelligence&Entrepreneur. Heather Klemann. Instruction in writing well-reasoned analyses and academic arguments, with emphasis on the importance of reading, research, and revision. Using examples of nonfiction prose from a variety of academic disciplines, individual sections focus on topics such as the city, childhood, globalization, inequality, food culture, sports, and war.\n", + "ENGL 114 Writing Seminars: The Art of Time. Steven Shoemaker. Instruction in writing well-reasoned analyses and academic arguments, with emphasis on the importance of reading, research, and revision. Using examples of nonfiction prose from a variety of academic disciplines, individual sections focus on topics such as the city, childhood, globalization, inequality, food culture, sports, and war.\n", + "ENGL 114 Writing Seminars: The Modern Metropolis. Pamela Newton. Instruction in writing well-reasoned analyses and academic arguments, with emphasis on the importance of reading, research, and revision. Using examples of nonfiction prose from a variety of academic disciplines, individual sections focus on topics such as the city, childhood, globalization, inequality, food culture, sports, and war.\n", + "ENGL 114 Writing Seminars: The Once and Future Campus. Ben Card. Instruction in writing well-reasoned analyses and academic arguments, with emphasis on the importance of reading, research, and revision. Using examples of nonfiction prose from a variety of academic disciplines, individual sections focus on topics such as the city, childhood, globalization, inequality, food culture, sports, and war.\n", + "ENGL 114 Writing Seminars: The Power of Ritual. Evelyne Koubkova. Instruction in writing well-reasoned analyses and academic arguments, with emphasis on the importance of reading, research, and revision. Using examples of nonfiction prose from a variety of academic disciplines, individual sections focus on topics such as the city, childhood, globalization, inequality, food culture, sports, and war.\n", + "ENGL 114 Writing Seminars: The Work of Art. Julian Durkin. Instruction in writing well-reasoned analyses and academic arguments, with emphasis on the importance of reading, research, and revision. Using examples of nonfiction prose from a variety of academic disciplines, individual sections focus on topics such as the city, childhood, globalization, inequality, food culture, sports, and war.\n", + "ENGL 114 Writing Seminars: Translators on Translation. Emily Glider. Instruction in writing well-reasoned analyses and academic arguments, with emphasis on the importance of reading, research, and revision. Using examples of nonfiction prose from a variety of academic disciplines, individual sections focus on topics such as the city, childhood, globalization, inequality, food culture, sports, and war.\n", + "ENGL 114 Writing Seminars: War Today. Maeva O'Brien. Instruction in writing well-reasoned analyses and academic arguments, with emphasis on the importance of reading, research, and revision. Using examples of nonfiction prose from a variety of academic disciplines, individual sections focus on topics such as the city, childhood, globalization, inequality, food culture, sports, and war.\n", + "ENGL 114 Writing Seminars: What We Eat. Alison Coleman. Instruction in writing well-reasoned analyses and academic arguments, with emphasis on the importance of reading, research, and revision. Using examples of nonfiction prose from a variety of academic disciplines, individual sections focus on topics such as the city, childhood, globalization, inequality, food culture, sports, and war.\n", + "ENGL 114 Writing Seminars: What is Friendship For?. Megan Perry. Instruction in writing well-reasoned analyses and academic arguments, with emphasis on the importance of reading, research, and revision. Using examples of nonfiction prose from a variety of academic disciplines, individual sections focus on topics such as the city, childhood, globalization, inequality, food culture, sports, and war.\n", + "ENGL 114 Writing Seminars: When Statues Fall. Ido Ben Harush. Instruction in writing well-reasoned analyses and academic arguments, with emphasis on the importance of reading, research, and revision. Using examples of nonfiction prose from a variety of academic disciplines, individual sections focus on topics such as the city, childhood, globalization, inequality, food culture, sports, and war.\n", + "ENGL 114 Writing Seminars: Writing Essays with AI. Benjamin Glaser. Instruction in writing well-reasoned analyses and academic arguments, with emphasis on the importance of reading, research, and revision. Using examples of nonfiction prose from a variety of academic disciplines, individual sections focus on topics such as the city, childhood, globalization, inequality, food culture, sports, and war.\n", + "ENGL 114 Writing Seminars: Writing and Rebellion. Felisa Baynes-Ross. Instruction in writing well-reasoned analyses and academic arguments, with emphasis on the importance of reading, research, and revision. Using examples of nonfiction prose from a variety of academic disciplines, individual sections focus on topics such as the city, childhood, globalization, inequality, food culture, sports, and war.\n", + "ENGL 114 Writing Seminars: Writing the Emotions. Elizabeth Mundell Perkins. Instruction in writing well-reasoned analyses and academic arguments, with emphasis on the importance of reading, research, and revision. Using examples of nonfiction prose from a variety of academic disciplines, individual sections focus on topics such as the city, childhood, globalization, inequality, food culture, sports, and war.\n", + "ENGL 115 Literature Seminars: Children and Books. Jill Campbell. Exploration of major themes in selected works of literature. Individual sections focus on topics such as war, justice, childhood, sex and gender, the supernatural, and the natural world. Emphasis on the development of writing skills and the analysis of fiction, poetry, drama, and nonfiction prose.\n", + "ENGL 115 Literature Seminars: Comedies of Manners. Eve Houghton. Exploration of major themes in selected works of literature. Individual sections focus on topics such as war, justice, childhood, sex and gender, the supernatural, and the natural world. Emphasis on the development of writing skills and the analysis of fiction, poetry, drama, and nonfiction prose.\n", + "ENGL 115 Literature Seminars: Hearing the African Diaspora. Rasheed Tazudeen. Exploration of major themes in selected works of literature. Individual sections focus on topics such as war, justice, childhood, sex and gender, the supernatural, and the natural world. Emphasis on the development of writing skills and the analysis of fiction, poetry, drama, and nonfiction prose.\n", + "ENGL 115 Literature Seminars: Modern Fairy Tales. Kate Needham. Exploration of major themes in selected works of literature. Individual sections focus on topics such as war, justice, childhood, sex and gender, the supernatural, and the natural world. Emphasis on the development of writing skills and the analysis of fiction, poetry, drama, and nonfiction prose.\n", + "ENGL 120 Reading and Writing the Modern Essay. Kim Shirkhani. Close reading of great nonfiction prepares students to develop mastery of the craft of powerful writing in the humanities and in all fields of human endeavor, within the university and beyond. Study of some of the finest essayists in the English language, including James Baldwin, Joan Didion, Leslie Jamison, Jhumpa Lahiri, George Orwell, David Foster Wallace, and Virginia Woolf. Assignments challenge students to craft persuasive arguments from personal experience, to portray people and places, and to interpret fundamental aspects of modern culture.\n", + "ENGL 120 Reading and Writing the Modern Essay. Kim Shirkhani. Close reading of great nonfiction prepares students to develop mastery of the craft of powerful writing in the humanities and in all fields of human endeavor, within the university and beyond. Study of some of the finest essayists in the English language, including James Baldwin, Joan Didion, Leslie Jamison, Jhumpa Lahiri, George Orwell, David Foster Wallace, and Virginia Woolf. Assignments challenge students to craft persuasive arguments from personal experience, to portray people and places, and to interpret fundamental aspects of modern culture.\n", + "ENGL 120 Reading and Writing the Modern Essay. Kate Bolick. Close reading of great nonfiction prepares students to develop mastery of the craft of powerful writing in the humanities and in all fields of human endeavor, within the university and beyond. Study of some of the finest essayists in the English language, including James Baldwin, Joan Didion, Leslie Jamison, Jhumpa Lahiri, George Orwell, David Foster Wallace, and Virginia Woolf. Assignments challenge students to craft persuasive arguments from personal experience, to portray people and places, and to interpret fundamental aspects of modern culture.\n", + "ENGL 120 Reading and Writing the Modern Essay. Lincoln Caplan. Close reading of great nonfiction prepares students to develop mastery of the craft of powerful writing in the humanities and in all fields of human endeavor, within the university and beyond. Study of some of the finest essayists in the English language, including James Baldwin, Joan Didion, Leslie Jamison, Jhumpa Lahiri, George Orwell, David Foster Wallace, and Virginia Woolf. Assignments challenge students to craft persuasive arguments from personal experience, to portray people and places, and to interpret fundamental aspects of modern culture.\n", + "ENGL 120 Reading and Writing the Modern Essay. Lincoln Caplan. Close reading of great nonfiction prepares students to develop mastery of the craft of powerful writing in the humanities and in all fields of human endeavor, within the university and beyond. Study of some of the finest essayists in the English language, including James Baldwin, Joan Didion, Leslie Jamison, Jhumpa Lahiri, George Orwell, David Foster Wallace, and Virginia Woolf. Assignments challenge students to craft persuasive arguments from personal experience, to portray people and places, and to interpret fundamental aspects of modern culture.\n", + "ENGL 120 Reading and Writing the Modern Essay. Craig Eklund. Close reading of great nonfiction prepares students to develop mastery of the craft of powerful writing in the humanities and in all fields of human endeavor, within the university and beyond. Study of some of the finest essayists in the English language, including James Baldwin, Joan Didion, Leslie Jamison, Jhumpa Lahiri, George Orwell, David Foster Wallace, and Virginia Woolf. Assignments challenge students to craft persuasive arguments from personal experience, to portray people and places, and to interpret fundamental aspects of modern culture.\n", + "ENGL 120 Reading and Writing the Modern Essay. Craig Eklund. Close reading of great nonfiction prepares students to develop mastery of the craft of powerful writing in the humanities and in all fields of human endeavor, within the university and beyond. Study of some of the finest essayists in the English language, including James Baldwin, Joan Didion, Leslie Jamison, Jhumpa Lahiri, George Orwell, David Foster Wallace, and Virginia Woolf. Assignments challenge students to craft persuasive arguments from personal experience, to portray people and places, and to interpret fundamental aspects of modern culture.\n", + "ENGL 120 Reading and Writing the Modern Essay. Rachel Kauder Nalebuff. Close reading of great nonfiction prepares students to develop mastery of the craft of powerful writing in the humanities and in all fields of human endeavor, within the university and beyond. Study of some of the finest essayists in the English language, including James Baldwin, Joan Didion, Leslie Jamison, Jhumpa Lahiri, George Orwell, David Foster Wallace, and Virginia Woolf. Assignments challenge students to craft persuasive arguments from personal experience, to portray people and places, and to interpret fundamental aspects of modern culture.\n", + "ENGL 120 Reading and Writing the Modern Essay. Christopher McGowan. Close reading of great nonfiction prepares students to develop mastery of the craft of powerful writing in the humanities and in all fields of human endeavor, within the university and beyond. Study of some of the finest essayists in the English language, including James Baldwin, Joan Didion, Leslie Jamison, Jhumpa Lahiri, George Orwell, David Foster Wallace, and Virginia Woolf. Assignments challenge students to craft persuasive arguments from personal experience, to portray people and places, and to interpret fundamental aspects of modern culture.\n", + "ENGL 120 Reading and Writing the Modern Essay. Derek Green. Close reading of great nonfiction prepares students to develop mastery of the craft of powerful writing in the humanities and in all fields of human endeavor, within the university and beyond. Study of some of the finest essayists in the English language, including James Baldwin, Joan Didion, Leslie Jamison, Jhumpa Lahiri, George Orwell, David Foster Wallace, and Virginia Woolf. Assignments challenge students to craft persuasive arguments from personal experience, to portray people and places, and to interpret fundamental aspects of modern culture.\n", + "ENGL 120 Reading and Writing the Modern Essay. Pamela Newton. Close reading of great nonfiction prepares students to develop mastery of the craft of powerful writing in the humanities and in all fields of human endeavor, within the university and beyond. Study of some of the finest essayists in the English language, including James Baldwin, Joan Didion, Leslie Jamison, Jhumpa Lahiri, George Orwell, David Foster Wallace, and Virginia Woolf. Assignments challenge students to craft persuasive arguments from personal experience, to portray people and places, and to interpret fundamental aspects of modern culture.\n", + "ENGL 120 Reading and Writing the Modern Essay. Barbara Riley. Close reading of great nonfiction prepares students to develop mastery of the craft of powerful writing in the humanities and in all fields of human endeavor, within the university and beyond. Study of some of the finest essayists in the English language, including James Baldwin, Joan Didion, Leslie Jamison, Jhumpa Lahiri, George Orwell, David Foster Wallace, and Virginia Woolf. Assignments challenge students to craft persuasive arguments from personal experience, to portray people and places, and to interpret fundamental aspects of modern culture.\n", + "ENGL 120 Reading and Writing the Modern Essay. Adam Sexton. Close reading of great nonfiction prepares students to develop mastery of the craft of powerful writing in the humanities and in all fields of human endeavor, within the university and beyond. Study of some of the finest essayists in the English language, including James Baldwin, Joan Didion, Leslie Jamison, Jhumpa Lahiri, George Orwell, David Foster Wallace, and Virginia Woolf. Assignments challenge students to craft persuasive arguments from personal experience, to portray people and places, and to interpret fundamental aspects of modern culture.\n", + "ENGL 120 Reading and Writing the Modern Essay. Jennifer Stock. Close reading of great nonfiction prepares students to develop mastery of the craft of powerful writing in the humanities and in all fields of human endeavor, within the university and beyond. Study of some of the finest essayists in the English language, including James Baldwin, Joan Didion, Leslie Jamison, Jhumpa Lahiri, George Orwell, David Foster Wallace, and Virginia Woolf. Assignments challenge students to craft persuasive arguments from personal experience, to portray people and places, and to interpret fundamental aspects of modern culture.\n", + "ENGL 120 Reading and Writing the Modern Essay. Margaret McGowan. Close reading of great nonfiction prepares students to develop mastery of the craft of powerful writing in the humanities and in all fields of human endeavor, within the university and beyond. Study of some of the finest essayists in the English language, including James Baldwin, Joan Didion, Leslie Jamison, Jhumpa Lahiri, George Orwell, David Foster Wallace, and Virginia Woolf. Assignments challenge students to craft persuasive arguments from personal experience, to portray people and places, and to interpret fundamental aspects of modern culture.\n", + "ENGL 120 Reading and Writing the Modern Essay. Seth Walls. Close reading of great nonfiction prepares students to develop mastery of the craft of powerful writing in the humanities and in all fields of human endeavor, within the university and beyond. Study of some of the finest essayists in the English language, including James Baldwin, Joan Didion, Leslie Jamison, Jhumpa Lahiri, George Orwell, David Foster Wallace, and Virginia Woolf. Assignments challenge students to craft persuasive arguments from personal experience, to portray people and places, and to interpret fundamental aspects of modern culture.\n", + "ENGL 123 Introduction to Creative Writing. Marie-Helene Bertino. Introduction to the writing of fiction, poetry, and drama. Development of the basic skills used to create imaginative literature. Fundamentals of craft and composition; the distinct but related techniques used in the three genres. Story, scene, and character in fiction; sound, line, image, and voice in poetry; monologue, dialogue, and action in drama.\n", + "ENGL 123 Introduction to Creative Writing. Richard Deming. Introduction to the writing of fiction, poetry, and drama. Development of the basic skills used to create imaginative literature. Fundamentals of craft and composition; the distinct but related techniques used in the three genres. Story, scene, and character in fiction; sound, line, image, and voice in poetry; monologue, dialogue, and action in drama.\n", + "ENGL 123 Introduction to Creative Writing. Emily Skillings. Introduction to the writing of fiction, poetry, and drama. Development of the basic skills used to create imaginative literature. Fundamentals of craft and composition; the distinct but related techniques used in the three genres. Story, scene, and character in fiction; sound, line, image, and voice in poetry; monologue, dialogue, and action in drama.\n", + "ENGL 123 Introduction to Creative Writing. R Clifton Spargo. Introduction to the writing of fiction, poetry, and drama. Development of the basic skills used to create imaginative literature. Fundamentals of craft and composition; the distinct but related techniques used in the three genres. Story, scene, and character in fiction; sound, line, image, and voice in poetry; monologue, dialogue, and action in drama.\n", + "ENGL 125 Readings in English Poetry I. Jessica Brantley. Introduction to the English literary tradition through close reading of select poems from the seventh through the seventeenth centuries. Emphasis on developing skills of literary interpretation and critical writing; diverse linguistic and social histories; and the many varieties of identity and authority in early literary cultures. Readings may include Beowulf, The Canterbury Tales, Middle English lyrics, The Faerie Queene, Paradise Lost, and poems by Isabella Whitney, Philip Sidney, William Shakespeare, Amelia Lanyer, John Donne, and George Herbert, among others. Preregistration required; see under English Department.\n", + "ENGL 125 Readings in English Poetry I. Nicole Sheriko. Introduction to the English literary tradition through close reading of select poems from the seventh through the seventeenth centuries. Emphasis on developing skills of literary interpretation and critical writing; diverse linguistic and social histories; and the many varieties of identity and authority in early literary cultures. Readings may include Beowulf, The Canterbury Tales, Middle English lyrics, The Faerie Queene, Paradise Lost, and poems by Isabella Whitney, Philip Sidney, William Shakespeare, Amelia Lanyer, John Donne, and George Herbert, among others. Preregistration required; see under English Department.\n", + "ENGL 126 Readings in English Poetry II. Leslie Brisman. Introduction to the English literary tradition through close reading of select poems from the eighteenth century through the present. Emphasis on developing skills of literary interpretation and critical writing; diverse genres and social histories; and modernity’s multiple canons and traditions. Authors may include Alexander Pope, William Wordsworth, Elizabeth Barrett Browning, Robert Browning, W. B. Yeats, T. S. Eliot, Langston Hughes, Gertrude Stein, Gwendolyn Brooks, Elizabeth Bishop, and Derek Walcott, among others. Preregistration required; see under English Department.\n", + "ENGL 126 Readings in English Poetry II. Naomi Levine. Introduction to the English literary tradition through close reading of select poems from the eighteenth century through the present. Emphasis on developing skills of literary interpretation and critical writing; diverse genres and social histories; and modernity’s multiple canons and traditions. Authors may include Alexander Pope, William Wordsworth, Elizabeth Barrett Browning, Robert Browning, W. B. Yeats, T. S. Eliot, Langston Hughes, Gertrude Stein, Gwendolyn Brooks, Elizabeth Bishop, and Derek Walcott, among others. Preregistration required; see under English Department.\n", + "ENGL 126 Readings in English Poetry II. Joseph North. Introduction to the English literary tradition through close reading of select poems from the eighteenth century through the present. Emphasis on developing skills of literary interpretation and critical writing; diverse genres and social histories; and modernity’s multiple canons and traditions. Authors may include Alexander Pope, William Wordsworth, Elizabeth Barrett Browning, Robert Browning, W. B. Yeats, T. S. Eliot, Langston Hughes, Gertrude Stein, Gwendolyn Brooks, Elizabeth Bishop, and Derek Walcott, among others. Preregistration required; see under English Department.\n", + "ENGL 127 Readings in American Literature. Margaret Homans. Introduction to the American literary tradition in a variety of poetic and narrative forms and in diverse historical contexts. Emphasis on developing skills of literary interpretation and critical writing; diverse linguistic and social histories; and the place of race, class, gender, and sexuality in American literary culture. Authors may include Phillis Wheatley, Henry David Thoreau, Herman Melville, Walt Whitman, Emily Dickinson, Frederick Douglass, Gertrude Stein, Langston Hughes, Ralph Ellison, Flannery O’Connor, Allen Ginsberg, Chang-Rae Lee, and Toni Morrison, among others.\n", + "ENGL 127 Readings in American Literature. Caleb Smith. Introduction to the American literary tradition in a variety of poetic and narrative forms and in diverse historical contexts. Emphasis on developing skills of literary interpretation and critical writing; diverse linguistic and social histories; and the place of race, class, gender, and sexuality in American literary culture. Authors may include Phillis Wheatley, Henry David Thoreau, Herman Melville, Walt Whitman, Emily Dickinson, Frederick Douglass, Gertrude Stein, Langston Hughes, Ralph Ellison, Flannery O’Connor, Allen Ginsberg, Chang-Rae Lee, and Toni Morrison, among others.\n", + "ENGL 127 Readings in American Literature. Shane Vogel. Introduction to the American literary tradition in a variety of poetic and narrative forms and in diverse historical contexts. Emphasis on developing skills of literary interpretation and critical writing; diverse linguistic and social histories; and the place of race, class, gender, and sexuality in American literary culture. Authors may include Phillis Wheatley, Henry David Thoreau, Herman Melville, Walt Whitman, Emily Dickinson, Frederick Douglass, Gertrude Stein, Langston Hughes, Ralph Ellison, Flannery O’Connor, Allen Ginsberg, Chang-Rae Lee, and Toni Morrison, among others.\n", + "ENGL 127 Readings in American Literature. John Williams. Introduction to the American literary tradition in a variety of poetic and narrative forms and in diverse historical contexts. Emphasis on developing skills of literary interpretation and critical writing; diverse linguistic and social histories; and the place of race, class, gender, and sexuality in American literary culture. Authors may include Phillis Wheatley, Henry David Thoreau, Herman Melville, Walt Whitman, Emily Dickinson, Frederick Douglass, Gertrude Stein, Langston Hughes, Ralph Ellison, Flannery O’Connor, Allen Ginsberg, Chang-Rae Lee, and Toni Morrison, among others.\n", + "ENGL 128 Readings in Comparative World English Literatures. Priyasha Mukhopadhyay. An introduction to the literary traditions of the Anglophone world in a variety of poetic and narrative forms and historical contexts. Emphasis on developing skills of literary interpretation and critical writing; diverse linguistic, cultural and racial histories; and on the politics of empire and liberation struggles. Authors may include Daniel Defoe, Mary Prince, J. M. Synge, James Joyce, C. L. R. James, Claude McKay, Jean Rhys, Yvonne Vera, Chinua Achebe, Ngũgĩ wa Thiong'o, J. M. Coetzee, Brian Friel, Amitav Ghosh, Salman Rushdie, Alice Munro, Derek Walcott, and Patrick White, among others. Preregistration required; see under English Department.\n", + "ENGL 128 Readings in Comparative World English Literatures. Juno Richards. An introduction to the literary traditions of the Anglophone world in a variety of poetic and narrative forms and historical contexts. Emphasis on developing skills of literary interpretation and critical writing; diverse linguistic, cultural and racial histories; and on the politics of empire and liberation struggles. Authors may include Daniel Defoe, Mary Prince, J. M. Synge, James Joyce, C. L. R. James, Claude McKay, Jean Rhys, Yvonne Vera, Chinua Achebe, Ngũgĩ wa Thiong'o, J. M. Coetzee, Brian Friel, Amitav Ghosh, Salman Rushdie, Alice Munro, Derek Walcott, and Patrick White, among others. Preregistration required; see under English Department.\n", + "ENGL 129 Tragedy in the European Literary Tradition. Timothy Robinson. The genre of tragedy from its origins in ancient Greece and Rome through the European Renaissance to the present day. Themes of justice, religion, free will, family, gender, race, and dramaturgy. Works might include Aristotle's Poetics or Homer's Iliad and plays by Aeschylus, Sophocles, Euripides, Seneca, Hrotsvitha, Shakespeare, Lope de Vega, Calderon, Racine, Büchner, Ibsen, Strindberg, Chekhov, Wedekind, Synge, Lorca, Brecht, Beckett, Soyinka, Tarell Alvin McCraney, and Lynn Nottage. Focus on textual analysis and on developing the craft of persuasive argument through writing.\n", + "ENGL 130 Epic in the European Literary Tradition. Anastasia Eccles. The epic tradition traced from its foundations in ancient Greece and Rome to the modern novel. The creation of cultural values and identities; exile and homecoming; the heroic in times of war and of peace; the role of the individual within society; memory and history; politics of gender, race, and religion. Works include Homer's Odyssey, Vergil's Aeneid, Dante's Inferno, Cervantes's Don Quixote, and Joyce's Ulysses. Focus on textual analysis and on developing the craft of persuasive argument through writing.\n", + "ENGL 150 Old English. Emily Thornbury. An introduction to the language, literature, and culture of earliest England. A selection of prose and verse, including riddles, heroic poetry, meditations on loss, a dream vision, and excerpts from Beowulf, which are read in the original Old English.\n", + "ENGL 154 The Multicultural Middle Ages. Ardis Butterfield, Marcel Elias. Introduction to medieval English literature and culture in its European and Mediterranean context, before it became monolingual, canonical, or author-bound. Genres include travel writing, epic, dream visions, mysticism, the lyric, and autobiography, from the Crusades to the Hundred Years War, from the troubadours to Dante, from the Chanson de Roland to Chaucer. Formerly ENGL 189.\n", + "ENGL 154 The Multicultural Middle Ages: Multicultural Middle Ages (WR). Introduction to medieval English literature and culture in its European and Mediterranean context, before it became monolingual, canonical, or author-bound. Genres include travel writing, epic, dream visions, mysticism, the lyric, and autobiography, from the Crusades to the Hundred Years War, from the troubadours to Dante, from the Chanson de Roland to Chaucer. Formerly ENGL 189.\n", + "ENGL 154 The Multicultural Middle Ages: Multicultural Middle Ages (WR). Introduction to medieval English literature and culture in its European and Mediterranean context, before it became monolingual, canonical, or author-bound. Genres include travel writing, epic, dream visions, mysticism, the lyric, and autobiography, from the Crusades to the Hundred Years War, from the troubadours to Dante, from the Chanson de Roland to Chaucer. Formerly ENGL 189.\n", + "ENGL 154 The Multicultural Middle Ages: Multicultural Middle Ages (WR). Introduction to medieval English literature and culture in its European and Mediterranean context, before it became monolingual, canonical, or author-bound. Genres include travel writing, epic, dream visions, mysticism, the lyric, and autobiography, from the Crusades to the Hundred Years War, from the troubadours to Dante, from the Chanson de Roland to Chaucer. Formerly ENGL 189.\n", + "ENGL 158 Shakespeare: Page, Stage, and Screen. Catherine Nicholson. A lively and wide-ranging introduction to the plays of William Shakespeare: comedies, histories, tragedies, and romances, in print, on stage, and as adapted for television, film, and other media, from the early modern period to the present. In addition to giving novices and Shakespeare buffs alike a thorough grounding in the content and contexts of the plays themselves, this course aims at developing students' abilities to analyze, interpret, and take pleasure in linguistic complexity, to think critically and creatively about the relationship between text and performance, to experiment with reading like an actor, a director, a costume designer, a queer theorist, an anti-theatrical Puritan, or a sixteenth-century playgoer, and to explore enduring issues of identity, family, sexuality, race, religion, power, ambition, violence, and desire. Lectures are complemented by weekly discussion sections, conversations with practicing theater artists, a trip to the Beinecke Rare Books Library, and opportunities to see plays in performance.\n", + "ENGL 158 ShakespearePageStage&Screen: Shakespeare WR Section. A lively and wide-ranging introduction to the plays of William Shakespeare: comedies, histories, tragedies, and romances, in print, on stage, and as adapted for television, film, and other media, from the early modern period to the present. In addition to giving novices and Shakespeare buffs alike a thorough grounding in the content and contexts of the plays themselves, this course aims at developing students' abilities to analyze, interpret, and take pleasure in linguistic complexity, to think critically and creatively about the relationship between text and performance, to experiment with reading like an actor, a director, a costume designer, a queer theorist, an anti-theatrical Puritan, or a sixteenth-century playgoer, and to explore enduring issues of identity, family, sexuality, race, religion, power, ambition, violence, and desire. Lectures are complemented by weekly discussion sections, conversations with practicing theater artists, a trip to the Beinecke Rare Books Library, and opportunities to see plays in performance.\n", + "ENGL 158 ShakespearePageStage&Screen: Shakespeare WR Section. A lively and wide-ranging introduction to the plays of William Shakespeare: comedies, histories, tragedies, and romances, in print, on stage, and as adapted for television, film, and other media, from the early modern period to the present. In addition to giving novices and Shakespeare buffs alike a thorough grounding in the content and contexts of the plays themselves, this course aims at developing students' abilities to analyze, interpret, and take pleasure in linguistic complexity, to think critically and creatively about the relationship between text and performance, to experiment with reading like an actor, a director, a costume designer, a queer theorist, an anti-theatrical Puritan, or a sixteenth-century playgoer, and to explore enduring issues of identity, family, sexuality, race, religion, power, ambition, violence, and desire. Lectures are complemented by weekly discussion sections, conversations with practicing theater artists, a trip to the Beinecke Rare Books Library, and opportunities to see plays in performance.\n", + "ENGL 158 ShakespearePageStage&Screen: Shakespeare WR Section. A lively and wide-ranging introduction to the plays of William Shakespeare: comedies, histories, tragedies, and romances, in print, on stage, and as adapted for television, film, and other media, from the early modern period to the present. In addition to giving novices and Shakespeare buffs alike a thorough grounding in the content and contexts of the plays themselves, this course aims at developing students' abilities to analyze, interpret, and take pleasure in linguistic complexity, to think critically and creatively about the relationship between text and performance, to experiment with reading like an actor, a director, a costume designer, a queer theorist, an anti-theatrical Puritan, or a sixteenth-century playgoer, and to explore enduring issues of identity, family, sexuality, race, religion, power, ambition, violence, and desire. Lectures are complemented by weekly discussion sections, conversations with practicing theater artists, a trip to the Beinecke Rare Books Library, and opportunities to see plays in performance.\n", + "ENGL 158 ShakespearePageStage&Screen: Shakespeare WR Section. A lively and wide-ranging introduction to the plays of William Shakespeare: comedies, histories, tragedies, and romances, in print, on stage, and as adapted for television, film, and other media, from the early modern period to the present. In addition to giving novices and Shakespeare buffs alike a thorough grounding in the content and contexts of the plays themselves, this course aims at developing students' abilities to analyze, interpret, and take pleasure in linguistic complexity, to think critically and creatively about the relationship between text and performance, to experiment with reading like an actor, a director, a costume designer, a queer theorist, an anti-theatrical Puritan, or a sixteenth-century playgoer, and to explore enduring issues of identity, family, sexuality, race, religion, power, ambition, violence, and desire. Lectures are complemented by weekly discussion sections, conversations with practicing theater artists, a trip to the Beinecke Rare Books Library, and opportunities to see plays in performance.\n", + "ENGL 188 Philosophy of Digital Media. Discussion of fundamental and theoretical questions regarding media, culture, and society; the consequences of a computerized age; what is new in new media; and digital media from both philosophical and historical perspective, with focus on the past five decades. Topics include animals, democracy, environment, gender, globalization, mental illness, obscenity, piracy, privacy, the public sphere, race, religion, social media, terrorism, and war.\n", + "ENGL 194 Queer Modernisms. Juno Richards. Study of modernist literature and the historical formation of homosexual identity from the late nineteenth through mid-twentieth centuries. Topics include: sexology as a medical and disciplinary practice; decadence and theories of degeneration; the criminalization of homosexuality in the Wilde and Pemberton-Billing trials; cross-dressing and drag balls in Harlem; transsexuality and sex-reassignment surgery; lesbian periodical cultures; nightlife and cruising; gay Berlin and the rise of fascism; colonial narratives of same-sex desire; and the salon cultures of expatriate Paris.\n", + "ENGL 194 Queer Modernisms: Queer Modernisms (WR). Study of modernist literature and the historical formation of homosexual identity from the late nineteenth through mid-twentieth centuries. Topics include: sexology as a medical and disciplinary practice; decadence and theories of degeneration; the criminalization of homosexuality in the Wilde and Pemberton-Billing trials; cross-dressing and drag balls in Harlem; transsexuality and sex-reassignment surgery; lesbian periodical cultures; nightlife and cruising; gay Berlin and the rise of fascism; colonial narratives of same-sex desire; and the salon cultures of expatriate Paris.\n", + "ENGL 194 Queer Modernisms: Queer Modernisms (WR). Study of modernist literature and the historical formation of homosexual identity from the late nineteenth through mid-twentieth centuries. Topics include: sexology as a medical and disciplinary practice; decadence and theories of degeneration; the criminalization of homosexuality in the Wilde and Pemberton-Billing trials; cross-dressing and drag balls in Harlem; transsexuality and sex-reassignment surgery; lesbian periodical cultures; nightlife and cruising; gay Berlin and the rise of fascism; colonial narratives of same-sex desire; and the salon cultures of expatriate Paris.\n", + "ENGL 194 Queer Modernisms: Queer Modernisms (WR). Study of modernist literature and the historical formation of homosexual identity from the late nineteenth through mid-twentieth centuries. Topics include: sexology as a medical and disciplinary practice; decadence and theories of degeneration; the criminalization of homosexuality in the Wilde and Pemberton-Billing trials; cross-dressing and drag balls in Harlem; transsexuality and sex-reassignment surgery; lesbian periodical cultures; nightlife and cruising; gay Berlin and the rise of fascism; colonial narratives of same-sex desire; and the salon cultures of expatriate Paris.\n", + "ENGL 194 Queer Modernisms: Queer Modernisms (WR). Study of modernist literature and the historical formation of homosexual identity from the late nineteenth through mid-twentieth centuries. Topics include: sexology as a medical and disciplinary practice; decadence and theories of degeneration; the criminalization of homosexuality in the Wilde and Pemberton-Billing trials; cross-dressing and drag balls in Harlem; transsexuality and sex-reassignment surgery; lesbian periodical cultures; nightlife and cruising; gay Berlin and the rise of fascism; colonial narratives of same-sex desire; and the salon cultures of expatriate Paris.\n", + "ENGL 194 Queer Modernisms: Queer Modernisms (WR). Study of modernist literature and the historical formation of homosexual identity from the late nineteenth through mid-twentieth centuries. Topics include: sexology as a medical and disciplinary practice; decadence and theories of degeneration; the criminalization of homosexuality in the Wilde and Pemberton-Billing trials; cross-dressing and drag balls in Harlem; transsexuality and sex-reassignment surgery; lesbian periodical cultures; nightlife and cruising; gay Berlin and the rise of fascism; colonial narratives of same-sex desire; and the salon cultures of expatriate Paris.\n", + "ENGL 205 Medieval Songlines. Ardis Butterfield. Introduction to medieval song in England via modern poetic theory, material culture, affect theory, and sound studies. Song is studied through foregrounding music as well as words, words as well as music.\n", + "ENGL 211 Acting Shakespeare. Daniela Varon. A practicum in acting verse drama, focusing on tools to mine the printed text for given circumstances, character, objective, and action; noting the opportunities and limitations that the printed play script presents; and promoting both the expressive freedom and responsibility of the actor as an interpretive and collaborative artist in rehearsal. The course will include work on sonnets, monologues, and scenes. Admission by audition. Preference to seniors and juniors; open to nonmajors. See Canvas for application.\n", + "ENGL 226 Race and Gender in Transatlantic Literature, 1819 to the Present. Margaret Homans. Construction of race and gender in literatures of Great Britain, North America, and the Caribbean from the early nineteenth century to the present. Focus on the role of literature in advancing and contesting concepts of race and gender as features of identity and systems of power, with particular attention to the circulation of goods, people, ideas, and literary works among regions. Some authors include Charlotte Bronte, Sojourner Truth, Zora Neale Hurston, Virginia Woolf, Audre Lorde, Chimimanda Adichie, and Kabe Wilson. Second of a two-term sequence; each term may be taken independently.\n", + "ENGL 234 Literature of the Black South. Sarah Mahurin. Examination of the intersections between African American and Southern literatures, with consideration of the ways in which the American South remains a space that simultaneously represents and repels an African American ethos.\n", + "ENGL 235 Poetry and Objects. Karin Roffman. This course on 20th and 21st century poetry studies the non-symbolic use of familiar objects in poems. We meet alternating weeks in the Beinecke library archives and the Yale Art Gallery objects study classroom to discover literary, material, and biographical histories of poems and objects. Additionally, there are scheduled readings and discussions with contemporary poets. Assignments include both analytical essays and the creation of online exhibitions.\n", + "ENGL 245 Land, Liberty, and Slavery from Hobbes to Defoe. Feisal Mohamed. This course considers together several phenomena often considered separately: the conversion of arable land to pasture; the central place of property in seventeenth-century English formulations of political liberty; and the increasing racialization of forced labor in the period. We read seminal works of political theory produced in England’s tumultuous seventeenth century, namely those of Hobbes and Locke. We also explore how transformations of labor and property necessarily exert influence in literature, focusing on Andrew Marvell, Aphra Behn, John Dryden, and Daniel Defoe.\n", + "ENGL 246 The Media and Democracy. Joanne Lipman. In an era of \"fake news,\" when trust in mainstream media is declining, social platforms are enabling the spread of misinformation, and new technologies are transforming the way we consume news, how do journalists hold power to account? What is the media’s role in promoting and protecting democracy? Students explore topics including objectivity versus advocacy and hate speech versus First Amendment speech protections. Case studies will span from 19th century yellow journalism to the #MeToo and #BlackLivesMatter movements, to the Jan. 6 Capitol attack and the advent of AI journalism.\n", + "ENGL 251 Experiments in the Novel: The Eighteenth Century. Jill Campbell. The course provides an introduction to English-language novels of the long eighteenth century (1688-1818), the period in which the novel has traditionally been understood to have \"risen.\" Emphasizing the experimental nature of novel-writing in this early period of its history, the course foregrounds persistent questions about the genre as well as a literary-historical survey: What is the status of fictional characters? How does narrative sequence impart political or moral implications? How do conventions of the novel form shape our experience of gender? What kind of being is a narrator? Likely authors include Aphra Behn, Daniel Defoe, Samuel Richardson, Henry Fielding, Laurence Sterne, Maria Edgeworth, Jane Austen, Jennifer Egan, Colson Whitehead, and Richard Powers.\n", + "ENGL 262 Modernities: Nineteenth-Century Historical Narratives. Stefanie Markovits, Stuart Semmel. British historical narratives in the nineteenth century, an age often cited as the crucible of modern historical consciousness. How a period of industrialization and democratization grounded itself in imagined pasts—whether recent or distant, domestic or foreign—in both historical novels and works by historians who presented programmatic statements about the nature of historical development.\n", + "ENGL 267 Love and Desire in the Nineteenth Century. Naomi Levine. Exploration of forms of love and desire in Victorian literature, with attention to their philosophical, historical, and aesthetic contexts. How history licensed or constrained the Victorian erotic imagination; how the pleasures of reading and looking shaped nineteenth-century aesthetics; how desire drives literary genres such as the sonnet sequence, the sensation novel, elegy, the love letter, aestheticist prose. Authors may include Elizabeth Barrett Browning, Mary Elizabeth Braddon, William Morris, Christina Rossetti, Walter Pater, Pauline Johnson (Tekahionwake), Michael Field, and Oscar Wilde, with additional readings in Sappho, Dante, Hegel, Stendhal, and Freud. Visits to the Yale art collections inform discussion.\n", + "ENGL 287 Literature and the Future, 1887 to the Present. John Williams. A survey of literature's role in anticipating and constructing potential futures since 1887. Early Anglo-American and European futurism during the years leading up to World War I; futures of speculative fiction during the Cold War; futuristic dreams of contemporary cyberpunk. What literature can reveal about the human need to understand both what is coming and how to respond to it.\n", + "ENGL 306 Interpretations Seminar: William Blake. Riley Soles. This course explores the world of William Blake’s poetry, with an emphasis on the longer prophetic poems, in conversation with his artistic output. We locate Blake in his historical moment, responding in his poetry and art to a variety of political, philosophical, and aesthetic movements in England and elsewhere. We also see Blake as part of an evolving literary tradition, paying particular attention to his relationship with his poetic precursor John Milton, and to Romantic contemporaries such as William Wordsworth. Trips to the Beinecke Library and the Yale Center for British Art allow us to see firsthand and to think deeply about the materiality of Blake’s works, as well as the complex relationships in them between text and image. Finally, we consider Blake as a radical religious thinker and innovator by analyzing his poetry’s connections to modes of Biblical vision, prophecy, and apocalypse.\n", + "ENGL 327 The Modernist Novel in the 1920s. Joe Cleary. Many of the classics of modernist fiction were published between 1920 and 1930. These novels did not come into the world as \"modernist\"; that term was later conferred on narrative experiments often considered bizarre at the time. As writers, the \"modernists\" did not conform to pre-existing social conceptions of \"the writer\" nor work with established systems of narrative genres; rather, they tried to remake the novel as form and bend it to new purposes. This course invites students to consider diverse morphologies of the Anglophone modernist novel in this decade and to reflect on its consequences for later developments in twentieth-century fiction. The seminar encourages careful analyses of individual texts but engages also with literary markets, patronage systems, changing world literary systems, the rise of cinema and mass and consumer cultures, and later Cold War constructions of the ideology of modernism.\n", + "ENGL 330 Henry James. Ruth Yeazell. Selected novels by Henry James, from Roderick Hudson through The Golden Bowl. Particular attention to the international theme and to the ways in which James's later novels revisit and transform the matter of his earlier ones. Formerly ENGL 435.\n", + "ENGL 335 Literatures of the Plague. Jim Berger. In a new era of pandemic, we have seen how widespread medical crisis has profound effects on individual life and consciousness, and on political and economic institutions and practices. Our material and psychic supply chains grow tenuous. All of life changes even as we try to preserve what we deem most valuable. We must rethink what we consider to be \"essential.\" Yet this is far from being a new condition. Infectious disease has been part of the human social world probably since the beginnings of urban life. The Bible describes plagues sent by God as punishment. The earliest historical depiction was by Thucydides shortly after the plague in Athens in 430 BCE. At each occasion, people have tried to witness and to understand these \"visitations,\" as Daniel Defoe called them. The Plague is always a medical, political, economic and an interpretive crisis. It is also a moral crisis, as people must not only try to understand but also determine how to act. This course studies accounts of pandemics, from Thucydides in Athens up to our ongoing Coronavirus outbreaks. We trace the histories of understanding that accompanied pandemics: religious, scientific, philosophical, ethical, literary. It seems to be the case that these vast, horrifying penetrations of death into the fabric of life have inspired some of our fragile and resilient species’ most strange and profound meditations.\n", + "ENGL 365 Donne. Catherine Nicholson. Depending on whom you ask, the seventeenth-century writer and cleric John Donne was either England's greatest love poet or a total misogynist dirtbag, a man devoted to God or a heretical apostate, an upwardly mobile striver or the victim of his own passionate idealism, the author of some of the most beautiful lines of poetry and prose in the English language or the man who took that language and nearly broke it. In this class, we won’t try to decide any of these arguments—though you are always welcome to pick a side—but to explore the brilliant, weird, fascinatingly complex body of writing that set them in motion.\n", + "ENGL 366 American Experimental Theater. Marc Robinson. Topics include the Living Theater, Happenings, Cunningham/Cage, Open Theater, Judson Dance Theater, Grand Union, Bread and Puppet Theater, Ontological-Hysteric Theater, Meredith Monk, Mabou Mines, Robert Wilson, and the Wooster Group.\n", + "ENGL 372 The Colonial Encounter. Caryl Phillips. Study of the various ways in which contemporary literature has represented the encounter between the center and the periphery, with special attention paid to how this operates in the context of the British Empire.\n", + "ENGL 376 Theories and Histories of the Western Novel. Joe Cleary. Widely considered the ‘youngest,’ most protean, and major literary form of the modern era, the novel has been associated variously with the disenchantment of premodern sacred orders, the rise of the European middle classes, the cultural articulation of the nation-state and other imagined communities, the criticism or reproduction of society, and many other purposes. This seminar offers an advanced introduction to twentieth-century theories and histories of the Western novel and considerations of the genres, techniques, and sociocultural functions associated with the novel form as it has evolved in Europe and the Americas between the eighteenth century and the present.\n", + "ENGL 388 English Poetry in the Long 19th Century. David Bromwich. Survey of a wide range of English lyric poetry from Wordsworth to Edward Thomas. Among the authors: Coleridge, Shelley, Keats, Tennyson, Browning, Whitman, Dickinson, Melville, Eliot. Discussions each week focus on a few poems, closely considered.\n", + "ENGL 389 Critical Reading Methods in Indigenous Literatures. Tarren Andrews. This course focuses on developing critical readings skills grounded in the embodied and place-based reading practices encouraged by Indigenous literatures. Students are expected to think critically about their reading practices and environments to consciously cultivate place-based reading strategies across a variety of genres including: fiction and non-fiction, sci-fi, poetry, comic books, criticism, theory, film, and other new media. Students are required to keep a reading journal and regularly present critical reflections on their reading process, as well as engage in group annotations of primary and secondary reading materials.\n", + "ENGL 395 The Bible as a Literature. Leslie Brisman. Study of the Bible as a literature—a collection of works exhibiting a variety of attitudes toward the conflicting claims of tradition and originality, historicity and literariness.\n", + "ENGL 404 The Craft of Fiction. Michael Cunningham. Fundamentals of the craft of fiction writing explored through readings from classic and contemporary short stories and novels. Focus on how each author has used the fundamentals of craft. Writing exercises emphasize elements such as voice, structure, point of view, character, and tone. Formerly ENGL 134.\n", + "ENGL 404 The Craft of Fiction. Adam Sexton. Fundamentals of the craft of fiction writing explored through readings from classic and contemporary short stories and novels. Focus on how each author has used the fundamentals of craft. Writing exercises emphasize elements such as voice, structure, point of view, character, and tone. Formerly ENGL 134.\n", + "ENGL 407 Fiction Writing. Marie-Helene Bertino. An intensive study of the craft of fiction, designed for aspiring creative writers. Focus on the fundamentals of narrative technique and peer review. Formerly ENGL 245.\n", + "ENGL 408 Poetry Writing. Cynthia Zarin. An intensive study of the craft of poetry, designed for aspiring creative writers. Focus on the fundamentals of poetic technique and peer review Formerly ENGL 246.\n", + "ENGL 412 Literary Production: Poetry. Maggie Millner. This course provides students an in-depth look into contemporary literary production from all sides of the publishing process: that of the writer, the reader, and the editor. Under the instruction of current editors of the Yale Review, and housed at the Review’s offices, this course offers students invaluable hands-on experience at a state-of-the-art literary and cultural magazine, from which they emerge with a deep understanding of how poetry is composed, read, edited, and circulated today. Reading as a magazine editor teaches students about the contemporary literary landscape and leaves them with a deeper understanding of style, form, aesthetics, and genre—as well as the hands-on practical skills involved in 21st-century publishing. Students read submissions from our queue, as well as published work by some of the submitting writers; they then discuss which pieces may merit eventual publication and why. Students also follow drafts of pieces as they go through the process of acceptance, editing, promotion, and publication. Alongside the editorial process, students compose and revise their own original poems, becoming sharper poets by learning to read—and think—as discerning editors.\n", + "ENGL 413 Literary Production: Prose. Samuel Huber. This course provides students with an in-depth look into contemporary literary production from all sides of the publishing process: writing, reading, and editing. Taught by current editors of The Yale Review, and housed at the Review’s offices, this course offers students invaluable hands-on experience at a state-of-the-art literary and cultural magazine. They’ll emerge from it equipped with a new set of skills, making them sharper readers, bolder creative writers, and better editors. Reading as an editor offers students a unique perspective on today’s literary landscape, deepens their understanding of style, form, and genre—and gives them practical skills involved in 21st-century publishing. Students are introduced to the concept of assigning pieces and thinking about what kind of magazine stories can add value to an ever-more fast-paced and reactive media landscape. They read fiction and nonfiction submissions from our queue and discuss which pieces might be worth publishing, and why. And they follow and work on drafts of pieces as they go through the process of editing, promotion, and publication. Along the way, they may also write and revise a creative piece of their own, becoming better writers by learning to read and think as editors.\n", + "ENGL 418 Writing About The Environment. Alan Burdick. Exploration of ways in which the environment and the natural world can be channeled for literary expression. Reading and discussion of essays, reportage, and book-length works, by scientists and non-scientists alike. Students learn how to create narrative tension while also conveying complex—sometimes highly technical—information; the role of the first person in this type of writing; and where the human environment ends and the non-human one begins. Formerly ENGL 241.\n", + "ENGL 419 Writing about Contemporary Figurative Art. Margaret Spillane. A workshop on journalistic strategies for looking at and writing about contemporary paintings of the human figure. Practitioners and theorists of figurative painting; controversies, partisans, and opponents. Includes field trips to museums and galleries in New York City. Formerly ENGL 247.\n", + "ENGL 421 Styles of Acad & Prof Prose: Writing about Architecture. Christopher Hawthorne. A seminar and workshop in the conventions of good writing in a specific field. Each section focuses on one academic or professional kind of writing and explores its distinctive features through a variety of written and oral assignments, in which students both analyze and practice writing in the field. Section topics, which change yearly, are listed at the beginning of each term on the English departmental website. This course may be repeated for credit in a section that treats a different genre or style of writing; may not be repeated for credit toward the major. Formerly ENGL 121.\n", + "ENGL 425 Writing the Television Drama. Aaron Tracy. Crafting the television drama with a strong emphasis on creating and developing an original concept from premise to pilot; with consideration that the finest television dramas being created today aspire to literary quality. Students read original scripts of current and recent critically acclaimed series and create a series document which will include formal story and world descriptions, orchestrated character biographies, a detailed pilot outline, and two or more acts of an original series pilot. Formerly ENGL 248.\n", + "ENGL 434 Writing Dance. Brian Seibert. The esteemed choreographer Merce Cunningham once compared writing about dance to trying to nail Jello-O to the wall. This seminar and workshop takes on the challenge. Taught by a dance critic for the New York Times, the course uses a close reading of exemplary dance writing to introduce approaches that students then try themselves, in response to filmed dance and live performances in New York City, in the widest possible variety of genres.\n", + "ENGL 447 Shakespeare and the Craft of Writing Poetry. Danielle Chapman. Shakespeare’s Craft brings students into conversation with Shakespeare's plays and his sonnets; and teaches students how to draw from his many modes when writing their own poems—without attempting to sound \"Shakespearean.\" Over the course of the semester, we read three plays and a selection of the sonnets, pairing close readings with contemporary poems that use similar techniques. We also watch performances and learn how actors and directors find personal ways into Shakespeare's protean language and meanings. Weekly assignments include both critical responses and creative assignments, focusing on specific craft elements, such as: \"The Outlandish List: How to Keep Anaphora Interesting,\" \"Verbs: How to Hurtle a Poem Forward,\" \"Concrete Nouns and Death-defying Descriptions,\" \"The Poet as Culture Vulture: Collecting Contemporary Details,\" \"Exciting Enjambments and Measured Meter\" and \"Finis: How to Make a Poem End.\" This hybrid course is an exciting blend of creative and critical writing. Students decide before midterm whether they want to take the course as a Renaissance Literature or Creative Writing Credit, and this determines whether their final project is a creative portfolio or critical paper.\n", + "ENGL 449 The Art of Editing. This course is an intensive practicum in which students are introduced to key aspects of the history and contemporary practice of professional editing and publication. Under the instruction of the current editor of The Yale Review (which is undergoing a transformation and relaunching primarily as a digital publication) students look at many aspects of editing text across forms—from magazine to newspaper to book editing. We also talk about the art of podcast editing and distinguish the demands of storytelling in audio from those of storytelling in print. Students do some coursework at The Yale Review and attend editorial meetings for hands-on professional editorial experience. Because text editing is inseparable from good reading students reading a lot. Through exchanges with weekly visitors, all of whom are experts in their field, students develop an array of hands-on skills and understand the full dimensionality of professional editing.\n", + "ENGL 453 Playwriting. Donald Margulies. A seminar and workshop on reading for craft and writing for the stage. In addition to weekly prompts and exercises, readings include modern American and British plays by Pinter, Mamet, Churchill, Kushner, Nottage, Williams, Hansberry, Hwang, Vogel, and Wilder. Emphasis on play structure, character, and conflict.\n", + "ENGL 461 The Art and Craft of Television Drama. Derek Green. This is an advanced seminar on the craft of dramatic television writing. Each week we’ll conduct an intensive review of one or two elements of craft, using scripts from the contemporary era of prestige drama. We’ll read full and partial scripts to demonstrate the element of craft being studied, and employ weekly writing exercises (both in-class and by assignment) to hone our skills on the particular elements under consideration.  Students learn how to develop character backstories, series bibles, story areas, and outlines. The final assignment for the class is the completion of a working draft of a full-length script for an original series pilot.\n", + "ENGL 465 Advanced Fiction Writing. Michael Cunningham. An advanced workshop in the craft of writing fiction.\n", + "ENGL 465 Advanced Fiction Writing. Caryl Phillips. An advanced workshop in the craft of writing fiction.\n", + "ENGL 467 Journalism. Steven Brill. Examination of the practices, methods, and impact of journalism, with focus on reporting and writing; consideration of how others have done it, what works, and what doesn’t. Students learn how to improve story drafts, follow best practices in journalism, improve methods for obtaining, skeptically evaluating, and assessing information, as well as writing a story for others to read.\n", + "ENGL 469 Advanced Nonfiction Writing. Anne Fadiman. A seminar and workshop with the theme \"At Home in America.\" Students consider the varied ways in which modern American literary journalists write about people and places, and address the theme themselves in both reportorial and first-person work.\n", + "ENGL 474 The Genre of the Sentence. Verlyn Klinkenborg. A workshop that explores the sentence as the basic unit of writing and the smallest unit of perception. The importance of the sentence itself versus that of form or genre. Writing as an act of discovery. Includes weekly writing assignments.\n", + "ENGL 477 Production Seminar: Playwriting. Deborah Margolin. A seminar and workshop in playwriting with an emphasis on exploring language and image as a vehicle for \"theatricality.\" Together we will use assigned readings, our own creative work, and group discussions to interrogate concepts such as \"liveness,\" what is \"dramatic\" versus \"undramatic,\" representation, and the uses and abuses of discomfort.\n", + "ENGL 484 Writing Across Literary Genres. Cynthia Zarin. Students in this writing workshop explore three out of four literary genres over the semester: creative nonfiction (including personal essays and reporting), poetry, playwriting, and fiction. The first half of the semester is devoted to experimentation in three different genres; the second half is spent developing an experimental piece into a longer final project: a one act play, a long poem or set of poems, a short story, or a longer essay. We discuss the work of writers—including Shakespeare, John Donne, Jonathan Swift, Chekhov, Virginia Woolf, W.H. Auden, James Baldwin, Elizabeth Bishop, Derek Walcott, Zadie Smith, Maggie Nelson, and Leanne Shapton—who addressed an idea from two or more perspectives.\n", + "ENGL 487 Tutorial in Writing. Stefanie Markovits. A writing tutorial in fiction, poetry, playwriting, screenwriting, or nonfiction for students who have already taken writing courses at the intermediate and advanced levels. Conducted with a faculty member after approval by the director of undergraduate studies. Proposals must be submitted to the DUS in the previous term; deadlines and instructions are posted at https://english.yale.edu/undergraduate/courses/independent-study-courses.\n", + "ENGL 488 Special Projects for Juniors or Seniors. Stefanie Markovits. Special projects set up by the student in an area of particular interest with the help of a faculty adviser and the director of undergraduate studies, intended to enable the student to cover material not otherwise offered by the department. The course may be used for research or for directed reading, but in either case a term paper or its equivalent is normally required. The student meets regularly with the faculty adviser. Proposals must be signed by the faculty adviser and submitted to the DUS in the previous term; deadlines and instructions are posted at https://english.yale.edu/undergraduate/courses/independent-study-courses.\n", + "ENGL 489 The Creative Writing Concentration Senior Project. Cynthia Zarin, Stefanie Markovits. A term-long project in writing, under tutorial supervision, aimed at producing a single longer work (or a collection of related shorter works). The creative writing concentration accepts students with demonstrated commitment to creative writing at the end of the junior year or, occasionally, in the first term of senior year. Proposals for the writing concentration should be submitted during the designated sign-up period in the term before enrollment is intended. The project is due by the end of the last week of classes (fall term), or the end of the next-to-last week of classes (spring term). Proposal instructions and deadlines are posted at https://english.yale.edu/undergraduate/courses/independent-study-courses.\n", + "ENGL 490 The Senior Essay I. Jill Campbell, Stefanie Markovits. Students wishing to undertake an independent senior essay in English must submit a proposal to the DUS in the previous term; deadlines and instructions are posted at https://english.yale.edu/undergraduate/courses/independent-study-courses. For one-term senior essays, the essay itself is due in the office of the director of undergraduate studies according to the following schedule: (1) end of the fourth week of classes: five to ten pages of writing and/or an annotated bibliography; (2) end of the ninth week of classes: a rough draft of the complete essay; (3) end of the last week of classes (fall term) or end of the next-to-last week of classes (spring term): the completed essay. Consult the director of undergraduate studies regarding the schedule for submission of the yearlong senior essay.\n", + "ENGL 499 The Iseman Seminar in Poetry. Richard Deming. The Iseman Poetry Seminar provides the opportunity for students to work closely on the craft of writing original poetry with the Iseman Professor of Poetry. Discussions, feedback, assigned readings, and writing assignments are designed to deepen the student’s understanding of the craft of writing and to hone their abilities in light of students’ individual strengths and needs. Discussion-oriented writing workshops at the opening of the term transition to one-on-one tutorials for the rest of the semester, culminating in a final reconvening of the group at the end of the semester. The main component of the course will be weekly writing assignments, which will receive written and oral feedback from the instructor.\n", + "ENGL 500 Old English I. Emily Thornbury. The essentials of the language, some prose readings, and close study of several celebrated Old English poems.\n", + "ENGL 535 Postcolonial Middle Ages. Marcel Elias. This course explores the intersections and points of friction between postcolonial studies and medieval studies. We discuss key debates in postcolonialism and medievalists’ contributions to those debates. We also consider postcolonial scholarship that has remained outside the purview of medieval studies. The overall aim is for students, in their written and oral contributions, to expand the parameters of medieval postcolonialism. Works by critics including Edward Said, Homi Bhabha, Leela Gandhi, Lisa Lowe, Robert Young, and Priyamvada Gopal are read alongside medieval romances, crusade and jihād poetry, travel literature, and chronicles.\n", + "ENGL 695 The Bible as a Literature. Leslie Brisman. Study of the Bible as a literature—a collection of works exhibiting a variety of attitudes toward the conflicting claims of tradition and originality, historicity and literariness.\n", + "ENGL 723 Rise of the European Novel. Katie Trumpener, Rudiger Campe. In the eighteenth century, the novel became a popular literary form in many parts of Europe. Yet now-standard narratives of its \"rise\" often offer a temporally and linguistically foreshortened view. This seminar examines key early modern novels in a range of European languages, centered on the dialogue between highly influential eighteenth-century British and French novels (Montesquieu, Defoe, Sterne, Diderot, Laclos, Edgeworth). We begin by considering a sixteenth-century Spanish picaresque life history (Lazarillo de Tormes) and Madame de Lafayette’s seventeenth-century secret history of French court intrigue; contemplate a key sentimental Goethe novella; and end with Romantic fiction (an Austen novel, a Kleist novella, Pushkin’s historical novel fragment). These works raise important issues about cultural identity and historical experience, the status of women (including as readers and writers), the nature of society, the vicissitudes of knowledge—and novelistic form. We also examine several major literary-historical accounts of the novel’s generic evolution, audiences, timing, and social function, and historiographical debates about the novel’s rise (contrasting English-language accounts stressing the novel’s putatively British genesis, and alternative accounts sketching a larger European perspective). The course gives special emphasis to the improvisatory, experimental character of early modern novels, as they work to reground fiction in the details and reality of contemporary life. Many epistolary, philosophical, sentimental, and Gothic novels present themselves as collections of \"documents\"—letters, diaries, travelogues, confessions—carefully assembled, impartially edited, and only incidentally conveying stories as well as information. The seminar explores these novels’ documentary ambitions; their attempt to touch, challenge, and change their readers; and their paradoxical influence on \"realist\" conventions (from the emergence of omniscient, impersonal narrators to techniques for describing time and place).\n", + "ENGL 889 Postcolonial Ecologies. Cajetan Iheka. This seminar examines the intersections of postcolonialism and ecocriticism as well as the tensions between these conceptual nodes, with readings drawn from across the global South. Topics of discussion include colonialism, development, resource extraction, globalization, ecological degradation, nonhuman agency, and indigenous cosmologies. The course is concerned with the narrative strategies affording the illumination of environmental ideas. We begin by engaging with the questions of postcolonial and world literature and return to these throughout the semester as we read primary texts, drawn from Africa, the Caribbean, and Asia. We consider African ecologies in their complexity from colonial through post-colonial times. In the unit on the Caribbean, we take up the transformations of the landscape from slavery, through colonialism, and the contemporary era. Turning to Asian spaces, the seminar explores changes brought about by modernity and globalization as well as the effects on both humans and nonhumans. Readings include the writings of Zakes Mda, Aminatta Forna, Helon Habila, Derek Walcott, Jamaica Kincaid, Ishimure Michiko, and Amitav Ghosh. The course prepares students to respond to key issues in postcolonial ecocriticism and the environmental humanities, analyze the work of the major thinkers in the fields, and examine literary texts and other cultural productions from a postcolonial perspective. Course participants have the option of selecting from a variety of final projects. Students can craft an original essay that analyzes primary text from a postcolonial and/or ecocritical perspective. Such work should aim at producing new insight on a theoretical concept and/or the cultural text. They can also produce an undergraduate syllabus for a course at the intersection of postcolonialism and environmentalism or write a review essay discussing three recent monographs focused on postcolonial ecocriticism.\n", + "ENGL 906 Michel Foucault I: The Works, The Interlocutors, The Critics. This graduate-level course presents students with the opportunity to develop a thorough, extensive, and deep (though still not exhaustive!) understanding of the oeuvre of Michel Foucault, and his impact on late-twentieth-century criticism and intellectual history in the United States. Non-francophone and/or U.S. American scholars, as Lynne Huffer has argued, have engaged Foucault’s work unevenly and frequently in a piecemeal way, due to a combination of the overemphasis on The History of Sexuality, Vol 1 (to the exclusion of most of his other major works), and the lack of availability of English translations of most of his writings until the early twenty-first century. This course seeks to correct that trend and to re-introduce Foucault’s works to a generation of graduate students who, on the whole, do not have extensive experience with his oeuvre. In this course, we read almost all of Foucault’s published writings that have been translated into English (which is almost all of them, at this point). We read all of the monographs, and all of the Collège de France lectures, in chronological order. This lightens the reading load; we read a book per week, but the lectures are shorter and generally less dense than the monographs. [The benefit of a single author course is that the more time one spends reading Foucault’s work, the easier reading his work becomes.] We read as many of the essays he published in popular and more widely-circulated media as we can. The goal of the course is to give students both breadth and depth in their understanding of Foucault and his works, and to be able to situate his thinking in relation to the intellectual, social, and political histories of the twentieth and twenty-first centuries. Alongside Foucault himself, we read Foucault’s mentors, interlocutors, and inheritors (Heidegger, Marx, Blanchot, Canguilhem, Derrida, Barthes, Althusser, Bersani, Hartman, Angela Davis, etc); his critics (Mbembe, Weheliye, Butler, Said, etc.), and scholarship that situates his thought alongside contemporary social movements, including student, Black liberation, prison abolitionist, and anti-psychiatry movements.\n", + "ENGL 909 Literary Criticism Now. Jonathan Kramnick. This course examines and takes the temperature of the current state of literary studies. It asks, what is at stake in the practice of literary criticism today and what shapes does contemporary criticism take? We look at some recent attempts at synthesis and polemical intervention. We then organize our discussion around treatments of reading, form, medium, experimental criticism, and public criticism.\n", + "ENGL 920 Foundations of Film and Media. John MacKay. The course sets in place some undergirding for students who want to anchor their film interest to the professional discourse of this field. A coordinated set of topics in film theory is interrupted first by the often discordant voice of history and second by the obtuseness of the films examined each week. Films themselves take the lead in our discussions.\n", + "ENGL 935 The Beautiful Struggle: Blackness, the Archive, and the Speculative. Daphne Brooks. This seminar takes its inspiration from concepts and questions centering theories that engage experimental methodological approaches to navigating the opacities of the archive: presumptively \"lost\" narratives of black life, obscure(d) histories, compromised voices and testimonials, contested (auto)biographies, anonymous testimonies, textual aporias, fabulist documents, confounding marginalia. The scholarly and aesthetic modes by which a range of critics and poets, novelists, dramatists, and historians have grappled with such material have given birth to new analytic lexicons—from Saidiya Hartman’s \"critical fabulation\" to José Estaban Muñoz’s \"ephemera as evidence\" to Tavia Nyong’o’s \"Afrofabulation.\" Such strategies affirm the centrality of speculative thought and invention as vital and urgent forms of epistemic intervention in the hegemony of the archive and open new lines of inquiry in black studies. Our class explores a variety of texts that showcase these new queries and innovations, and we also actively center our efforts from within the Beinecke Rare Book and Manuscript Library, where a number of sessions are held and where we focus on Beinecke holdings that resonate with units of the course. Various sessions also feature distinguished guest interlocutors via Zoom, who are on hand to discuss the specifics of their research methods and improvisational experimentations in both archival exploration and approaches to their prose and poetic projects.\n", + "ENGL 957 Ecologies of Black Print. Jacqueline Goldsby. A survey of history of the book scholarship germane to African American literature and the ecosystems that have sustained black print cultures over time. Secondary works consider eighteenth- to twenty-first-century black print culture practices, print object production, modes of circulation, consumption, and reception. Students write critical review essays, design research projects, and write fellowship proposals based on archival work at the Beinecke Library, Schomburg Center, and other regional sites (e.g., the Sterling A. Brown papers at Williams College).\n", + "ENGL 961 Transformations of the Confession: Secularism, Slavery, Sexuality. Caleb Smith. The confession is a paradoxical speech act. Confessors are supposed to reveal the inmost secrets of themselves, but at the same time they are known to be performing, according to an established script, for an audience endowed with the capacity to judge and punish them. This seminar takes up the genre of the public confession. We sketch its genealogy from ancient religious styles of truth-telling (The Confessions of St. Augustine) to modern forms of evidence in criminal justice (The Confessions of Nat Turner) while giving special attention to its literary adaptations (The Confessions of an English Opium-Eater). We then explore the transformation of the confession during the nineteenth century under the pressures of secularization, the slavery crisis, and the emerging science of sexuality. Readings may include works by Augustine, Rousseau, De Quincey, Hogg, Poe, Jacobs, Douglass, Plath, Lorde, and Nabokov. Critical and theoretical sources include Nietzsche, Freud, Foucault, Butler, Brooks, Hartman, and Felski. We pursue some of the themes introduced during the annual conference of the English Institute at Yale in 2018, on the theme of \"truth-telling.\"\n", + "ENGL 992 Advanced Pedagogy. Heather Klemann. Training for graduate students teaching introductory expository writing. Students plan a course of their own design on a topic of their own choosing, and they then put theories of writing instruction into practice by teaching a writing seminar.\n", + "ENGL 993 Prospectus Workshop. Anastasia Eccles. A workshop in which students develop, draft, revise, and present their dissertation prospectuses, open to all third-year Ph.D. students in English.\n", + "ENGL 995 Directed Reading. Designed to help fill gaps in students’ programs when there are corresponding gaps in the department’s offerings. By arrangement with faculty and with the approval of the DGS.\n", + "ENGL 998 Dissertation Workshop. Joseph North. This workshop gathers biweekly, throughout the academic year, to workshop chapters, articles, and prospectuses. It is intended to foster conversations among advanced graduate students across diverse historical and geographic fields. Permission of the instructor is required.\n", + "ENRG 300 Multidisciplinary Topics in World Energy. Michael Oristaglio. This course studies how the 21st century energy transition away from fossil fuels towards sustainable (sustainable, low-carbon) energy sources is proceeding in key countries and regions around the world such as U.S., Germany, China, India, and Sub-Saharan Africa. The approach is multidisciplinary, encompassing geographical, technological, economic, social and geopolitical incentives and barriers to progress.\n", + "ENRG 300 Multidisciplinary Topics in World Energy. Michael Oristaglio. This course studies how the 21st century energy transition away from fossil fuels towards sustainable (sustainable, low-carbon) energy sources is proceeding in key countries and regions around the world such as U.S., Germany, China, India, and Sub-Saharan Africa. The approach is multidisciplinary, encompassing geographical, technological, economic, social and geopolitical incentives and barriers to progress.\n", + "ENRG 320 Energy, Engines, and Climate. Alessandro Gomez. The course aims to cover the fundamentals of a field that is central to the future of the world. The field is rapidly evolving and, although an effort will be made to keep abreast of the latest developments, the course emphasis is on timeless fundamentals, especially from a physics perspective. Topics under consideration include: key concepts of climate change as a result of global warming, which is the primary motivator of a shift in energy supply and technologies to wean humanity off fossil fuels; carbon-free energy sources, with primary focus on solar, wind and associated needs for energy storage and grid upgrade; and, traditional power plants and engines using fossil fuels, that are currently involved in 85% of energy conversion worldwide and will remain dominant for at least a few decades. Elements of thermodynamics are covered throughout the course as needed, including the definition of various forms of energy, work and heat as energy transfer, the principle of conservation of energy, first law and second law, and rudiments of heat engines. We conclude with some considerations on energy policy and with the \"big picture\" on how to tackle future energy needs. The course is designed for juniors and seniors in science and engineering.\n", + "ENV 1008 Project Course. Paul Anastas. n/a\n", + "ENV 1010 Project Course. Shimon Anisfeld. n/a\n", + "ENV 1020 Project Course. P Mark Ashton. n/a\n", + "ENV 1030 Project Course. Jessica Bacher. n/a\n", + "ENV 1035 Project Course. Michelle Bell. n/a\n", + "ENV 1040 Project Course. Gaboury Benoit. n/a\n", + "ENV 1050 Project Course. Graeme Berlyn. n/a\n", + "ENV 1052 Project Course. Peter Boyd. n/a\n", + "ENV 1054 Project Course. Mark Bradford. n/a\n", + "ENV 1060 Project Course. Paulo Brando. n/a\n", + "ENV 1072 Project Course. Craig Brodersen. Project Course\n", + "ENV 1110 Project Course. Carol Carpenter. Project Course\n", + "ENV 1130 Project Course. Marian Chertow. Project Course\n", + "ENV 1143 Project Course. Liza Comita. Project Course\n", + "ENV 1147 Project Course. Todd Cort. Project Course\n", + "ENV 1153 Project Course. Stuart DeCew. Project Course\n", + "ENV 1158 Project Course. Amity Doolittle. Project Course\n", + "ENV 1160 Project Course. Michael Dove. Project Course\n", + "ENV 1175 Project Course. Marlyse Duguid. Project Course\n", + "ENV 1195 Project Course. Eli Fenichel. Project Course\n", + "ENV 1203 Project Course. Eva Garen. n/a\n", + "ENV 1210 Project Course. Brad Gentry. Project Course\n", + "ENV 1215 Project Course. Kenneth Gillingham. Project Course\n", + "ENV 1240 Project Course. Timothy Gregoire. Project Course\n", + "ENV 1244 Project Course. Morgan Grove. n/a\n", + "ENV 1246 Project Course. Nyeema Harris. na\n", + "ENV 1252 Project Course. Kealoha Freidenburg. Project Course\n", + "ENV 1253 Project Course. Robert Klee. na\n", + "ENV 1257 Project Course. Matthew Kotchen. Project Course\n", + "ENV 1258 Project Course. Sara Kuebbing. n/a\n", + "ENV 1260 Project Course. Xuhui Lee. Project Course\n", + "ENV 1261 Project Course. William Lauenroth. Project Course\n", + "ENV 1270 Project Course. Reid Lifset. Project Course\n", + "ENV 1290 Project Course. Sparkle Malone. n/a\n", + "ENV 1320 Project Course. Robert Mendelsohn. Project Course\n", + "ENV 1330 Project Course. Florencia Montagnini. Project Course\n", + "ENV 1345 Project Course: Proj:YaleGrowth&Yield/Forest. Joseph Orefice. Project Course\n", + "ENV 1350 Project Course. Simon Queenborough. Project Course\n", + "ENV 1363 Project Course. Narasimha Rao. Project Course\n", + "ENV 1364 Project Course. Peter Raymond. Project Course\n", + "ENV 1380 Project Course. Jonathan Reuning-Scherer. Project Course\n", + "ENV 1390 Project Course. James Saiers. Project Course\n", + "ENV 1393 Project Course. Luke Sanford. na\n", + "ENV 1408 Project Course. Karen Seto. Project Course\n", + "ENV 1450 Project Course. Dorceta Taylor. Project Course\n", + "ENV 1462 Project Course. Gerald Torres. Project Course\n", + "ENV 1469 Project Course. Amy Vedder. Project Course\n", + "ENV 1473 Project Course. Bill Weber. Project Course\n", + "ENV 1475 Project Course. Stephen Wood. Project Course\n", + "ENV 1488 Project Course. Yuan Yao. Project Course\n", + "ENV 1500 Project Course. Julie Zimmerman. Project Course\n", + "ENV 3010 MESc/MFS Research Thesis. Shimon Anisfeld. MESc/MFS Research Thesis\n", + "ENV 3020 MESc/MFS Research Thesis. P Mark Ashton. MESc/MFS Research Thesis\n", + "ENV 3035 MESc/MFS Research Thesis. Michelle Bell. MESc/MFS Research Thesis\n", + "ENV 3050 MESc/MFS Research Thesis. Graeme Berlyn. MESc/MFS Research Thesis\n", + "ENV 3054 MESc/MFS Research Thesis. Mark Bradford. MESc/MFS Research Thesis\n", + "ENV 3060 MESc/MFS Research Thesis. Paulo Brando. MESc/MFS Research Thesis\n", + "ENV 3072 MESc/MFS Research Thesis. Craig Brodersen. MESc/MFS Research Thesis\n", + "ENV 3073 MESc/MFS Research Thesis. Indy Burke. MESc/MFS Research Thesis\n", + "ENV 3110 MESc/MFS Research Thesis. Carol Carpenter. MESc/MFS Research Thesis\n", + "ENV 3130 MESc/MFS Research Thesis. Marian Chertow. MESc/MFS Research Thesis\n", + "ENV 3143 MESc/MFS Research Thesis. Liza Comita. MESc/MFS Research Thesis\n", + "ENV 3158 MESc/MFS Research Thesis. Amity Doolittle. MESc/MFS Research Thesis\n", + "ENV 3160 MESc/MFS Research Thesis. Michael Dove. MESc/MFS Research Thesis\n", + "ENV 3175 MESc/MFS Research Thesis. Marlyse Duguid. MESc/MFS Research Thesis\n", + "ENV 3185 MESc/MFS Research Thesis. Justin Farrell. MESc/MFS Research Thesis\n", + "ENV 3195 MESc/MFS Research Thesis. Eli Fenichel. MESc/MFS Research Thesis\n", + "ENV 3215 MESc/MFS Research Thesis. Kenneth Gillingham. MESc/MFS Research Thesis\n", + "ENV 3240 MESc/MFS Research Thesis. Timothy Gregoire. MESc/MFS Research Thesis\n", + "ENV 3246 MESc/MFS Research Thesis. Nyeema Harris. na\n", + "ENV 3257 MESc/MFS Research Thesis. Matthew Kotchen. MESc/MFS Research Thesis\n", + "ENV 3260 MESc/MFS Research Thesis. Xuhui Lee. MESc/MFS Research Thesis\n", + "ENV 3261 MESc/MFS Research Thesis. William Lauenroth. MESc/MFS Research Thesis\n", + "ENV 3263 MESc/MFS Research Thesis. Anthony Leiserowitz. na\n", + "ENV 3290 MESc/MFS Research Thesis. Sparkle Malone. MESc/MFS Research Thesis\n", + "ENV 3320 MESc/MFS Research Thesis. Robert Mendelsohn. MESc/MFS Research Thesis\n", + "ENV 3345 MESc/MFS Research Thesis. Joseph Orefice. MESc/MFS Research Thesis\n", + "ENV 3350 MESc/MFS Research Thesis. Simon Queenborough. MESc/MFS Research Thesis\n", + "ENV 3363 MESc/MFS Research Thesis. Narasimha Rao. MESc/MFS Research Thesis\n", + "ENV 3364 MESc/MFS Research Thesis. Peter Raymond. MESc/MFS Research Thesis\n", + "ENV 3390 MESc/MFS Research Thesis. James Saiers. MESc/MFS Research Thesis\n", + "ENV 3393 MESc/MFS Research Thesis. Luke Sanford. na\n", + "ENV 3400 MESc/MFS Research Thesis. Oswald Schmitz. MESc/MFS Research Thesis\n", + "ENV 3408 MESc/MFS Research Thesis. Karen Seto. MESc/MFS Research Thesis\n", + "ENV 3450 MESc/MFS Research Thesis. Dorceta Taylor. MESc/MFS Research Thesis\n", + "ENV 3462 MESc/MFS Research Thesis. Gerald Torres. MESc/MFS Research Thesis\n", + "ENV 3469 MESc/MFS Research Thesis. Amy Vedder. MESc/MFS Research Thesis\n", + "ENV 3488 MESc/MFS Research Thesis. Yuan Yao. MESc/MFS Research Thesis\n", + "ENV 3500 MESc/MFS Research Thesis. Julie Zimmerman. MESc/MFS Research Thesis\n", + "ENV 511 Ecological Foundations for Environmental Managers. Elizabeth Forbes. This course gives students a fundamental mechanistic understanding about the way abiotic (e.g., climate) and biotic (e.g., resources, competitors, predators) factors determine pattern in the distribution and abundance of species. Students learn how individuals within a species cope with changing environmental conditions by altering their behavior, making physiological adjustments, and changing the allocation of resources among survival, growth, and reproduction. Students learn how populations of species coexist within communities and how species interactions within communities can drive ecosystem functioning. Students also learn how ecologists use scientific insight to deal with emerging environmental problems such as protecting biodiversity, understanding the consequences of habitat loss on species diversity, and forecasting the effects of global climate change on species population viability and geographic distribution.\n", + "ENV 512 Microeconomic Foundations for Environmental Managers. Kenneth Gillingham. This six-week course provides an introduction to microeconomic analysis and its application to environmental policy. Students study how markets work to allocate scarce resources. This includes consideration of how individuals and firms make decisions, and how policy analysts seek to quantify the benefits and costs of consumption and production. We consider the conditions under which markets are beneficial to society and when they fail. We see that market failure arises frequently in the context of environmental and natural resource management. The last part of the course focuses on the design of environmental and natural resource policies to address such market failures. The course is designed to cover basic knowledge of economics analysis and prepare students for ENV 834 and other more advanced offerings.\n", + "ENV 521 Physical Science Foundations for Environmental Managers. Shimon Anisfeld. This required foundational course provides students with the physical science basics that they need to understand and manage environmental problems. The course draws on climatology, environmental chemistry, geology, hydrology, meteorology, oceanography, and soil science. Focus is on understanding both the underlying concepts and how they apply to real-world environmental challenges. Useful both as a freestanding course and as a gateway to a wide spectrum of intermediate and advanced courses.\n", + "ENV 522 Human Science Foundations for Environmental Managers. Amity Doolittle. The environmental fields of inquiry that focus on human behavior, culture, governance, and history have matured and proliferated in the twenty-first century (environmental anthropology, environmental sociology, environmental governance, environmental history, environmental humanities, and more). This new scholarship has advanced the academic state of knowledge and sharpened our collective ability to understand human-environmental relations. Yet despite better science, we struggle to make material change in the collective rate of human consumption of Earth’s natural resources. Not only is the planet harmed by our failures, but millions of people are also harmed. Embedded in all scientific endeavors is a theory of change. But rarely are theories of change made explicit for environmental stewardship. In this course, we investigate new bodies of scholarship that explore relational values, varying concepts of stewardship, a range of theories of change, and, finally, capabilities or human rights-based measure of the life well lived. We explore the following questions: What does it mean to be an environmental steward in a world filled with social, political, and economic inequalities? How can we weave together multiple knowledge systems or ways of knowing through environmental stewardship? How can we balance the need for social and environmental change in a way that is both place-based and responsive to global concerns? Can theories of change help us act when the scientific data is both clear and uncertain? How can we incorporate non-economic measures of human well-being into our decision making?\n", + "ENV 550 Natural Science Research Methods. Scott Carpenter, William Lauenroth. The course prepares students to design and execute an intensive research project. It covers elementary principles and philosophy of science; research planning, including preparation, criticism, and oral presentation of study plans; communicating research findings; limitations of research techniques; the structure of research organizations; and professional scientific ethics.\n", + "ENV 551 Qualitative Inquiry and Environmental Human Sciences. Amity Doolittle. Qualitative research is a robust and reliable means of knowledge production and is central to exploring questions of the human condition. As an approach to understanding the human-nature nexus, qualitative research prioritizes multiple ways of knowing the world (epistemology), engages with philosophical concerns about how can we know what is \"truth\" (ontology), and ultimately seeks to design better futures (a normative endeavor based in values or axiology). The tools we explore include 1) oral methods (interviews, life histories, focus groups), (2) text-based methods (archival research and document or textual analysis), and (3) participatory methods based on observation and knowledge co-production. Students learn how to interpret and analyze qualitative data, as well as evaluate the claims made by qualitative researchers. The course is intended for doctoral students who are in the beginning stage of their dissertation research, as well as for MESc students developing research proposals for their thesis projects. Advanced undergraduate students are welcome. The final project for this course is a research proposal and annotated bibliography. While we discuss the value of mixed methods, this course does not cover quantitative approaches such as survey research, econometrics, Q methodology, spatial analysis, or social network analysis.\n", + "ENV 553 Perspectives: Environmental Leadership. Julie Zimmerman, Peter Boyd. The course is intended to offer a common experience and exposure to the variety of perspectives represented by YSE faculty and guest experts on the challenges and opportunities of environmental management. This year’s theme is Environmental Leadership, and over the term we create and foster a leadership toolkit and systems-thinking appreciation that enable first-year M.E.M. students to map out and maximize an impactful path through Yale, their careers, and their lives.\n", + "ENV 568 Overshoot: The Environmental and Policy Implications of Exceeding 1.5°C. Wake Smith. Despite dire warnings from the IPCC and earnest pledges of various governments and other institutions including Yale, humanity is likely to surpass 1.5°C at the end of this decade, placing us in the dangerous realm of temperature \"overshoot.\" The course starts by examining our likely climate trajectory before critically examining the level of optimism that surrounds many proposed mitigation quick fixes. We then delve into the toolkit of climate responses that would become relevant in an overshoot scenario—not merely further mitigation and adaptation but also negative emissions technologies and strategies to reflect incoming sunlight. We examine not only the technological, economic, and political feasibility of these potential interventions but also their governance requirements and ethical implications. As I have found little literature illustrating what life in an overshoot world might entail, we create some. Our final project is to host a \"cli-fi\" short-story contest wherein students are asked to envision what they might see with their own eyes should the Earth transit 2C in mid-century. The entire course is framed via the lens of the Global Commission on Governing Risks from Climate Overshoot, an independent group of eminent global leaders assembled in 2022 to recommend strategies to reduce risks should global warming goals be exceeded. The Commission delivered its report to the UN General Assembly in September 2023. We examine the report in detail and are visited in class by both the U.S. delegate to the Commission (a YSE alumna) and the head of the Commission’s Secretariat. An optional field trip to Manhattan to witness the report’s initial press roll-out has been arranged (train fare is free to students).\n", + "ENV 573 Urban Ecology for Local and Regional Decision-Making. Morgan Grove. Urban ecology is the interdisciplinary study of urban and urbanizing systems from local to global scales. While urban ecology shares many features with the biological science of ecology, it emphasizes linkages with social, economic, and physical sciences and the humanities. Geographically, the subject includes central and edge cities, suburbs of various ages and densities, and exurban settlements in which urban lifestyles and economic commitments are dominant. In application, urban ecology can be useful as a social-ecological science for making cities more sustainable, resilient, and equitable. Emerging \"grand challenges\" in urban ecology include the development of robust approaches to and understanding of (1) integrated social-ecological systems in urban and urbanizing environments; (2) the assembly and function of novel ecological communities and ecosystems under novel environmental conditions; (3) drivers of human well-being in diverse urban areas; (4) pathways for developing healthy, sustainable, and disaster-resilient cities; and (5) co-production of actionable science for policy, planning, design, and management.\n", + "ENV 581 Transportation and Climate Change. Adam Millard-Ball. Transportation is the fastest-growing contributor to greenhouse gas emissions, worldwide, but has often been considered the most challenging sector to decarbonize. In this course, we critically analyze a range of policies to improve fuel economy, promote electric vehicles, and reduce vehicle travel. We briefly consider the range of infrastructure and policy changes that can reduce greenhouse gas emissions from transportation. But we spend more time on the question of how these changes can be implemented and the tradeoffs between emission reductions, equity, safety, and other policy goals. The course has a US focus, but we bring in examples from other contexts from time to time.\n", + "ENV 584 Applications of Industrial Ecology. Reid Lifset. Industrial ecology (IE) is an interdisciplinary environmental field that blends environmental and social science, engineering, management, and policy analysis. IE is centered on the study of physical resource flows through systems at different scales. The unusual name \"industrial ecology\" stems from an analogy made with biological ecosystems and borrows from it on several fronts, such as its focus on resource cycling, multi-scalar systems, resource and energy stocks and flows, and food webs. Increasingly, industrial ecology contributes insights into environmental management and policy on issues ranging from industrial waste to global climate change. This is a survey course that combines basic introductions to industrial ecology tools and concepts with examples of their use in environmental policy and management.\n", + "ENV 592 Documentary Film Workshop. Charles Musser. This workshop in audiovisual scholarship explores ways to present research through the moving image. Students work within a Public Humanities framework to make a documentary that draws on their disciplinary fields of study. Designed to fulfill requirements for the M.A. with a concentration in Public Humanities.\n", + "ENV 595 Yale Environment Review. Matthew Kotchen. The Yale Environment Review is a student-run publication that aims to increase access to the latest developments in environmental studies. We aim to shed light on cutting-edge environmental research through summaries, analysis, and interviews. During this one-credit course, students produce one or two articles on subjects of their choosing for publication on the YER website. Please refer to our website and Canvas for an overview of the different types of content that YER produces. Students receive coaching to improve their writing skills, and their work goes through a rigorous editing process. Participation in Yale Environment Review helps students sharpen their writing skills and familiarize themselves with science communication, and it provides a platform to showcase their expertise.\n", + "ENV 600 Qualitative Data Analysis and Academic Writing. Amity Doolittle. What happens after qualitative fieldwork?  In this course, we will work through the complex, multi-staged process of qualitative data analysis (QDA). QDA, rarely examined in its full richness, includes at least 4 different processes. These are 1) learning the mechanics of coding qualitative data; 2) developing an analytical and interpretive lens—or your epistemological and theoretical orientation in relationship to other scholarship in your field; 3) cultivating the ability to communicate your findings, both in writing and verbally. 4) learning to demonstrate the rigor, trustworthiness, and credibility of qualitative scholarship. QDA, practiced as an emergent analytical process, requires approaching these processes concurrently. The first part of this course will focus on explicitly the first two steps of this process: coding and developing an analytical or interpretive lens. As we progress through the semester, we will also pay close attention to how scholars in our field navigate the third and fourth steps: communication of findings and demonstrating rigor, trustworthiness, and credibility—which we will refer to as expertise and authority. As such we will be developing a tactic understand of these crucial processes in social science. Due to the inherent interdisciplinarity and individualized nature of student research in YSE, students will need to be highly self-directed as they engage with their own data will need to be actively engaged in the peer-reviewed literature related to their specific field of interest. This course is designed for master or doctoral students designed for students who have completed a minimum of 8 weeks of qualitative research and are ready to analyze their own data.\n", + "ENV 602 Ecosystems and Landscapes. Mark Bradford. Concepts and their application in ecosystem and landscape ecology. Topics covered include biogeochemical cycling, food web interactions, biodiversity, and the abiotic and biotic controls that act on them. The course emphasizes how to integrate this knowledge to understand and manage ecosystem budgets.\n", + "ENV 603 Environmental Data Visualization for Communication. Jennifer Marlon, Simon Queenborough. Welcome to the Information Age! It is now much easier to generate and access more data than ever before. Yet, our ability to manage, analyze, understand, and communicate all this data is extremely limited. Visualization is a powerful means of enhancing our abilities to learn from data and to communicate results to others, especially when informed by insights into human behavior and social systems. Developing the quantitative skills necessary for analyzing data is important, but for addressing complex and often urgent environmental problems that involve diverse audiences: understanding how to effectively communicate with data is equally essential for researchers, policymakers, and the public alike. This course is for students who wish to gain an understanding of the principles, tools, and techniques needed to communicate effectively with data. The course primarily uses the programming language R. Students are required to demonstrate basic proficiency in this software before or during the course. Resources for learning R are provided. Classes consist of short lectures about principles of design, data preparation, and visual communication, discussions about examples from the news and scientific literature, guest lectures, peer critiques, and hands-on individual and collaborative group activities. Throughout the semester, we use Excel, PowerPoint, R, Tableau, and other tools to develop visualizations using diverse datasets. Students also work with a dataset of their own choice or from a partner organization to develop a final project consisting of a poster, infographic, report, dashboard, story map, or related product. Enrollment is limited and application is required.\n", + "ENV 605 Environmental Risk Communication. Andrew Schwarz. Risk communication is a critical but often overlooked part of how organizations identify and manage risks. Effective risk communication can help people understand risks and determine appropriate responses to them. It should help people to take seriously risks they might otherwise ignore (e.g., to get vaccinated or evacuate from a coming hurricane), or to understand that certain activities do not pose significant risks. Effective risk communication enables environmental professionals to communicate information in a way that is understood and accepted by different stakeholders (e.g., the public, industry, government leaders, etc.) and allows the participation of these stakeholders in risk management decisions. This course provides an overview of the theory and practice of effective communication about environmental and health risks to diverse stakeholders. Students are expected to actively participate in class discussions, drawing upon assigned readings, lectures, and videos.\n", + "ENV 610 Managing Ecosystems for Climate Change Solutions. Paulo Brando. This course explores how natural climate solutions (i.e., actions to protect, better manage and restore ecosystems) can mitigate climate change. It also assesses the challenges and barriers that must be overcome in order to make natural climate solutions more sustainable. During the course, students are exposed to concepts about how the conservation and management of natural and anthropogenic terrestrial ecosystems (e.g., conservation of natural ecosystems, forest and agriculture management, and restoration of degraded areas) have influenced the carbon and water cycles, two important climate services provided by terrestrial ecosystems. Students also address some of the potential socio-ecological consequences of nature-based solutions, with a focus in the tropics. Finally, the course covers some of the main challenges and opportunities for scaling up carbon natural climate solutions.\n", + "ENV 619 Philosophical Environmental Ethics. Stephen Latham. This is a philosophical introduction to environmental ethics. The course introduces students to the basic contours of the field and to a small number of special philosophical problems within the field. No philosophical background is required or expected. Readings are posted on Canvas and consist almost entirely of contemporary essays by philosophers and environmentalists.\n", + "ENV 623 The Role of Methane in Global Climate Disruption: The Search for Solutions. Sparkle Malone. In this course students develop methane literacy, reviewing evidence from primary literature to understand the methane cycle and how it impacts the global climate system. Students read primary scientific literature, contribute questions/topics for discussion, and map the provenance of research. Meeting time is used for presentations and discussions. Enrollment is limited to twenty-five.\n", + "ENV 624 The Science, Policy, and Management of GHG Removal Strategies. James Saiers, Matthew Kotchen. In order to avoid the worst effects of climate change, there is growing interest in the advancement of greenhouse gas (GHG) removal from the atmosphere as a complementary strategy to emission reductions. This interdisciplinary seminar covers the science, policy, and management of a broad range of GHG removal strategies. What are they? What is the current scientific basis? What are their potentials? And how might policy, markets, and institutions promote or impede GHG removal? While the seminar covers a set of nature-based climate solutions, we also consider more engineered approaches, along with original research related to advancing new technologies and program evaluation. The seminar is organized around readings in the primary literature with weekly student presentations and discussion.\n", + "ENV 626 Writing for Publication in the Natural Sciences. Simon Queenborough. This course is intended to give students insights into the process of writing natural science manuscripts. The seminar guides students through writing a paper and ends the term with a submitted manuscript. We also consider various strategies for writing, accountability, time management, and productivity. The course is aimed at students in the natural sciences with cleaned and analyzed data that they want to write up for publication.\n", + "ENV 631 Poverty, Environment, and Inequality. Dorceta Taylor. This course explores the relationship between poverty, environment, and social inequality. It examines how race and class interact in American rural and urban environments to produce or sustain inequalities. The course examines how structural factors and community characteristics influence environmental outcomes. Students begin by examining the relationship between degraded environments and poor schooling. They examine the environmental hazards that exist in or adjacent to urban and rural public schools. Students will analyze inner-city and poor rural communities as they examine disinvestment, the concentration of poverty, efforts to disperse the poor, and the potential for community revitalization. Students examine homelessness and the ways in which climate disasters impact housing experiences. The course also examines another aspect of poverty: the issue of food security; it looks at the rise in community gardening in poor communities as an attempt to combat lack of access to healthy food. Students examine residential segregation and zoning and study the spatial inequalities that arise from the siting of hazardous facilities in minority and low-income urban and rural communities. The course examines the classic environmental justice question: which came first the facilities or the people? It examines economic questions related to costs of hosting noxious facilities and if and how communities can seek compensation to host such facilities. The course also examines the quandary communities face when presented with economic models that seek to provide compensation – the question of the long-term health of the people and environment takes center stage as community residents seek to determine how to balance economic development with concerns about sustainability. Students analyze water, energy, and climate justice.\n", + "ENV 632 Social Entrepreneurship Lab. Teresa Chahine. Social Entrepreneurship Lab is a practice-based course in which students from across campus form interdisciplinary teams to work on a social challenge of their choice. Teams include students from SOM, SPH, YSE, YDS, Jackson, and other schools and programs. Students apply the ten stage framework from the textbook \"Social Entrepreneurship: Building Impact Step by Step\" to identify, understand, and tackle a social or environmental challenge. Students start by identifying a topic area of focus, then form teams based on shared interests and complementary skills. Over the course of thirteen weeks, student teams delve into understanding the challenge through root cause analysis, research on existing solutions and populations affected; then apply human centered design thinking and systems thinking to design, prototype, test, and iterate solutions. This course builds on the SOM core course Innovator, and electives including Public Health Entrepreneurship and Intrapreneurship, Global Social Entrepreneurship, Managing Social Enterprises, Patterns in Entrepreneurship. Students who have not taken one of these courses must demonstrate experience with innovation and entrepreneurship either through professional experience or participation in extra-curricular programming through Innovate Health Yale (IHY at SPH), Program on Social Enterprise (PSE at SOM), Center for Business and the Environment (CBEY at YSE), Yale Center for Collaborative Arts and Media (CCAM), Dwight Hall, or Center for Innovative Thinking at Yale (CITY).\n", + "ENV 633 Critical Race Theory. Gerald Torres. This class studies critical race theory from its origins to its current expression. Understanding the deep interconnections between race and law, and how race and law are co-constitutive, is the project of critical race theory. One of the central claims of critical race theory is that racial subordination is not a deviation from the liberal legal ideal but is, unfortunately, part of its expression. We focus on the origins of the critique that is central to the development of the theory and contrast its analysis with conventional analytic frameworks on race and American law and society. Because it is a positive theory but also driven by a normative vision, we explore the possibility of transforming the relationship between law and racial power. The law is not the only site of critical race theory; it has had a significant impact on other disciplines in the social sciences. We examine those impacts as well.\n", + "ENV 641 Market-Based Mechanisms for Water Management. David Pilz, Sarah Kruse. This course provides students with both the theory and application of environmental water transactions (EWTs) to water management challenges, such as river restoration, drought-mitigation, and agricultural allocation. The geographic focus is primarily the western United States, as this region, out of necessity, has been very active in implementing EWTs in recent years. Other market-based mechanisms for water management also are explored, such as groundwater mitigation banks, urban stormwater markets, and water quality markets. The course also covers considerations such as environmental justice, tribal access to and use of water, and diversity/equity/inclusion in water management. A final project gives students the opportunity to develop a simple hydrological and water rights model for a fictional watershed to use as the basis for designing a suite of water transactions and market-based water management solutions. This is an online course taught by experienced professionals who value a hands-on approach to learning. In addition, the course features discussion of current events in water, case studies, and guest lectures from practitioners actively using market-based mechanisms for water management.\n", + "ENV 642 Environmental Justice/Climate Justice. Gerald Torres. In this course, we focus on the evolution and development of the environmental justice movement. We pay particular attention to its embrace of climate justice, and we ask what conception of justice is at play in both the environmental justice and climate justice movements. We begin with a legal and social-historical survey but quickly bring the inquiry up to the current moment. We explore the legal and policy developments that have followed the environmental justice critique.\n", + "ENV 645 Urbanization, Global Change, and Sustainability. Karen Seto. Urbanization and associated changes in human activities on the land (land use) and in the physical attributes of Earth’s surface (land cover) have profound environmental consequences. Aggregated globally, these effects constitute some of the most significant human impacts on the functioning of Earth as a system. This course examines the interactions and relationships between urbanization and global change at local, regional, and global scales with an emphasis on the biophysical aspects of urbanization. Topics include urbanization in the context of global land use change, habitat and biodiversity loss, modification of surface energy balance and the urban heat island, climate change and impacts on urban areas, urban biogeochemistry, and urbanization as a component of sustainability. Emphasis is on management of urban areas worldwide or at national scales for planetary sustainability.\n", + "ENV 646 Foundations of Agriculture and Environment. Stephen Wood. Agricultural systems have a profound impact on the environment, but also depend on environmental processes—such as climate and nutrient cycling—for continued productivity. Because of this two-way relationship, there has been a growing integration of environmental and agricultural sciences over the past several decades with growing recognition that designing and implementing agricultural systems that minimize environmental harm and benefit people is necessary to sustainable development. This course provides foundational knowledge of how agricultural and environmental systems are linked. The goal is to provide theoretical understanding of the important environmental and human processes, as well as practical experience interpreting these processes and applying them to real-world scenarios.\n", + "ENV 654 Structure, Function, and Development of Trees. Graeme Berlyn. This course focuses on two aspects of plant life: (1) basic processes that drive plant development, such as seed formation, germination, seedling establishment, maturation, and senescence; and (2) basic structure and function of plants (such as root systems, leaf formation and development, height, and diameter growth). Differences between different groups of seed plants are analyzed from structural, functional, ecological, and evolutionary standpoints. Special attention is given to woody plants and their importance in the biosphere and human life. Coverage includes tropical, temperate, and boreal trees. Plant biology is discussed in the context of physiological and structural adaptations in terms of strength, storage, and water and solute transport.\n", + "ENV 660 Forest Dynamics. Marlyse Duguid. This course introduces the study of forest stand dynamics—how forest structures and compositions change over time with growth and disturbances. Understanding the dynamic nature of forest stands is important for creating and maintaining a variety of critical ecosystem services sustainably and synergistically, including sustainable supplies of wood products, biodiversity and wildlife habitats, water, fire protection, and others. Through readings, lectures, and discussions we explore forest development processes and pathways, concentrating on the driving mechanisms and emergent properties including natural and human disturbances. This course is a core component of the M.F. degree but is explicitly designed to be accessible to anyone interested in an in-depth exploration of forest ecosystems.\n", + "ENV 671 Temperate Woody Plant Taxonomy and Dendrology. Marlyse Duguid. Dendrology literally translates as \"the study of trees\" and integrates morphology, phenology, ecology, biogeography, and the natural history of tree species. In this course students learn how to identify the major temperate woody plant families, with a focus on North American forest species. In addition, students learn the morphological and ecological traits used for field identification of woody plants. We use phylogenetic systematics as the structure for understanding the evolutionary history and relationships between species. Class periods consist of practical field and laboratory skills used in plant taxonomy and field lecturing. Weather permitting, we are in the field for the majority of class periods. We use an ecosystem focused approach for plant identification. Besides learning how to identify species, we discuss principles of plant ecology, biogeography, and natural history in each of the ecosystems we visit. Limited to thirteen.\n", + "ENV 679 Plant Ecophysiology. Craig Brodersen. This course focuses on the physiological ecology of plants and their interaction with the biotic and abiotic environment, understood through the lens of first principles. We use a quantitative approach to demonstrate the linkages between photosynthesis, growth, and carbon allocation at the tissue and whole plant level, which can then be scaled up to forests and ecosystems. We also focus on specific physiological and anatomical adaptations plants use to survive in the many varied habitats on Earth. Enrollment limited to twenty-four.\n", + "ENV 684 Forest Finance. Deborah Spalding. Understanding the tools used in financial analysis is an important component of successful forestland investment and forest management decision-making. This course provides students with a basic suite of financial tools used in the acquisition and management of forestland/timber. It includes an overview of traditional financial analysis metrics used in land acquisition, timber management, and risk management, as well as topics related to supply and demand for forest products, international timberland investment, and emerging trends in forestland investing. The first eight weeks of the course are in lecture format, and the remainder of the course is a case study/project that gives students an opportunity to apply their knowledge in the analysis of an actual \"deal.\"\n", + "ENV 692 Science and Practice of Temperate Agroforestry. Meghan Giroux. This course explores the science and practices of temperate agroforestry, covering current knowledge of agroforestry science and shedding light on the myths and assumptions that have yet to be tested regarding the integration of trees in agricultural systems. The course begins with an overview of modern agriculture to help us better understand why agroforestry systems have potential to improve the sustainability of farming systems. We also cover the social science regarding agroforestry and why it has not been widely adopted. Silvopasture and forest farming systems are the primary focus, but windbreaks, alley cropping, and riparian forest buffers are also covered. The field of agroforestry has struggled with the promotion of hypothetical practices; this course introduces students to real-world production agroforestry systems and helps them better contribute to financially viable and environmentally sound agricultural operations.\n", + "ENV 695 Yale Forest Forum Series: Understanding Climate-Smart Forestry in Practice. Gary Dunning, P Mark Ashton. The Forest School at the Yale School of the Environment has developed a new seminar for fall 2023 titled Understanding Climate-Smart Forestry in Practice. This seminar is part of the School’s Series on Forests and Climate. This fall series is co-sponsored by the Yale Center for Natural Carbon Capture. Climate-Smart Forestry (CSF) has become a buzzword across the forestry sector and beyond. However, climate-smart forestry is an often-used phrase without a commonly understood definition. From conservation non-profits to institutional landowners to policymakers wrestling with climate change and its impacts on forests, the focus is on issues related to forest management. In this seminar, we learn from practitioners and researchers about how they put climate-smart forestry into practice. We also learn how forests can be managed to enhance their carbon storage capabilities and/or to increase their resilience to the impacts of climate.\n", + "ENV 698 Carbon Containment. Anastasia O'Rourke, Dean Takahashi, Michael Oristaglio, Sinead Crotty. There is growing recognition that reducing greenhouse gas (GHG) emissions alone is not sufficient to mitigate catastrophic effects of global climate change. As GHGs accumulate in the atmosphere, it is increasingly important to draw down these emissions cost-effectively in large quantities via carbon dioxide removal (CDR) and carbon capture and storage (CCS) techniques–which can be broadly described as \"carbon containment.\" Recognizing the urgency of the problem at hand and the need for private and philanthropic action, many large companies, investors, and donors have stepped up commitments to stabilize the climate and to achieve net zero emissions by 2050. In addition to decarbonization strategies that reduce emissions, climate leaders are investing in and purchasing credits from negative emission carbon containment projects that reduce atmospheric levels of GHGs. Currently, the options for entities to credibly meet ambitious climate goals using carbon containment approaches are very limited. This goal of this course is to: (1) teach and engage students from a range of disciplines about the existing technologies and markets for carbon containment, (2) investigate nascent or neglected carbon containment mechanisms, and (3) develop case studies highlighting strategies and risks for moving promising pre-commercial ideas from concept to practice.\n", + "ENV 704 Workshop on Remote Sensing and Photogrammetry with Drones. Xuhui Lee. A workshop that explores the current state and future outlook of remote sensing with unmanned aerial vehicles (UAVs or drones) for environmental monitoring. UAV-based remote sensing is a rapidly developing field in environmental science and technology. Versatile and inexpensive, it has the potential to offer solutions in a wide range of applications, such as forestry inventory, precision agriculture, flood hazard assessment, pollution monitoring, and land surveys. The class meets once a week for three hours. The workshop is divided into three parts: (1) reviewing the state of the technology on UAV types, sensor configurations, and data acquisition methods; (2) exploring GIS and remote-sensing software tools for analyzing super-high-resolution spectral data acquired by fixed-wing drones; (3) cross-validating drone products against Lidar data and satellite imagery. Students may also have the opportunity to participate in drone flight missions. Data analysis, presentation, literature critique, field trips.\n", + "ENV 712 Water Management. Shimon Anisfeld. An exploration of water management at scales ranging from local to global. The course looks at multiple dimensions of the water crisis, including both human and ecosystem impacts; quantity and quality problems; and infrastructural and institutional issues. Theory is illustrated through a variety of case studies. Topics covered include global water resources; flooding; water scarcity; residential, agricultural, and industrial water use; water and health; water justice; impacts of climate change and land-use change; stormwater management; dams and other technologies for water management; human impacts on aquatic ecosystems; water and energy; water economics; water rights; water conflict and cooperation.\n", + "ENV 713 Coastal Ecosystems. Shimon Anisfeld. An examination of the natural processes controlling coastal ecosystems, the anthropogenic threats to the health of these systems, and the potential for restoration. Coverage of estuaries, rocky shores, seagrass meadows, coral reefs, and mangrove swamps, with a special emphasis on tidal marshes. The course covers a wide range of physical, chemical, and ecological processes. Anthropogenic impacts covered range from local to global and include nutrient enrichment, hypoxia, sea-level rise, invasive species, over-fishing, chemical pollution, marsh drowning, and wetland filling.\n", + "ENV 723 Wetlands Ecology, Conservation, and Management. Kealoha Freidenburg. Wetlands are ubiquitous. Collectively they cover 370,000 square miles in the United States and globally encompass more than five million square miles. Most points on a map are less than one kilometer from the nearest wetland. Yet wetlands are nearly invisible to most people. In this course we explore wetlands in all of their dimensions, including the critical services they provide to other systems, the rich biodiversity they harbor, and their impact on global climate. Additionally, wetlands are linchpin environments for scientific policy and regulation. The overarching aim of the course is to connect what we know about wetlands from a scientific perspective to the ways in which wetlands matter for people.\n", + "ENV 728 Introduction to Statistics and Data Analysis in the Environmental Sciences. Jonathan Reuning-Scherer. An introduction to statistics and data analysis with emphasis on practical applications in the environmental sciences. Includes graphical analysis, common probability distributions, hypothesis testing, confidence intervals, and linear regression. The second part of the course introduces the topics of multiple regression and ANOVA that are typically not covered in an introductory class such as AP statistics. There are weekly problem sets, 2 exams, and a final project. Assignments require use of Minitab, SPSS, or R. This course is a prerequisite for other statistics courses offered through YSE, and it presents statistical methods used in many Yale courses in both the natural and social sciences. Three hours lecture.\n", + "ENV 736 Impacts of Climate Change on Freshwater Ecosystems. Nancy Grimm. This course is a graduate-level ecology course on impacts and responses to global change, especially climate change, of freshwater ecosystems, including lakes, rivers, and wetlands. The course provides an overview of several major global change threats, such as pollution, emerging diseases, hydrologic alteration, species introductions, urbanization, and land-use change, which gives context to the relative importance of climate change as a global-change driver in freshwater ecosystems. The course then covers changes in the hydrologic cycle, temperature, and extreme events attributed to climate change and their impacts in different settings where freshwater ecosystems occur. The course also covers the ecosystem services provided by freshwater ecosystems, how they are threatened by global change, and strategies for mitigating and adapting to these threats.\n", + "ENV 738 Wildlife Movement Ecology. On a crowded planet, wildlife must navigate multiple forces to guide their movement. Through a flipped and interactive classroom, students evaluate and model drivers of animal movement across different spatial and temporal scales as well as draw connections to human societies and landscape histories.\n", + "ENV 745 Global Human-Wildlife Interactions. Nyeema Harris. Wildlife and humans have increasingly complex interactions, balancing a myriad of potentially positive and negative outcomes. In a highly interactive format, students evaluate the importance of human-wildlife interactions across diverse ecosystems, exacerbators that influence outcomes, and management interventions that promote coexistence.\n", + "ENV 750 Writing the World. Verlyn Klinkenborg. This is a practical writing course meant to develop the student’s skills as a writer. But its real subject is perception and the writer’s authority—the relationship between what you notice in the world around you and what, culturally speaking, you are allowed to notice. What you write during the term is driven entirely by your own interest and attention. How you write is the question at hand. We explore the overlapping habitats of language—present and past—and the natural environment. And, to a lesser extent, we explore the character of persuasion in environmental themes. Every member of the class writes every week, and we all read what everyone writes every week. It makes no difference whether you are a would-be journalist, scientist, environmental advocate, or policy maker. The goal is to rework your writing and sharpen your perceptions, both sensory and intellectual. Enrollment limited to fifteen.\n", + "ENV 753 Regression Modeling of Ecological and Environmental Data. Timothy Gregoire. This course in applied statistics assists scientific researchers in the analysis and interpretation of observational and field data. After considering the notion of a random variable, the statistical properties of linear transformations and linear combinations of random data are established. This serves as a foundation for the major topics of the course, which explore the estimation and fitting of linear and nonlinear regression models to observed data. Three hours lecture. Statistical computing with R, weekly problem exercises.\n", + "ENV 756 Modeling Geographic Objects. Charles Tomlin. This course offers a broad and practical introduction to the nature and use of drawing-based (vector) geographic information systems (GIS) for the preparation, interpretation, and presentation of digital cartographic data. In contrast to ENV 755, the course is oriented more toward discrete objects in geographical space (e.g., water bodies, land parcels, or structures) than the qualities of that space itself (e.g., proximity, density, or interspersion). Three hours lecture, problem sets. No previous experience is required.\n", + "ENV 757 Data Exploration and Analysis. Ethan Meyers. Survey of statistical methods: plots, transformations, regression, analysis of variance, clustering, principal components, contingency tables, and time series analysis. The R computing language and web data sources are used.\n", + "ENV 759 Power, Knowledge, and the Environment: Social Science Theory and Method. Michael Dove. Introductory graduate course on the social science of contemporary environmental and natural resource challenges, paying special attention to issues involving power and knowledge. Section I, overview of the course. Section II, disasters and environmental perturbation: pandemics, and the social dimensions of disaster. Section III, power and politics: river restoration in Nepal; the conceptual boundaries of resource systems, and the political ecology of water in Mumbai Section IV, methods: the dynamics of working within development projects; and a multi-sited study of irrigation in Egypt. Section V, local communities: representing the poor, development discourse, and indigenous peoples and knowledge. The goal of the course is to develop analytic distance from current conservation and development debates and discourse. This is a core course for M.E.M. students in YSE, and a core course in the combined YSE/Anthropology degree program. Enrollment is capped.\n", + "ENV 761 Negotiating International Agreements: The Case of Climate Change. Susan Biniaz. This class is a practical introduction to the negotiation of international agreements, with a focus on climate change. Through the climate lens, students explore cross-cutting features of international agreements, the process of international negotiations, the development of national positions, advocacy of national positions internationally, and the many ways in which differences among negotiating countries are resolved. The seminar also examines the history and substance of the climate change regime, including, inter alia, the 1992 UN Framework Convention on Climate Change, the 1997 Kyoto Protocol, the 2009 Copenhagen Accord, the 2015 Paris Agreement, and recent developments. There are two mock negotiations.\n", + "ENV 762 Applied Math for Environmental Studies. Eli Fenichel. The language of mathematics is an important leg in the stool of interdisciplinary research and analysis, and many graduate courses at YSE involve mathematical content. However, many graduate students have not taken a math course in years, and their math skills are rusty. Furthermore, many graduate-level mathematical concepts may be entirely new. Experience suggests that many students either opt out of taking courses they are truly interested in or muddle through, struggle with the math, and miss important concepts. AMES is meant to help students refresh or acquire new math skills and succeed in content and \"toolbox\" graduate-level courses. AMES provides a structured opportunity to learn a range of mathematical concepts used in environmental studies. The course assumes that, at a minimum, students took college algebra and perhaps a semester of calculus (but might not really remember it). Concepts are presented heuristically in a \"how to\" and \"why\" approach with examples from environmental studies. The goal is for students to be conversant and have intuition about (i.e., to demystify) why logs, exponents, derivatives, integrals, linear algebra, probability, optimization, stability analysis, and differential equations show up throughout environmental studies. Students learn (review) how to use these techniques. Also covered is a bit of history of math and an introduction to computer programming.\n", + "ENV 772 Indigenous Self-Government in the U.S. Constitutional Order. Gerald Torres. Native people in the United States have been building institutions of self-governance in the face of enormous colonial pressure for centuries. This course considers the unique legal positions of Native American, Alaska Native, and Native Hawai‘ian citizens in the United States as well as the residents of the U.S. territories. The course introduces students to contemporary legal debates and social movements in the U.S. territories, Indian Country, and Hawai‘i and explore how overseas expansionism and relations with Indigenous peoples have shaped U.S. constitutional theory and doctrine. This course demonstrates how the constitutional condition of the U.S. territories, Tribal nations, Alaska villages, and Hawai‘i occupy more than niche legal issues but require us to think more broadly about borders, race, indigeneity, and citizenship in the U.S. We focus on the institutions of self-governance both to illustrate the continued resistance to colonial rule and to highlight the unique constitutional questions U.S. colonial actions have posed from the very beginning.\n", + "ENV 773 Air Pollution Control. Drew Gentner. An overview of air quality problems worldwide with a focus on emissions, chemistry, transport, and other processes that govern dynamic behavior in the atmosphere. Quantitative assessment of the determining factors of air pollution (e.g., transportation and other combustion-related sources, chemical transformations), climate change, photochemical \"smog,\" pollutant measurement techniques, and air quality management strategies.\n", + "ENV 805 Seminar on Environmental and Natural Resource Economics. Eli Fenichel, Kenneth Gillingham, Matthew Kotchen. This seminar is based on outside speakers and internal student/faculty presentations oriented toward original research in the field of environmental and natural resource economics and policy. Presentations are aimed at the doctoral level, but interested master’s students may enroll with permission of the instructors.\n", + "ENV 814 Energy Systems Analysis. Narasimha Rao. This three-credit lecture course offers an overview of all aspects of energy systems and their interaction with society and the environment. The course provides students with a comprehensive theoretical and empirical knowledge base about energy systems in the world. This course describes and explains the basics of energy and the laws that govern it, the different components of an energy system (supply technologies, delivery systems, and demand), the institutions that govern the energy sectors, the role of energy in development, its impact on climate change, and an understanding of the key challenges of an energy transition towards a sustainable future. The course has a specific emphasis on electricity systems, how they are operated and governed, and how they have to be transformed to tackle climate change. Students receive a unique exposure to energy issues in the Global South. This course provides students with basic analytical tools and knowledge to formulate and solve energy-related decisions at an individual, national, and global scale and to understand and critique ongoing policy dialogues on energy and climate.\n", + "ENV 816 Electric Utilities: An Industry in Transition. John Rhodes. The U.S. electric utility industry is a $400 billion business with capital expenditures on the order of $100 billion per year to replace aging infrastructure, implement new technologies, and meet new regulatory requirements. A reliable electricity infrastructure is essential for the U.S. economy and the health and safety of its citizens. The electric industry also has a significant impact on the environment. In the United States, electric power generation is responsible for about 40 percent of human-caused emissions of carbon dioxide, the primary greenhouse gas. Electric utilities in the United States are at a crossroads. Technological innovations, improving economics, and regulatory incentives provide a transformational opportunity to implement demand-side resources and distributed energy technologies that will both lower emissions and improve service to customers. Such significant changes could, however, disrupt existing utility business models and therefore may not be fully supported by incumbent utilities. This course focuses on the issues, challenges, risks, and trade-offs associated with moving the U.S. utility industry toward a cleaner, more sustainable energy future. We explore how utilities are regulated and how economic factors and regulatory policies influence outcomes and opportunities to align customer, environmental, and utility shareholder interests to craft win-win-win solutions.\n", + "ENV 817 Urban, Suburban, and Regional Planning Practice. David Kooris. Our cities, towns, and regions represent the cumulative impact of planning policies implemented at multiple scales over the past century. This course explores the dynamic trends facing the United States and its communities and the evolution in planning practice that is occurring at the local and regional scale to address them. It looks at both suburban and urban approaches. The recent pandemic, multiple recessions, climate change, and a lack of social cohesion call for a new triple bottom-line approach to decision-making for our future. Existing policies and governance structures are not always well suited for the new challenges and opportunities that we face. Local, state, and the national government are, to varying degrees, crafting new solutions to the challenges of urban and suburban America.\n", + "ENV 821 Environmental Policy Making: From Local to Global. Luke Sanford. This course focuses on policy making around environmental issues. We explore and analyze institutions at all levels of government, from community management of forests to global management of greenhouse gas emissions. We also explore a variety of environmental case studies. Students learn to examine issues and institutions through the lens of the actors involved, their incentives, and the information they have. The course includes a simulation taking place over multiple weeks at which students negotiate an international environmental agreement.\n", + "ENV 823 Energy Law and Policy. Don Elliott. This course explores the troubled intersection between energy, environmental, economic and national security policies. We consider a diverse range of regulatory approaches to minimize adverse environmental effects of various forms of energy development. These include emerging issues regarding climate change and promoting renewable energy; hydraulic fracturing (\"fracking\"); regulation of off-shore drilling and lessons from the Deepwater Horizon oil spill; liability for natural resources and other damages from oil spills under the Oil Pollution Act of 1990 (OPA90); the Fukushima, Three Mile Island and Chernobyl nuclear accidents; and the role of nuclear energy, if any, going forward. We also cover the basics of utility rate setting and the role of the Federal Energy Regulatory Agency (FERC). We conclude by considering the geopolitical implications of various energy policies. Supervised Analytic Writing or Substantial Paper credit available for three credits, or a shorter seminar paper or self-scheduled essay exam for two credits. Self-scheduled examination or paper option.\n", + "ENV 835 Seminar on Land Use Planning. Jessica Bacher. Land use control exercised by state and local governments determines where development occurs on the American landscape, the preservation of natural resources, the emission of greenhouse gases, the conservation of energy, and the shape and livability of cities and towns. The exercise of legal authority to plan and regulate the development and conservation of privately owned land plays a key role in meeting the needs of the nation’s growing population for equitable housing, energy, and nonresidential development as well as ensuring that critical environmental functions are protected from the adverse impacts of land development. This course explores the multifaceted discipline of land use and urban planning and their associated ecological implications. Numerous land use strategies are discussed, including identifying and defining climate change mitigation and adaptation strategies, including affordable housing, community revitalization, energy development and siting, equitable community engagement, transit-oriented development, building and neighborhood energy conservation, distressed building remediation, jobs and housing balance, coastal resiliency, and biological carbon sequestration. The course also explores how recent events impact these planning issues. The focus is on exposing students to the basics of land use and urban planning, especially in the United States but also internationally, and serving as an introduction for a YSE curricular concentration in land use. Guest speakers are professionals involved in sustainable development, land conservation, smart growth, renewable energy, and climate change management.\n", + "ENV 836 Agrarian Societies: Culture, Society, History, and Development. Jonathan Wyrtzen, Marcela Echeverri Munoz. An interdisciplinary examination of agrarian societies, contemporary and historical, Western and non-Western. Major analytical perspectives from anthropology, economics, history, political science, and environmental studies are used to develop a meaning-centered and historically grounded account of the transformations of rural society. Team-taught.\n", + "ENV 839 Power in Conservation. Carol Carpenter. This course examines the anthropology of power, particularly power in conservation interventions in the global South. It is intended to give students a toolbox of ideas about power in order to improve the effectiveness of conservation. Conservation thought and practice are power-laden: conservation thought is powerfully shaped by the history of ideas of nature and its relation to people, and conservation interventions govern and affect peoples and ecologies. This course argues that being able to think deeply, particularly about power, improves conservation policy making and practice. Political ecology is by far the best known and published approach to thinking about power in conservation; this course emphasizes the relatively neglected but robust anthropology of conservation literature outside political ecology, especially literature rooted in Foucault. It is intended to make four of Foucault’s concepts of power accessible, concepts that are the most used in the anthropology of conservation: the power of discourses, discipline and governmentality, subject formation, and neoliberal governmentality. The important ethnographic literature that these concepts have stimulated is also examined. Together, theory and ethnography can underpin our emerging understanding of a new, Anthropocene-shaped world. This course will be of interest to students and scholars of conservation, environmental anthropology, and political ecology, as well as conservation practitioners and policy makers. It is a required course for students in the combined YSE/Anthropology doctoral degree program. It is highly recommended for M.E.Sc. students who need an in-depth course on social science theory. M.E.M. students interested in conservation practice and policy making are also encouraged to consider this course, which makes an effort to bridge the gap between the best academic literature and practice. Open to advanced undergraduates. No prerequisites. Three-hour discussion-centered seminar.\n", + "ENV 840 Climate Change Policy and Perspectives. Robert Klee. This course examines the scientific, economic, legal, political, institutional, and historic underpinnings of climate change and the related policy challenge of developing the energy system needed to support a prosperous and sustainable modern society. Particular attention is given to analyzing the existing framework of treaties, law, regulations, and policy—and the incentives they have created—which have done little over the past several decades to change the world’s trajectory with regard to the build-up of greenhouse gas emissions in the atmosphere. What would a twenty-first-century policy framework that is designed to deliver a sustainable energy future and a successful response to climate change look like? How would such a framework address issues of equity? How might incentives be structured to engage the business community and deliver the innovation needed in many domains? While designed as a lecture course, class sessions are highly interactive. Self-scheduled examination.\n", + "ENV 850 International Organizations and Conferences. Peter Boyd. This course focuses on the historic, present, and future roles of international environmental conferences. Through guest speakers, assigned readings, and discussions, students explore conferences including IUCN’s World Conservation Congress, the UN’s Convention on Biological Diversity, UNFCCC’s climate change conference, the UN Environment Programme (UNEP), and the Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES). Students, along with visiting alumni and guest speakers, discuss the roles and impacts of the various conferences in international environmental decision-making and the future of international conferences in a post-COVID world. The course also assesses the potential for improved equity, justice, and inclusion in international conferences, organizations, and their secretariats. Students attending fall conferences (in person or virtually) develop work plans to be completed during the conference under the guidance of their host delegations and the instructor.\n", + "ENV 857 Financing Climate Change Adaptation in Developing Countries. Pradeep Kurukulasuriya. This course is intended for students who are interested in applied work in development organizations or public institutions focused on nature, climate, energy and waste that are involved in catalyzing finance for climate change adaptation, particularly in the global south. The course has no specific prerequisites but students will find that courses in development economics, natural resources management, finance and law are helpful. The class entails in-class discussions where students are expected to critically analyze course content, discuss and debate, as well as present material. Enrollment is limited to fifteen.\n", + "ENV 860 Developing Environmental Policies and Winning Campaigns. Margie Alt. This course is about what makes an environmental policy idea successful—one that can go from concept to law, get implemented well, and achieve its intended goals. In addition, this class covers how to develop and run effective campaigns to win environmental policies. Good policy does not just happen. It takes creative thinking, learning from experience and history, and an ability to \"look around corners\" to help ensure that your idea can actually be well implemented, won’t have unintended consequences, and will actually solve the problem you set out to alleviate. And, once you have a honed policy idea, there is no magic wand that will turn it into the law of the land. Whether in city hall, the state legislature, the U.S. Congress, or a corporate boardroom, many stakeholders will have a hand in determining whether an idea turns into a law.\n", + "ENV 878 Climate and Society: Past to Present. Michael Dove. Seminar on the major traditions of thought and debate regarding climate, climate change, and society, drawing largely on the social sciences and humanities. Section I, overview of the course. Section II, disaster: the social origins of disastrous events; and the attribution of societal \"collapse\" to extreme climatic events. Section III, causality: the revelatory character of climatic perturbation; politics and the history of efforts to control weather/climate; and nineteenth–twentieth-century theories of environmental determinism. Section IV, history and culture: the ancient tradition of explaining differences among people in terms of differences in climate; and cross-cultural differences in views of climate.  Section V, knowledge: the study of folk knowledge of climate; and local views of climatic perturbation and change. Section VI, politics: knowledge, humor, and symbolism in North-South climate debates. The goal of the course is to examine the embedded historical, cultural, and political drivers of current climate change debates and discourses. This course can be applied towards Yale College distributional requirements in Social Science and Writing. The course is open to both graduate and undergraduate students. Enrollment capped.\n", + "ENV 894 Green Building: Issues and Perspectives. Melissa Kops. Buildings have an outsized impact on human and environmental health. The building sector is the largest contributor to greenhouse gas emissions globally, responsible for almost 40 percent of total emissions. Construction and demolition activities generated 600 million tons of waste in 2018 in the United States, more than twice what was generated in municipal solid waste. Buildings represent an enormous opportunity to reduce environmental impact, and the movement that represents this approach is commonly called green building. But green building is broad and deep—involving process, products, and policy—and crisscrosses many disciplines. This course examines green building from a variety of perspectives, placing it in a technical, social, financial, and historical context. The task of reducing the environmental impact of our buildings requires cross-disciplinary integration and touches nearly every aspect of our lives as occupants and managers of interior spaces. Individual topics in green building—such as building science, indoor environmental quality, innovative finance, and public- and private-sector programs—are covered through research, class discussion, guest lectures, field trips, and group projects. Great emphasis is placed on the practical challenges and opportunities that green building presents to building and non-building professionals working together to design, specify, construct, operate, renovate, and finance our nation’s buildings. Enrollment limited to fifteen.\n", + "ENV 898 Environment and Human Health. Michelle Bell. This course provides an overview of the critical relationships between the environment and human health. The class explores the interaction between health and different parts of the environmental system including weather, air pollution, greenspace, environmental justice, and occupational health. Other topics include environmental ethics, exposure assessment, case studies of environmental health disasters, links between climate change and health, and integration of scientific evidence on environmental health. Students learn about current key topics in environmental health and how to critique and understand scientific studies on the environment and human health. The course incorporates lectures and discussion.\n", + "ENV 900 Doctoral Student Seminar and Responsible Conduct of Research. Peter Raymond. This course provides the foundation for doctoral study at the School of the Environment. Students learn what it means to do scholarly research as well as become adept with philosophy of science and research methodology and proposal writing, as a basis for exploring diverse approaches to formulating and addressing research questions. Students work with their advisers to put these concepts and principles into practice to develop the basis for their dissertation research (including building bibliography, identifying and crafting research questions, formulating research hypotheses, and drafting a research proposal). Students further learn about funding opportunities and procedures for submitting grants. The course also covers professional ethics and responsible conduct of research, including ethical approaches to inquiry and measurement, data acquisition and management, authorship and publication, peer review, conflicts of interest, mentoring, collaborative research, and animal and human subjects research. Finally, the course explores ethical ways to advocate for the application of scholarly knowledge in the interest of environmental problem solving. Weekly assigned readings support concepts and issues addressed in class. Students present their embryonic research ideas in class and use feedback from the group to further develop their ideas.\n", + "ENV 902 Environmental Anthropology Colloquy. Michael Dove. A biweekly seminar for Dove doctoral advisees and students in the combined YSE/Anthropology doctoral program. Presentation and discussion of grant proposals, dissertation prospectuses, and dissertation chapters; trial runs of conference presentations and job talks; discussion of comprehensive exams, grantsmanship, fieldwork, data analysis, writing and publishing, and the job search; and collaborative writing and publishing projects.\n", + "ENV 908 Urban and Environmental Economics. Costas Arkolakis, Mushfiq Mobarak. A Ph.D. field course covering latest research topics in urban economics and in environmental and energy economics. Topics include the links between urban planning and city productivity and livability, infrastructure investments in electrification and water management, managing externalities, environmental regulation, and the effects of climate change in cities and in rural areas.\n", + "ENV 954 Management Plans for Protected Areas. P Mark Ashton, Sara Kuebbing. A seminar that comprises the documentation of land use history and zoning, mapping and interpretation, and the collection and analysis of socioeconomic, biological, and physical information for the construction of management plans. Plans are constructed for private smallholders within the Quiet Corner Initiative partnership managed by the Yale School Forests. In the past, plans have been completed for the Nature Conservancy; Massachusetts Trustees of Reservations; town land trusts; city parks and woodlands of New Haven, New York, and Boston; and the Appalachian Mountain Club. Ten days fieldwork. Enrollment limited to twenty. Must also register for ENV 957, Field Skills in Land Stewardship.\n", + "ENV 955 Seminar in Research Analysis and Communication in Forest Ecology. P Mark Ashton. A seminar for students in their second year working on research projects. Students start by working through the peer-review publication process. They identify the scope and scale of the appropriate journal for their work. They then work on their projects, which comprise data and projects in applied forest ecology. Discussions involve rationale and hypothesis testing for a project, data analysis techniques, and reporting and interpretation of results. It is expected that manuscripts developed in the course are worthy of publication and that oral presentations are of a caliber for subject-area conferences and meetings. Extensive training in writing and presenting work is provided. 1 credit option is available for incoming students only. Must be taken for 3 credits to count as a capstone course. Limited to twelve.\n", + "ENV 957 Field Skills in Land Stewardship. P Mark Ashton, Sara Kuebbing. An intensive technical and field ecology seminar that is taught in combination with ENV 954. In this course students learn field skills that contribute to the base set of information used in assessment, planning, prescription writing, and management of forest and open space. Students learn to identify plants; interpret surficial geology, soils, and hydrology; and read the land for use history. Assessments learned in a series of field exercises comprise forest health and invasive surveys, wildlife habitat evaluations, and soil surveys and wetland delineation. This culminates in understanding and developing a site classification. Lastly, students learn field inventory and sampling techniques in data collection for soils, geology, plants, and wildlife habitat.\n", + "ENV 959 Clinic in Climate Justice, Law, and Public Health. Annie Harper, Daniel Carrion. In the course, interdisciplinary student teams carry out applied projects at the intersection of climate justice, law and public policy, and public health. Each team works with a partner organization (e.g., state agency, community organization, other nongovernmental organization) to study, design, and implement a project, typically through community-based participatory research practices. The course affords the opportunity to have a real-world impact by applying concepts and competencies learned in the classroom. This course should be of interest to graduate and professional students across the University and is open to Yale College juniors and seniors. In addition, this course is one of the options available to students to fulfill the practice requirement for the M.P.H. degree at YSPH and the capstone requirement for the M.E.M. degree at YSE. Students who plan to enroll must complete an application, which will be used to match each student with a clinic project. Check the course’s Canvas site or contact the instructor for more information.\n", + "ENV 962 Tribal Resources and Sovereignty-Clinic. Patrick Gonzales-Rogers. Understanding Tribal Resource Management: we identify and describe the varieties of tribal resources and the limitation of the management prerogatives facing Tribal Nations under the current legal regime. We explore those resources governed by the trust duty and the federal government’s role. We also look at the emerging resources in the green economy and investigate the relations between tribes, states, and private actors. Co-management, the trust duty, and tribal sovereignty are the main themes around which the clinic is structured. Application required.\n", + "ENV 974 Social Innovation Starter. Teresa Chahine. In this course based at Jackson School of Global Affairs, students apply the ten stage framework of the textbook Social Entrepreneurship: Building Impact Step by Step to innovate new solutions for host organizations. Host organizations are social enterprises or other social purpose organizations based globally and locally who present Yale students with a problem statement to work on over the course of one term. This could include creating new programs or products, reaching new populations, measuring the impact of existing work, creating new communications tools for existing work, or other challenges. Students gain social innovation and entrepreneurship experience and host organizations benefit from students’ problem solving. Students from all programs and concentrations at Yale are welcome to join Jackson students in forming inter-disciplinary teams to tackle social challenges. This course runs during the same time as Social Entrepreneurship Lab. The key distinction is that in that lab, students pick their own topic to research and ideate on, whereas in this course students work on projects for host organizations. Jackson students may elect to follow up on this course with a summer internship to the host organization, to help support implementation of their solution, if the host organization and the School administration accepts their application.\n", + "ENV 999 Directed Research-Doctoral. \n", + "ENVE 120 Introduction to Environmental Engineering. John Fortner. Introduction to engineering principles related to the environment, with emphasis on causes of problems and technologies for abatement. Topics include air and water pollution, global climate change, hazardous chemical and emerging environmental technologies.\n", + "ENVE 210 Principles of Chemical Engineering and Process Modeling. Peijun Guo. Analysis of the transport and reactions of chemical species as applied to problems in chemical, biochemical, and environmental systems. Emphasis on the interpretation of laboratory experiments, mathematical modeling, and dimensional analysis. Lectures include classroom demonstrations.\n", + "ENVE 314 Transport Phenomena I. Kyle Vanderlick. First of a two-semester sequence. Unified treatment of momentum, energy, and chemical species transport including conservation laws, flux relations, and boundary conditions. Topics include convective and diffusive transport, transport with homogeneous and heterogeneous chemical reactions and/or phase change, and interfacial transport phenomena. Emphasis on problem analysis and mathematical modeling, including problem formulation, scaling arguments, analytical methods, approximation techniques, and numerical solutions.\n", + "ENVE 320 Energy, Engines, and Climate. Alessandro Gomez. The course aims to cover the fundamentals of a field that is central to the future of the world. The field is rapidly evolving and, although an effort will be made to keep abreast of the latest developments, the course emphasis is on timeless fundamentals, especially from a physics perspective. Topics under consideration include: key concepts of climate change as a result of global warming, which is the primary motivator of a shift in energy supply and technologies to wean humanity off fossil fuels; carbon-free energy sources, with primary focus on solar, wind and associated needs for energy storage and grid upgrade; and, traditional power plants and engines using fossil fuels, that are currently involved in 85% of energy conversion worldwide and will remain dominant for at least a few decades. Elements of thermodynamics are covered throughout the course as needed, including the definition of various forms of energy, work and heat as energy transfer, the principle of conservation of energy, first law and second law, and rudiments of heat engines. We conclude with some considerations on energy policy and with the \"big picture\" on how to tackle future energy needs. The course is designed for juniors and seniors in science and engineering.\n", + "ENVE 373 Air Pollution Control. Drew Gentner. An overview of air quality problems worldwide with a focus on emissions, chemistry, transport, and other processes that govern dynamic behavior in the atmosphere. Quantitative assessment of the determining factors of air pollution (e.g., transportation and other combustion–related sources, chemical transformations), climate change, photochemical \"smog,\" pollutant measurement techniques, and air quality management strategies.\n", + "ENVE 442 Environmental Physicochemical Processes. Jaehong Kim. The course covers fundamental and applied concepts of physical and chemical (\"physicochemical\") processes relevant to water quality control. Topics include overview of water and wastewater treatment processes, fundamentals of chemical reaction engineering and mass balance concepts, and their application to the design of water treatment unit operations including coagulation, sedimentation, disinfection, filtration, oxidation, air stripping, membrane separation, adsorption, and ion exchange.\n", + "ENVE 448 Environmental Transport Processes. Menachem Elimelech. Analysis of transport phenomena governing the fate of chemical and biological contaminants in environmental systems. Emphasis on quantifying contaminant transport rates and distributions in natural and engineered environments. Topics include distribution of chemicals between phases; diffusive and convective transport; interfacial mass transfer; contaminant transport in groundwater, lakes, and rivers; analysis of transport phenomena involving particulate and microbial contaminants.\n", + "ENVE 471 Special Projects. Julie Zimmerman. Faculty-supervised individual or small-group projects with emphasis on research (laboratory or theory), engineering design, or tutorial study. Students are expected to consult the director of undergraduate studies and appropriate faculty members about ideas and suggestions for suitable topics.\n", + "Permission of both instructor and director of undergraduate studies required.\n", + "ENVE 490 Senior Project. John Fortner. Individual research and design projects supervised by a faculty member in Environmental Engineering, or in a related field with permission of the director of undergraduate studies.\n", + "EP&E 214 Classics of Ethics, Politics and Economics. Kevin Elliott. This course is designed to explore the moral and theoretical foundations, critiques, and open questions surrounding the social organization of production and governance in modern societies. A key aim of this class is to better understand the moral and philosophical background of market-based distribution, criticisms of it, and how thinkers have tried to make sense of it.\n", + "EP&E 217 Classics of EP&E–Intellectual Origins of Liberalism and Conservatism. Gregory Collins. The purpose of this course is to explore the intellectual origins of liberalism and conservatism through an EP&E framework. We discuss the tensions between collective wisdom and individual reason in the early modern period and survey the thought of thinkers in the proto-liberal and proto-conservative traditions, such as Thomas Hobbes and John Locke on sovereignty, individual autonomy, reason, and toleration; and Robert Filmer, Richard Hooker, and David Hume on order, custom, and utility. Our main object of inquiry, however, is the intellectual division that emerged between supporters and critics of the French Revolution, the historical event that prompted the modern political identities of liberalism and conservatism. Accordingly, we examine the political, moral, and economic theories of the Revolution; reactions to the Revolution from Edmund Burke, Joseph de Maistre, and other counterrevolutionaries; critical responses to their reactions, including those from Thomas Paine, Mary Wollstonecraft, and James Mackintosh; and the impact of this debate on the evolution of liberalism and conservatism in the nineteenth and twentieth centuries in Europe and the United States. Class discussions and readings confront liberal and conservative perspectives on human nature; reason; freedom; tradition; individual rights; religion; the Enlightenment; market economies; democratic participation; and equality.\n", + "EP&E 223 Tradition and Modernity: Ethics, Religion, Politics, Law, & Culture. Andrew Forsyth. This seminar is about \"tradition\"—what it is and what it does—and how reflecting on tradition can help us better understand ethics, religion, politics, law, and culture. We ask: for whom and in what ways (if any) are the beliefs and practices transmitted from one generation to another persuasive or even authoritative? And how do appeals to tradition work today? We traverse a series of cases studies in different domains. Looking to ethics, we ask if rational argument means rejecting or inhabiting tradition. Next, we look at religions as traditions and traditions as one source of authority within religions. We consider appeals to tradition in conservative and progressive politics. And how the law uses decisions on past events to guide present actions. Finally, we turn to tradition in civic and popular culture with attention to \"invented traditions,\" the May 2023 British Coronation, and Beyoncé’s 2019 concert film \"Homecoming.\"\n", + "EP&E 239 Political Representation. Amir Fairdosi. The notion of political representation lies at the center of government in the United States and much of the rest of the world. In this course, we examine the features of political representation, both in theory and practice. We ask (and possibly find ourselves struggling to answer!) such questions as: What is political representation? Should we have a representative system as opposed to something else like monarchy or direct democracy? Should representatives demographically resemble those they represent, or is that not necessary? How do things like congressional redistricting, electoral competition, and term limits affect the quality of representation? Do constituents’ preferences actually translate into policy in the United States, and if so, how? In Part I of this course, we discuss the theoretical foundations upon which representative government rests. In Part II, we move beyond theories of representation and on to the way political representation actually operates in the United States. In Part III, we move beyond the ways in which representation works and focus instead on some ways in which it doesn’t work. Proposed solutions are also explored.\n", + "EP&E 241 Religion and Politics in the World. A broad overview of the relationship between religion and politics around the world, especially Christianity and Islam. Religions are considered to constitute not just theologies but also sets of institutions, networks, interests, and sub-cultures. The course’s principal aim is to understand how religion affects politics as an empirical matter, rather than to explore moral dimensions of this relationship.\n", + "EP&E 242 Politics and Markets. Peter Swenson. Examination of the interplay between market and political processes in different substantive realms, time periods, and countries. Inquiry into the developmental relationship between capitalism and democracy and the functional relationships between the two. Investigation of the politics of regulation in areas such as property rights, social security, international finance, and product, labor, and service markets. Topics include the economic motives of interest groups and coalitions in the political process.\n", + "EP&E 246 Participatory Democracy. Amir Fairdosi. What does democracy look like without elections? In this class, we discuss the theory and practice of \"participatory\" forms of democracy (i.e. those that allow and encourage citizens to influence policy directly, rather than indirectly through elected representatives).\n", + "EP&E 247 Digital War. From drones and autonomous robots to algorithmic warfare, virtual war gaming, and data mining, digital war has become a key pressing issue of our times and an emerging field of study. This course provides a critical overview of digital war, understood as the relationship between war and digital technologies. Modern warfare has been shaped by digital technologies, but the latter have also been conditioned through modern conflict: DARPA (the research arm of the US Department of Defense), for instance, has innovated aspects of everything from GPS, to stealth technology, personal computing, and the Internet. Shifting beyond a sole focus on technology and its makers, this class situates the historical antecedents and present of digital war within colonialism and imperialism. We will investigate the entanglements between technology, empire, and war, and examine how digital war—also sometimes understood as virtual or remote war—has both shaped the lives of the targeted and been conditioned by imperial ventures. We will consider visual media, fiction, art, and other works alongside scholarly texts to develop a multidiscpinary perspective on the past, present, and future of digital war.\n", + "EP&E 250 The European Union. David Cameron. Origins and development of the European Community and Union over the past fifty years; ways in which the often-conflicting ambitions of its member states have shaped the EU; relations between member states and the EU's supranational institutions and politics; and economic, political, and geopolitical challenges.\n", + "EP&E 286 Discrimination in Law, Theory, and Practice. Gerald Jaynes. How law and economic theory define and conceptualize economic discrimination; whether economic models adequately describe behaviors of discriminators as documented in court cases and government hearings; the extent to which economic theory and econometric techniques aid our understanding of actual marketplace discrimination.\n", + "EP&E 305 Bureaucracy in Africa: Revolution, Genocide, and Apartheid. Jonny Steinberg. A study of three major episodes in modern African history characterized by ambitious projects of bureaucratically driven change—apartheid and its aftermath, Rwanda’s genocide and post-genocide reconstruction, and Ethiopia’s revolution and its long aftermath. Examination of Weber’s theory bureaucracy, Scott’s thesis on high modernism, Bierschenk’s attempts to place African states in global bureaucratic history. Overarching theme is the place of bureaucratic ambitions and capacities in shaping African trajectories.\n", + "EP&E 306 First Amendment and Ethics of Law. Karen Goodrow. This course addresses the First Amendment and freedom of speech, focusing on the ethical implications of restrictions on free speech, as well as the exercise of free speech. Course topics and discussions include the \"fighting words\" doctrine, hate speech, true threats, content regulated speech, freedom of speech and the internet, and the so-called \"right to be forgotten.\" By the end of the course, students recognize the role free speech plays in society, including its negative and positive impacts on various segments of society. Students also have an understanding of the competing interests arising from the First Amendment’s right to free speech, and can analyze how these competing interests are weighed and measured in the United States as compared with other countries.\n", + "EP&E 313 Economic Analysis of Law. Robin Landis. This course is intended to provide an introduction to the economic analysis of law. We examine the economic rationale(s) underlying various legal doctrines of both common law and statutory law, as well as the economic consequences of different legal doctrines. Previous coursework in economics, while helpful, is not a prerequisite for the course.\n", + "EP&E 328 YData: Data Science for Political Campaigns. Joshua Kalla. Political campaigns have become increasingly data driven. Data science is used to inform where campaigns compete, which messages they use, how they deliver them, and among which voters. In this course, we explore how data science is being used to design winning campaigns. Students gain an understanding of what data is available to campaigns, how campaigns use this data to identify supporters, and the use of experiments in campaigns. This course provides students with an introduction to political campaigns, an introduction to data science tools necessary for studying politics, and opportunities to practice the data science skills presented in S&DS 123, YData.\n", + "EP&E 334 Normative Ethics. Shelly Kagan. A systematic examination of normative ethics, the part of moral philosophy that attempts to articulate and defend the basic principles of morality. The course surveys and explores some of the main normative factors relevant in determining the moral status of a given act or policy (features that help make a given act right or wrong). Brief consideration of some of the main views about the foundations of normative ethics (the ultimate basis or ground for the various moral principles).\n", + "EP&E 350 Pandemics in Africa: From the Spanish Influenza to Covid-19. Jonny Steinberg. The overarching aim of the course is to understand the unfolding Covid-19 pandemic in Africa in the context of a century of pandemics, their political and administrative management, the responses of ordinary people, and the lasting changes they wrought. The first eight meetings examine some of the best social science-literature on 20th-century African pandemics before Covid-19. From the Spanish Influenza to cholera to AIDS, to the misdiagnosis of yaws as syphilis, and tuberculosis as hereditary, the social-science literature can be assembled to ask a host of vital questions in political theory: on the limits of coercion, on the connection between political power and scientific expertise, between pandemic disease and political legitimacy, and pervasively, across all modern African epidemics, between infection and the politics of race. The remaining four meetings look at Covid-19. We chronicle the evolving responses of policymakers, scholars, religious leaders, opposition figures, and, to the extent that we can, ordinary people. The idea is to assemble sufficient information to facilitate a real-time study of thinking and deciding in times of radical uncertainty and to examine, too, the consequences of decisions on the course of events. There are of course so many moving parts: health systems, international political economy, finance, policing, and more. We also bring guests into the classroom, among them frontline actors in the current pandemic as well as veterans of previous pandemics well placed to share provisional comparative thinking. This last dimension is especially emphasized: the current period, studied in the light of a century of epidemic disease, affording us the opportunity to see path dependencies and novelties, the old and the new.\n", + "EP&E 356 Constitutional Law and Business Ethics. Gregory Collins. The purpose of this course is to explore how the U.S. Constitution and Supreme Court case law have had an impact on business and commercial activities throughout U.S. history. We first identify provisions of the Constitution that relate to economics and familiarize ourselves with methods of constitutional interpretation, including originalism and living constitutionalism. We then apply this guiding framework to our analysis of key Supreme Court cases that have addressed the Commerce Clause, the Takings Clause, the First Amendment, the Fourteenth Amendment, and a number of other constitutional provisions that relate to commercial exchange and the legal status of corporations. Additional concepts we discuss include the countermajoritarian difficulty, the rational basis test, strict scrutiny, substantive due process, fundamental rights, disparate impact, public accommodations law, antidiscrimination law, and antitrust law. The guiding question we confront is whether the courts should a.) defer to legislatures in regulating business actors; or b.) overturn democratically enacted laws to protect the economic liberties of individuals.\n", + "EP&E 380 Bioethics, Politics, and Economics. Stephen Latham. Ethical, political, and economic aspects of a number of contemporary issues in biomedical ethics. Topics include abortion, assisted reproduction, end-of-life care, research on human subjects, and stem cell research.\n", + "EP&E 390 Democracy and Sustainability. Michael Fotos. Democracy, liberty, and the sustainable use of natural resources. Concepts include institutional analysis, democratic consent, property rights, market failure, and common pool resources. Topics of policy substance are related to human use of the environment and to U.S. and global political institutions.\n", + "EP&E 399 Platforms and Cultural Production. Platforms—digital infrastructures that serve as intermediaries between end-users and complementors—have emerged in various cultural and economic settings, from social media (Instagram), and video streaming (YouTube), to digital labor (Uber), and e-commerce (Amazon). This seminar provides a multidisciplinary lens to study platforms as hybrids of firms and multi-sided markets with unique history, governance, and infrastructures. The thematic sessions of this course discuss how platforms have transformed cultural production and connectivity, labor, creativity, and democracy by focusing on comparative cases from the United States and abroad. The seminar provides a space for broader discussions on contemporary capitalism and cultural production around topics such as inequality, surveillance, decentralization, and ethics. Students are encouraged to bring examples and case studies from their personal experiences.\n", + "EP&E 399 Platforms and Cultural Production. Platforms—digital infrastructures that serve as intermediaries between end-users and complementors—have emerged in various cultural and economic settings, from social media (Instagram), and video streaming (YouTube), to digital labor (Uber), and e-commerce (Amazon). This seminar provides a multidisciplinary lens to study platforms as hybrids of firms and multi-sided markets with unique history, governance, and infrastructures. The thematic sessions of this course discuss how platforms have transformed cultural production and connectivity, labor, creativity, and democracy by focusing on comparative cases from the United States and abroad. The seminar provides a space for broader discussions on contemporary capitalism and cultural production around topics such as inequality, surveillance, decentralization, and ethics. Students are encouraged to bring examples and case studies from their personal experiences.\n", + "EP&E 403 Designing and Reforming Democracy. David Froomkin, Ian Shapiro. What is the best electoral system? Should countries try to limit the number of political parties? Should chief executives be independently elected? Should legislatures have powerful upper chambers? Should courts have the power to strike down democratically enacted laws? These and related questions are taken up in this course. Throughout the semester, we engage in an ongoing dialogue with the Federalist Papers, contrasting the Madisonian constitutional vision with subsequent insights from democratic theory and empirical political science across the democratic world. Where existing practices deviate from what would be best, we also attend to the costs of these sub-optimal systems and types of reforms that would improve them.\n", + "EP&E 471 Directed Reading and Research. Bonnie Weir. For individual reading and research unrelated to the senior essay. Students must obtain the signature of the faculty member supervising their independent work on an Independent Study Form (available from the Ethics, Politics, and Economics registrar's office). This form must be submitted to the director of undergraduate studies at the time the student's class schedule is submitted.\n", + "EP&E 491 The Senior Essay. Sarah Khan. A one-term senior essay. The essay should fall within the student's area of concentration. If no appropriate seminar is offered in which the essay might be written, the student, in consultation with the director of undergraduate studies, should choose an appropriate member of the faculty to supervise the senior essay.\n", + "Students must obtain the signature of the faculty member supervising their independent work on an Independent Study Form (available from the Ethics, Politics, and Economics registrar's office). This form must be submitted to the director of undergraduate studies at the time the student's class schedule is submitted.\n", + "EP&E 492 The Yearlong Senior Essay. Sarah Khan. A two-term senior essay. The essay should fall within the student's area of concentration. The student, in consultation with the director of undergraduate studies, should choose an appropriate member of the faculty to supervise the senior essay.\n", + "Students must obtain the signature of the faculty member supervising their independent work on an Independent Study Form (available from the Ethics, Politics, and Economics registrar's office). This form must be submitted to the director of undergraduate studies at the time the student's class schedule is submitted.\n", + "EP&E 493 The Yearlong Senior Essay. Sarah Khan. A two-term senior essay. The essay should fall within the student's area of concentration. The student, in consultation with the director of undergraduate studies, should choose an appropriate member of the faculty to supervise the senior essay.\n", + "Students must obtain the signature of the faculty member supervising their independent work on an Independent Study Form (available from the Ethics, Politics, and Economics registrar's office). This form must be submitted to the director of undergraduate studies at the time the student's class schedule is submitted.\n", + "EP&E 497 Politics of the Environment. Peter Swenson. Historical and contemporary politics aimed at regulating human behavior to limit damage to the environment. Goals, strategies, successes, and failures of movements, organizations, corporations, scientists, and politicians in conflicts over environmental policy. A major focus is on politics, public opinion, corporate interests, and litigation in the U.S. regarding climate change.\n", + "EPH 100 Professional Skills Series. Felicia Spencer, Kelly Shay. The Professional Skills Series is intended to prepare M.P.H. students for leadership positions as public health professionals. Material covered includes public speaking, presentation skills, professional writing, negotiation and conflict resolution, and networking and social media. Attendance at 4 sessions is required (elective for Advanced Professional M.P.H. and Accelerated M.B.A./M.P.H. students), and some homework is a part of the program. Although no credit or grade is awarded, satisfactory performance will be noted on the student’s transcript.\n", + "EPH 501 U.S. Health Justice Concentration Practicum. Danya Keene. This is the practicum course for the U.S. Health Justice Concentration. All students participating in the U.S. Health Justice Concentration complete a practicum. (With additional approval of the Office of Public Health Practice, this course can also be used to meet the Applied Practice Experience requirement for graduation.) This practicum experience addresses the objectives of the concentration and is conducted in partnership with a public health or other community organization. Students who choose to complete the practicum during an academic term enroll in this course (in lieu of EPH 500). Prior to the practicum, students complete a work plan and project description that will be reviewed by a faculty adviser and their preceptor at the partner organization. Possible projects may include evaluation, needs assessment, advocacy, public health communication, and/or service provision. Projects should be focused on understanding and ameliorating social or structural determinants of health inequality. During the practicum, students participate in biweekly group reflection meetings with concentration faculty and other concentration students. Upon completion of the practicum, students produce a minimum of two tangible work products or deliverables. These projects and deliverables must be distinct from the students’ thesis work or work completed in other independent study courses.\n", + "EPH 505 Biostatistics in Public Health. Michael Wininger. This course provides an introduction to the use of statistics in medicine and public health. Topics include descriptive statistics, probability distributions, parameter estimation, hypothesis testing, analysis of contingency tables, analysis of variance, regression models, and sample size and power considerations. Students develop the skills necessary to perform, present, and interpret statistical analyses using R software.\n", + "EPH 507 Social Justice and Health Equity. Danya Keene. This course outlines the social and structural determinants related to health inequities in the United States and globally. Conceptual, theoretical, methodological, and empirical approaches to understanding social justice and health equity are explored, with a focus on health determinants including health care, social class, poverty, oppression and power, stigma and discrimination, and neighborhood and social factors. The course takes a multidisciplinary approach, integrating methods and research from epidemiology, social sciences, and medicine to explore the individual, interpersonal, community, and societal influences that lead to healthy and unhealthy outcomes.\n", + "EPH 508 Foundations of Epidemiology and Public Health. Josefa Martinez, Yasmmyn Salinas. This course presents an introduction to epidemiologic definitions, concepts, and methods. Topics include history of epidemiology, descriptive epidemiology and burden of disease, measurement of disease frequency and association, study design (ecologic, cross-sectional, case-control studies, cohort, intervention, public health surveillance and programs), selection and information bias, confounding, effect modification, measurement validity and screening, random variation and precision, and causal inference. This course also covers skills for quantitative problem-solving, understanding epidemiologic concepts in the published literature, and key developments and readings in the field of modern epidemiology.\n", + "EPH 510 Health Policy and Health Care Systems. Mark Schlesinger. This course provides an introduction to the making, understanding, and consequences of health policy. The design and performance of the health care system are assessed, with particular attention to the complex and often contested manner in which health care is organized, financed, and delivered in the United States. The course also considers the fundamental concerns—such as cost, access, and quality—that shape the development of health policy and health systems in all countries, and it looks to the health systems of other countries in order to understand the advantages and disadvantages of alternative approaches. An overview of the important actors in the health care and political systems is provided, and students are introduced to methods for understanding the behavior of these policy makers and stakeholders. Health issues are placed in the context of broader social goals and values.\n", + "EPH 530E Design Thinking in Public Health Systems. Kali Bechtold. Solution-focused problem-solving is an essential competency for public health professionals. This intensive introduces an iterative framework to innovatively solve complex challenges from the perspective of target user groups. Students address complex public health challenges utilizing a design-thinking framework. Students leave the intensive with a firm understanding of how to address complex public health challenges that account for their target user’s desires/needs, what is financially viable and sustainable, and what is technically feasible. This is one in a three-part series of intensives for students enrolled in the Executive Online M.P.H. Program.\n", + "EPH 534E Foundations of Epidemiology and Public Health. Carol Oladele. This course introduces the fundamental principles of epidemiology, concepts, and methods of application in public health. Students gain an understanding of the role of epidemiology in investigations of diseases and health events in clinical and public health settings. Topics covered include the history of epidemiology, description of population patterns, study design, measurement of disease frequency, causal inference, measurement, sources of bias, confounding, and effect modification. Students critically evaluate and interpret epidemiologic findings from published literature.\n", + "EPH 537E Frontiers of Public Health. Jeannette Ickovics. This course is designed to expose students to the breadth of public health and is required of M.S. and Ph.D. students who do not have prior degrees in public health. It explores the major public health achievements in the last century in order to provide students with a conceptual interdisciplinary framework by which effective interventions are developed and implemented. Case studies and discussions examine the advances across public health disciplines including epidemiology and biostatistics, environmental and behavioral sciences, and health policy and management services that led to these major public health achievements. The course examines global and national trends in the burden of disease and underlying determinants of disease, which pose new challenges; and it covers new approaches that are on the forefront of addressing current and future public health needs.\n", + "EPH 539E Ethics in Public Health. Laura Bothwell. The purpose of this condensed course is to familiarize students in the online Executive M.P.H. with critical foundations of public health ethics and to foster sophisticated ethical reasoning so that students may carefully apply and negotiate different ethical principles in relation to current public health challenges. The course examines ethical frameworks across cultures and considers sociohistorical context in relation to ethical constructs and applications. Attention is given to the interplay of race, gender, social inequalities, and marginalized populations when approaching matters of public health ethics. The first part of the course explores core principles of public health ethics; the second part of the course broadly applies these principles to some key areas of the field of public health practice in which ethics are particularly pertinent—infectious disease control, environmental health, social determinants of health, and policies of global health care access. Each session has readings and prerecorded material viewable online that should be completed before class. For each session, we meet for one hour of live discussion and interaction that synthesize and build on the readings and prerecorded material. Brief written reflections are incorporated into live interactions. A paper in which students evaluate ethical principles in relation to practical professional public health experience is developed and discussed incrementally.\n", + "EPH 540E Executive M.P.H. Capstone. Debbie Humphries. This course is designed to strengthen students’ skills in applied public health practice and integrative work products that are of immediate relevance to public health organizations. The course works with students to help them meet the requirements of the M.P.H. applied practice experience (APE) and the M.P.H. integrative learning experience (ILE). In the first term, students complete work products that strengthen their skills in applied (public) health practice. In the second term, students complete work products that demonstrate their ability to integrate content from the M.P.H. curriculum and effectively demonstrate achievement of selected competencies. For both terms there is a priority on individual and small-group supports, with synchronous class sessions designed to draw on the core M.P.H. curriculum in the context of the capstone projects. Pedagogical content is based on an ecological framework, principles of public health ethics, and a philosophy of problem-based learning.\n", + "EPH 555 Clinic in Climate Justice, Law, and Public Health. Annie Harper, Daniel Carrion. In the course, interdisciplinary student teams carry out applied projects at the intersection of climate justice, law and public policy, and public health. Each team works with a partner organization (e.g., state agency, community organization, other nongovernmental organization) to study, design, and implement a project, typically through community-based participatory research practices. The course affords the opportunity to have a real-world impact by applying concepts and competencies learned in the classroom. This course should be of interest to graduate and professional students across the University and is open to Yale College juniors and seniors. In addition, this course is one of the options available to students to fulfill the practice requirement for the M.P.H. degree at YSPH and the capstone requirement for the M.E.M. degree at YSE. Students who plan to enroll must complete an application, which will be used to match each student with a clinic project. Check the course’s Canvas site or contact the instructor for more information.\n", + "EPH 570 Seminar in Climate Change and Health. Kai Chen. In this two-term, monthly, not-for-credit seminar, students are introduced to a wide variety of topics related to climate change and health. The seminar features talks by Yale faculty, as well as invited speakers from other institutions. Students are expected to read one or two relevant papers in advance of each talk and to articulate questions for the speaker. This course is specifically targeted for students in the Climate Change and Health Concentration but is open to all members of the YSPH and Yale communities. Two terms of this seminar are required of students in the Climate Change and Health Concentration. Although no credit or grade is awarded, satisfactory performance will be noted on the student’s transcript.\n", + "EPH 580 Seminar for Modeling in Public Health. A. Paltiel, Forrest Crawford. This yearlong, monthly seminar is targeted most specifically to students in the Public Health Modeling Concentration but open to all interested members of the Yale community. The seminar features talks by faculty from across Yale University doing modeling-related research, as well as invited speakers from other universities and public health agencies. The objectives are to offer students the opportunity to witness the scope and range of questions in public health policy and practice that may be addressed, understood, and informed using model-based approaches; appreciate the breadth of public health modeling research being conducted around the University and beyond; explore possible collaborations/relationships with other scholars and professionals; review, critique, and evaluate model-based public health research in a structured environment; and form their own opinions regarding the applicability, relevance, and responsible use of modeling methods. Two terms of this no-credit seminar are required of students in the Public Health Modeling Concentration. For each class, one or two readings are circulated/posted on the course website prior to the talk. Students are encouraged to read the articles and articulate questions for the speaker.\n", + "EPH 591 Global Health Seminar. Michael Skonieczny. This weekly seminar exposes students in the health professions to key issues in global health research and practice. The course features faculty from across the health professional schools and other global health experts from around the world. Its collaborative nature provides a rich environment for interdisciplinary dialogue. The goal is for students to attain a good understanding of key issues upon which they may base future research, service, and clinical pursuits in the field of global health. Although no course credit is awarded, satisfactory performance is noted on the student’s transcript.\n", + "EPH 600 Research Ethics and Responsibility. Christian Tschudi. This course seeks to introduce major concepts in the ethical conduct of research and some of the personal and professional issues that researchers encounter in their work. Sessions are run in a seminar/discussion format. Open to first-year Ph.D. students only.\n", + "EPS 101 Climate Change. Mary-Louise Timmermans, Noah Planavsky. An introductory course that explores the science of global climate change. We analyze processes that regulate the climate on Earth, assess the scientific evidence for global warming, and discuss consequences of climate change. We explore Earth’s climate history as it relates to the present climate as well as future climate projections. Uncertainty in the interpretation of climate observations and future projections are examined.\n", + "EPS 110 Dynamic Earth. David Evans. An introduction to the Earth as a planetary system, from its atmosphere to its core; and how the constantly changing surface environment controls both the foundation and fate of industrial society. Topics include planetary structure; plate tectonics, earthquakes and volcanoes; minerals, rocks and soils; evolution of landscapes; hydrology and floods; coasts and oceans; climate and weather; Earth history and biological evolution; humanity's economic dependence on natural resources; and human influences on the natural environment.\n", + "EPS 111L Dynamic Earth Laboratory and Field Methods. David Evans. Practical exercises in the laboratory and in the field to complement EPS 110 or 115. Identification of minerals and rocks; construction of geologic maps and cross sections to determine Earth-system processes and histories. Includes a field trip to the northern Appalachians during the October recess.\n", + "EPS 240 Forensic Geoscience. Maureen Long. Approaches and technologies developed for geoscience that have been adapted and applied in criminal, environmental, historical, and archaeological investigations. Methods related to seismology, geophysics, geomorphology, geochemistry, and radiometric dating. Case studies include nuclear treaty verification, detection of unexploded ordnance and clandestine graves, military history, soil and groundwater contamination, archaeological controversies, art and antiquities fraud, and narcotics provenance.\n", + "EPS 261 Minerals and Human Health. Study of the interrelationships between Earth materials and processes and personal and public health. The transposition from the environment of the chemical elements essential for life.\n", + "EPS 274 Fossil Fuels and World Energy. Michael Oristaglio. The origins, geologic settings, exploration, distribution, and extraction of coal, oil, and natural gas as finite Earth resources. The role of fossil fuels in the world's energy systems; environmental impacts of fossil fuels, including climate change; the transition to low-carbon energy sources.\n", + "EPS 319 Introduction to the Physics and Chemistry of Earth Materials. Shun-ichiro Karato. Basic principles that control the physical and chemical properties of Earth materials. Thermodynamics, equation of state, phase transformations, elastic properties and phase diagrams.\n", + "EPS 325 Vertebrate Paleontology. Jacques Gauthier. Phylogeny and evolution of the major clades of vertebrates from Cambrian to Recent, as inferred mainly from the fossilized remains of the musculoskeletal system (cranial, axial, and appendicular skeletons). Special attention given to the evolution of vertebrate feeding, locomotor, and sensory systems.\n", + "EPS 335 Physical Oceanography. Alexey Fedorov. An introduction to ocean dynamics and physical processes controlling large-scale ocean circulation, the Gulf Stream, wind-driven waves, tsunamis, tides, coastal upwelling, and other phenomena. Modern observational, theoretical, and numerical techniques used to study the ocean. The ocean's role in climate and global climate change.\n", + "EPS 342 Introduction to Earth and Environmental Physics. John Wettlaufer. A broad introduction to the processes that affect the past, present, and future features of the Earth. Examples include climate and climate change and anthropogenic activities underlying them, planetary history, and their relation to our understanding of Earth's present dynamics and thermodynamics.\n", + "EPS 487 Individual Study in Earth and Planetary Sciences. Jeffrey Park, Pincelli Hull. Individual study for qualified undergraduates under faculty supervision. To register for this course, each student must submit a written plan of study, approved by the adviser, to the director of undergraduate studies.\n", + "EPS 488 Research in Earth and Planetary Sciences. Jeffrey Park, Pincelli Hull, Ruth Blake. Individual study for qualified juniors and seniors under faculty supervision. To register for this course, each student must submit a written plan of study, approved by the adviser, to the director of undergraduate studies.\n", + "EPS 490 Research and Senior Thesis. Jeffrey Park, Pincelli Hull. Two terms of independent library, laboratory, field, or modeling-based research under faculty supervision. To register for this course, each student must submit a written plan of study, approved by a faculty adviser, to the director of undergraduate studies by the start of the senior year. The plan requires approval of the full EPS faculty.\n", + "EPS 491 Research and Senior Thesis. Jeffrey Park, Pincelli Hull. Two terms of independent library, laboratory, field, or modeling-based research under faculty supervision. To register for this course, each student must submit a written plan of study, approved by a faculty adviser, to the director of undergraduate studies by the start of the senior year. The plan requires approval of the full EPS faculty.\n", + "EPS 492 The Senior Essay. Jeffrey Park. One term of independent library, laboratory, field, or modeling-based research under faculty supervision. To register for this course, each student must submit a written plan of study, approved by a faculty adviser, to the director of undergraduate studies at the beginning of the term in which the essay is to be written.\n", + "EPS 519 Introduction to the Physics and Chemistry of Earth Materials. Shun-ichiro Karato. Basic principles that control the physical and chemical properties of Earth materials. Equation of state, phase transformations, chemical reactions, elastic properties, diffusion, kinetics of reaction, and mass/energy transport.\n", + "EPS 525 Vertebrate Paleontology. Jacques Gauthier. Phylogeny and evolution of the major clades of vertebrates from Cambrian to Recent, as inferred mainly from the fossilized remains of the musculoskeletal system (cranial, axial, and appendicular skeletons). Special attention given to the evolution of vertebrate feeding, locomotor, and sensory systems.\n", + "EPS 529 Introduction to Geodynamics. Jun Korenaga. This introductory course starts with the basics of continuum mechanics and covers a range of topics in geodynamics and relevant fields including the structure and dynamics of lithosphere, thermal convection and magmatism, Rayleigh-Taylor instability and plume dynamics, geoid and dynamic topography, and the thermal history of the core and geodynamo.\n", + "EPS 530 Natural History of Reptiles and Amphibians. Bhart-Anjan Bhullar. A survey of the phylogeny, biogeography, and natural history of living reptiles and amphibians, with consideration of the fossil record. Emphasis on broad-scale evolutionary patterns, environmental interactions, and behavior. Open to undergraduates with permission from instructor. Incorporates specimens from the Yale Peabody Museum. No prerequisites, although introductory college-level biology is recommended.\n", + "EPS 535 Physical Oceanography. Alexey Fedorov. An introduction to ocean dynamics and physical processes controlling the large-scale ocean circulation, ocean stratification, the Gulf Stream, wind-driven waves, tides, tsunamis, coastal upwelling, and other oceanic phenomena. Equations of motion. Modern observational, theoretical, and numerous other techniques used to study the ocean. The ocean role in climate and global climate change.\n", + "EPS 538 Computational Methods in Astrophysics and Geophysics. Paolo Coppi. The analytic and numerical/computational tools necessary for effective research in astronomy, geophysics, and related disciplines. Topics include numerical solutions to differential equations, spectral methods, and Monte Carlo simulations. Applications are made to common astrophysical and geophysical problems including fluids and N-body simulations.\n", + "EPS 620 Essentials of Earth and Planetary Sciences. Jun Korenaga. EPS faculty take turns to teach what they think everyone in the EPS department should know about their own field (geophysics, geology, geochemistry, atmospheric, ocean, climate dynamics, and paleontology).\n", + "EPS 659 Data Analysis in Earth and Environmental Sciences. Jeffrey Park. Introductory course in geoscience data analysis and time series methods, with emphasis on multiple-taper time series techniques. Examples drawn from seismological, paleoclimate, and historical climate data. Weekly computer assignments. Python proficiency helpful.\n", + "EPS 690 Directed Research in Earth and Planetary Sciences. By arrangement with faculty.\n", + "EPS 691 Independent Research. Faculty-supervised individual graduate student research.\n", + "EPS 703 Seminar in Systematics. Jacques Gauthier. Topics and class time are chosen by the participants, and have included reading books and/or a series of papers on particular topics (e.g., homology; morphological phylogenetics; evolution of egg colors and exposed nesting in dinosaurs/birds; origin of snake ecology; conflicts between morphology and molecules; role of fossils in phylogenetic inference).\n", + "EPS 710 Ethical Conduct and Scientific Research. Mary-Louise Timmermans, Maureen Long. This seminar is required of all graduate students and must be completed within the first year. Postdoctoral associates supported by NSF funding are also required to take this course. Topics include: how to do science; how to treat data correctly (data management); mistakes and negligence; research misconduct; responding to suspected violation of standards; sharing of research results; the peer-review process; collaboration; authorship and the allocation of credit; conflict of interest; cultivating a respectful, inclusive, harassment-free scientific workplace; and science and society. This course is in addition to the online ethics module, The Yale Guide to Professional Ethics, that must be completed by all GSAS students within the first term of study, regardless of source of financial support.\n", + "EPS 721 Topics in Geobiology. Jordan Wostbrock, Lidya Tarhan. In this course, students explore recent papers and discuss emerging ideas concerning life-environment interactions through Earth’s history, with a particular focus on integrating paleontological, sedimentological, and geochemical records.\n", + "EPS 730 Current Topics in Continental Lithospheric Evolution. Graduate-level reading seminar on the continental lithosphere, with a focus on geophysical imaging results. Emerging topics in the origin, evolution, structure, and dynamics of continental lithosphere.\n", + "EPS 744 Seminar in Mantle and Core Processes. Maureen Long. The seminar covers advanced topics concerning physical and chemical processes in the mantle and core of the Earth and planets. Specific topic and hour are arranged in consultation with enrolled graduate students.\n", + "EPS 790 Colloquium in Earth and Planetary Sciences. This course focuses on discussion of emerging research across the Earth and planetary sciences.\n", + "EPS 830 Earth’s Past Climates. Alan Rooney. This seminar focuses on advanced topics in climate science from a geochemical perspective. We cover intervals from Deep Time to the Anthropocene. Meetings are for two hours, once a week, and are organized around readings from the primary research literature. Undergraduates require permission from the instructor. Enrollment limited to twelve.\n", + "ER&M 081 Race and Place in British New Wave, K-Pop, and Beyond. Grace Kao. This seminar introduces you to several popular musical genres and explores how they are tied to racial, regional, and national identities. We examine how music is exported via migrants, return migrants, industry professionals, and the nation-state (in the case of Korean Popular Music, or K-Pop). Readings and discussions focus primarily on the British New Wave (from about 1979 to 1985) and K-Pop (1992-present), but we also discuss first-wave reggae, ska, rocksteady from the 1960s-70s, British and American punk rock music (1970s-1980s), the precursors of modern K-Pop, and have a brief discussion of Japanese City Pop. The class focuses mainly on the British New Wave and K-Pop because these two genres of popular music have strong ties to particular geographic areas, but they became or have become extremely popular in other parts of the world. We also investigate the importance of music videos in the development of these genres.\n", + "ER&M 089 Asian Americans and STEM. Eun-Joo Ahn. As both objects of study and agents of discovery, Asian Americans have played an important yet often unseen role in fields of science, technology, engineering, and math (STEM) in the U.S. Now more than ever, there is a need to rethink and educate students on science’s role in society and its interface with society. This course unites the humanities fields of Asian American history and American Studies with the STEM fields of medicine, physics, and computer science to explore the ways in which scientific practice has been shaped by U.S. histories of imperialism and colonialism, migration and racial exclusion, domestic and international labor and economics, and war. The course also explores the scientific research undertaken in these fields and delves into key scientific principles and concepts to understand the impact of such work on the lives of Asians and Asian Americans, and how the migration of people may have impacted the migration of ideas and scientific progress. Using case students, students engage with fundamental scientific concepts in these fields. They explore key roles Asians and Asian Americans had in the development in science and technology in the United States and around the world as well as the impact of state policies regarding the migration of technical labor and the concerns over brain drains. Students also examine diversity and inclusion in the context of the experiences of Asians and Asian Americans in STEM.\n", + "ER&M 127 Health and Illness in Social Context. Alka Menon. Present-day medicine and health care provide solutions to an ever-increasing array of human problems. Yet the achievement of health can be elusive. This course provides a broad introduction to the domains of health and illness in the U.S., with some coverage of international trends and topics. Students analyze how our personal health and public health are shaped by social structures, political struggles, expert knowledge, and medical markets. Topics include the cultural and social meanings associated with health and illness; inequalities in health and health care access and provision; controversies surrounding healthcare, medical knowledge production, and medical decision-making; and the social institutions of the health care industry.\n", + "ER&M 127 Health and Illness in Social Context. Present-day medicine and health care provide solutions to an ever-increasing array of human problems. Yet the achievement of health can be elusive. This course provides a broad introduction to the domains of health and illness in the U.S., with some coverage of international trends and topics. Students analyze how our personal health and public health are shaped by social structures, political struggles, expert knowledge, and medical markets. Topics include the cultural and social meanings associated with health and illness; inequalities in health and health care access and provision; controversies surrounding healthcare, medical knowledge production, and medical decision-making; and the social institutions of the health care industry.\n", + "ER&M 127 Health and Illness in Social Context. Present-day medicine and health care provide solutions to an ever-increasing array of human problems. Yet the achievement of health can be elusive. This course provides a broad introduction to the domains of health and illness in the U.S., with some coverage of international trends and topics. Students analyze how our personal health and public health are shaped by social structures, political struggles, expert knowledge, and medical markets. Topics include the cultural and social meanings associated with health and illness; inequalities in health and health care access and provision; controversies surrounding healthcare, medical knowledge production, and medical decision-making; and the social institutions of the health care industry.\n", + "ER&M 127 Health and Illness in Social Context. Present-day medicine and health care provide solutions to an ever-increasing array of human problems. Yet the achievement of health can be elusive. This course provides a broad introduction to the domains of health and illness in the U.S., with some coverage of international trends and topics. Students analyze how our personal health and public health are shaped by social structures, political struggles, expert knowledge, and medical markets. Topics include the cultural and social meanings associated with health and illness; inequalities in health and health care access and provision; controversies surrounding healthcare, medical knowledge production, and medical decision-making; and the social institutions of the health care industry.\n", + "ER&M 127 Health and Illness in Social Context. Present-day medicine and health care provide solutions to an ever-increasing array of human problems. Yet the achievement of health can be elusive. This course provides a broad introduction to the domains of health and illness in the U.S., with some coverage of international trends and topics. Students analyze how our personal health and public health are shaped by social structures, political struggles, expert knowledge, and medical markets. Topics include the cultural and social meanings associated with health and illness; inequalities in health and health care access and provision; controversies surrounding healthcare, medical knowledge production, and medical decision-making; and the social institutions of the health care industry.\n", + "ER&M 127 Health and Illness in Social Context. Present-day medicine and health care provide solutions to an ever-increasing array of human problems. Yet the achievement of health can be elusive. This course provides a broad introduction to the domains of health and illness in the U.S., with some coverage of international trends and topics. Students analyze how our personal health and public health are shaped by social structures, political struggles, expert knowledge, and medical markets. Topics include the cultural and social meanings associated with health and illness; inequalities in health and health care access and provision; controversies surrounding healthcare, medical knowledge production, and medical decision-making; and the social institutions of the health care industry.\n", + "ER&M 127 Health and Illness in Social Context. Present-day medicine and health care provide solutions to an ever-increasing array of human problems. Yet the achievement of health can be elusive. This course provides a broad introduction to the domains of health and illness in the U.S., with some coverage of international trends and topics. Students analyze how our personal health and public health are shaped by social structures, political struggles, expert knowledge, and medical markets. Topics include the cultural and social meanings associated with health and illness; inequalities in health and health care access and provision; controversies surrounding healthcare, medical knowledge production, and medical decision-making; and the social institutions of the health care industry.\n", + "ER&M 150 Mexicans, Mexican Americans, and the U.S. Empire. Ximena Lopez Carrillo. This course examines the history of Mexicans and Mexican Americans at the U.S.-Mexico border and their important contributions to U.S. politics and culture, from the Treaty of Guadalupe Hidalgo to the present. By looking at specific historical case studies, students learn about the impact of U.S. imperial and migratory policies on border life, the tensions and solidarity bonds between Mexicans and Mexican Americans, the formation of a hybrid Mexican American culture, and the long history of popular resistance and activism. As students learn about this history, they reflect on the politics behind our historical memory surrounding Mexicans and Mexican Americans, and the newest methodological proposals to recover their history.\n", + "ER&M 200 Introduction to Ethnicity, Race, and Migration. Historical roots of contemporary ethnic and racial formations and competing theories of ethnicity, race, and migration. Cultural constructions and social practices of race, ethnicity, and migration in the United States and around the world.\n", + "ER&M 200 Introduction to Ethnicity, Race, and Migration. Historical roots of contemporary ethnic and racial formations and competing theories of ethnicity, race, and migration. Cultural constructions and social practices of race, ethnicity, and migration in the United States and around the world.\n", + "ER&M 200 Introduction to Ethnicity, Race, and Migration. Historical roots of contemporary ethnic and racial formations and competing theories of ethnicity, race, and migration. Cultural constructions and social practices of race, ethnicity, and migration in the United States and around the world.\n", + "ER&M 200 Introduction to Ethnicity, Race, and Migration. Historical roots of contemporary ethnic and racial formations and competing theories of ethnicity, race, and migration. Cultural constructions and social practices of race, ethnicity, and migration in the United States and around the world.\n", + "ER&M 207 Linguistic Diversity & Endangerment. Edwin Ko. \"How many languages are there in the world?\"—what does this question even mean? What would a satisfying answer look like? This class comprises a geographical and historical survey of the world’s languages and attends to how languages can differ from one another. According to UNESCO, more than half of world languages (virtually all of which are spoken by indigenous communities) will have gone extinct by the end of the century. We interrogate notions like language endangerment, shift and death, and we consider the threats that these pose to global linguistic diversity. There is a striking correlation between the geographic distribution of linguistic and biological diversity, although proportionally, far more languages are endangered than biological species; the question of how (and why? and whether?) to respond to that situation is a matter of serious import for the 21st Century. This course surveys the various ways in which the world’s linguistic diversity and language ecologies can be assessed—and discusses the serious threats to that diversity, why this might be a matter of concern, and the principle of linguistic human rights. Students have the opportunity to investigate a minority language in some depth and report on its status with respect to the range of issues discussed in class.\n", + "ER&M 211 Race, Ethnicity, and Immigration. Grace Kao. Exploration of sociological studies and theoretical and empirical analyses of race, ethnicity, and immigration, with focus on race relations and racial and ethnic differences in outcomes in contemporary U.S. society (post-1960s). Study of the patterns of educational and labor market outcomes, incarceration, and family formation of whites, blacks (African Americans), Hispanics, and Asian Americans in the United States, as well as immigration patterns and how they affect race and ethnic relations.\n", + "ER&M 211 Race, Ethnicity, and Immigration. Exploration of sociological studies and theoretical and empirical analyses of race, ethnicity, and immigration, with focus on race relations and racial and ethnic differences in outcomes in contemporary U.S. society (post-1960s). Study of the patterns of educational and labor market outcomes, incarceration, and family formation of whites, blacks (African Americans), Hispanics, and Asian Americans in the United States, as well as immigration patterns and how they affect race and ethnic relations.\n", + "ER&M 211 Race, Ethnicity, and Immigration. Exploration of sociological studies and theoretical and empirical analyses of race, ethnicity, and immigration, with focus on race relations and racial and ethnic differences in outcomes in contemporary U.S. society (post-1960s). Study of the patterns of educational and labor market outcomes, incarceration, and family formation of whites, blacks (African Americans), Hispanics, and Asian Americans in the United States, as well as immigration patterns and how they affect race and ethnic relations.\n", + "ER&M 211 Race, Ethnicity, and Immigration. Exploration of sociological studies and theoretical and empirical analyses of race, ethnicity, and immigration, with focus on race relations and racial and ethnic differences in outcomes in contemporary U.S. society (post-1960s). Study of the patterns of educational and labor market outcomes, incarceration, and family formation of whites, blacks (African Americans), Hispanics, and Asian Americans in the United States, as well as immigration patterns and how they affect race and ethnic relations.\n", + "ER&M 211 Race, Ethnicity, and Immigration. Exploration of sociological studies and theoretical and empirical analyses of race, ethnicity, and immigration, with focus on race relations and racial and ethnic differences in outcomes in contemporary U.S. society (post-1960s). Study of the patterns of educational and labor market outcomes, incarceration, and family formation of whites, blacks (African Americans), Hispanics, and Asian Americans in the United States, as well as immigration patterns and how they affect race and ethnic relations.\n", + "ER&M 211 Race, Ethnicity, and Immigration. Exploration of sociological studies and theoretical and empirical analyses of race, ethnicity, and immigration, with focus on race relations and racial and ethnic differences in outcomes in contemporary U.S. society (post-1960s). Study of the patterns of educational and labor market outcomes, incarceration, and family formation of whites, blacks (African Americans), Hispanics, and Asian Americans in the United States, as well as immigration patterns and how they affect race and ethnic relations.\n", + "ER&M 219 Jews and the World: From the Bible through 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. Counts toward either European or non-Western distributional credit within the History major, upon application to the director of undergraduate studies.\n", + "ER&M 224 Marxism and Social Movements in the Nineteenth Century. Michael Denning. The history and theory of the socialist and Marxist traditions from their beginnings in the early nineteenth century to the world upheavals of 1917–19. Relations to labor, feminist, abolitionist, and anticolonial movements.\n", + "ER&M 238 Third World Studies. Gary Okihiro. Introduction to the historical and contemporary theories and articulations of Third World studies (comparative ethnic studies) as an academic field and practice. Consideration of subject matters; methodologies and theories; literatures; and practitioners and institutional arrangements.\n", + "ER&M 238 Third World Studies. Introduction to the historical and contemporary theories and articulations of Third World studies (comparative ethnic studies) as an academic field and practice. Consideration of subject matters; methodologies and theories; literatures; and practitioners and institutional arrangements.\n", + "ER&M 238 Third World Studies. Introduction to the historical and contemporary theories and articulations of Third World studies (comparative ethnic studies) as an academic field and practice. Consideration of subject matters; methodologies and theories; literatures; and practitioners and institutional arrangements.\n", + "ER&M 238 Third World Studies. Introduction to the historical and contemporary theories and articulations of Third World studies (comparative ethnic studies) as an academic field and practice. Consideration of subject matters; methodologies and theories; literatures; and practitioners and institutional arrangements.\n", + "ER&M 238 Third World Studies. Introduction to the historical and contemporary theories and articulations of Third World studies (comparative ethnic studies) as an academic field and practice. Consideration of subject matters; methodologies and theories; literatures; and practitioners and institutional arrangements.\n", + "ER&M 238 Third World Studies. Introduction to the historical and contemporary theories and articulations of Third World studies (comparative ethnic studies) as an academic field and practice. Consideration of subject matters; methodologies and theories; literatures; and practitioners and institutional arrangements.\n", + "ER&M 238 Third World Studies. Introduction to the historical and contemporary theories and articulations of Third World studies (comparative ethnic studies) as an academic field and practice. Consideration of subject matters; methodologies and theories; literatures; and practitioners and institutional arrangements.\n", + "ER&M 257 Transnational Approaches to Gender & Sexuality. Evren Savci. Examination of transnational debates about gender and sexuality as they unfold in specific contexts. Gender as a category that can or cannot travel; feminist critiques of liberal rights paradigms; globalization of particular models of gender/queer advocacy; the role of NGOs in global debates about gender and sexuality.\n", + "ER&M 258 Wilderness in the North American Imagination: Landscapes of the US Nuclear-Industrial Complex. Charlotte Hecht. Since the mid-twentieth century, the drive for nuclear power—in the form of weapons and energy—has irreversibly shaped the landscapes of the North American continent, and the world. The activities of the nuclear fuel cycle (uranium mining and milling, weapons testing and production, and radioactive waste dumping) have reached every state in the country, often in devastating and uneven ways. Today, debates about nuclear weapons and the benefits of nuclear power are at the forefront of contemporary discourse. This course contextualizes these impacts and debates in the long history of post-war industrialization and militarization, a history that begins with 19th century settler-colonial conceptions of \"wilderness.\" Throughout the course, we investigate how cultural imaginaries of wilderness (and ideas about nature, landscape, space, and environment) are deeply related to the uneven geographies of the nuclear industrial complex, and the intersections of US imperialism, militarism, extractive capitalism, and environmental racism. Alongside this, we consider how artists, activists, and scholars are working to theorize, reframe, and reimagine the legacies of the nuclear industry.\n", + "ER&M 277 Introduction to Critical Border Studies. Leslie Gross-Wyrtzen. This course serves as an introduction into the major themes and approaches to the study of border enforcement and the management of human mobility. We draw upon a diverse range of scholarship across the social sciences as well as history, architecture, and philosophy to better understand how we find ourselves in this present \"age of walls\" (Tim Marshall 2019). In addition, we take a comparative approach to the study of borders—examining specific contemporary and historical cases across the world in order to gain a comprehensive view of what borders are and how their meaning and function has changed over time. And because there is \"critical\" in the title, we explicitly evaluate the political consequences of borders, examine the sorts of resistances mobilized against them, and ask what alternative social and political worlds might be possible.\n", + "ER&M 278 Borders & Globalization in Hispanophone Cultures. Luna Najera. The borders that constitute the geographical divisions of the world are contingent, but they can have enormous ordering power in the lives of people and other beings. Human-made borders can both allow and disallow the flow of people and resources (including goods, knowledge, information, technologies, etc.). Like geographical borders, social borders such as race, caste, class, and gender can form and perpetuate privileged categories of humans that constrain the access of excluded persons to resources, education, security, and social mobility. Thus, bordering can differentially value human lives. Working with the premise that borders are sites of power, in this course we study bordering and debordering practices in the Hispanic cultures of Iberia, Latin America, and North America, from the 1490s to the present. Through analyses of a wide range of texts that may include treatises, maps, travel literature, visual culture, material culture (e.g., currency), law, music, and performance art, students investigate the multiple ways in which social, cultural, and spatial borders are initiated, expressed, materialized, and contested. More broadly, we explore, describe, and trace the entanglements of bordering, globalizations, and knowledge production in Hispanophone cultures. Some of the questions that will guide our conversations are: What are (social) borders and what are the processes through which they persist? How do the effects of practices that transcend borders (e.g., environmental pollution, deforestation) change our understanding of borders? What can we learn from indigenous peoples’ responses to bordering process and globalization? \n", + "\n", + "The course is conducted entirely in Spanish. Readings are available electronically through Canvas and the University Library. To be conducted in Spanish.\n", + "ER&M 282 Asian American History, 1800 to the Present. Mary Lui. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "ER&M 282 Asian American History, 1800 to the Present. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "ER&M 282 Asian American History, 1800 to the Present. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "ER&M 282 Asian American History, 1800 to the Present. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "ER&M 282 Asian American History, 1800 to the Present. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "ER&M 282 Asian American History, 1800 to the Present. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "ER&M 282 Asian American History, 1800 to the Present. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "ER&M 282 Asian American History, 1800 to the Present. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "ER&M 282 Asian American History, 1800 to the Present. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "ER&M 285 Latin American Immigration to the United States: Past, Present, and Future. Angel Escamilla Garcia. Immigration from Latin America is the one of the most important and controversial issues in the United States today. The family separation crisis, the infamous border wall, and the Dream Act dominate political debate. Latinos—numbering more than 60 million in the U.S.—are a large, heterogeneous, and growing group with a unique social, political, and cultural history. This course explores key current issues in immigration, as well as the history of Latin American migration to the U.S., with the aim of providing students the tools necessary to thoughtfully participate in current debates.\n", + "ER&M 286 Porvida: Latinx Queer Trans Life. Deb Vargas. This course provides an introduction to Latinx queer trans* studies. We approach the field of Latinx queer trans* studies as an ongoing political project that emerges from social justice activism, gay/lesbian/queer/trans studies, critical race feminism, cultural practitioners, among other work. We pay particular attention to the keywords \"trans,\" \"queer,\" \"Chicanx,\" and \"Latinx\" by placing them in productive tension with each other through varied critical genealogies.\n", + "ER&M 287 Reading Environments: Nature, Culture, and Agency. Luna Najera. Extreme weather, proliferation of species extinctions, climate migration, and the outbreak of pandemics can all be understood as instances of koyaanisqatsi, the Hopi word for life out of balance. They may also be viewed as indications that we are living in the age of the Anthropocene, a term in the natural and social sciences that acknowledges that human activities have had a radical geological impact on the planet since the onset of the Industrial revolution. In this course we study relations between humans and other-than-humans to understand how we arrived at a life out of balance. We inquire into how binary distinctions between nature and culture are made, sustained, or questioned through a diversity of meaning-making practices in Spanish, Latin American, and indigenous literature, visual culture, and material culture. The indigenous artifacts studied include Popol Vuh, poetry, petroglyphs, and documentaries by indigenous people of the Amazon, which provide opportunities for asking pressing questions: To what extent does the nature and culture binary foreclose alternative possibilities for imagining ourselves and our relation to the world? Are there ways of perceiving our world and ourselves that bypass such binaries and if so, what are they? In the final weeks of the course, we draw from our insights to investigate where the nature/culture binary figures in present discussions of environmental catastrophes and rights of nature movements in Latin America. Taught in Spanish.\n", + "ER&M 289 Writing American Studies: Food as Story & Critical Lens. Alison Kibbe. This writing seminar examines food as an entry to the interdisciplinary approaches of American Studies. We explore how food can help us think critically about our world, as well as how we can write critically about food. Food serves as a useful entry point to interdisciplinary American and Ethnic Studies because centering food requires that we think across history, cultural studies, anthropology, science, ecology, aesthetics, embodiment, and more. Through food studies we gain a unique understanding of the peoples, cultures, plants, animals, mobilities, and flavors that shape societies, communities, and individuals. With a focus on Caribbean, Black, Latinx, and indigenous perspectives, we use critical food studies to examine questions about place, history, racial formations, migration, and above all, different approaches to writing, drafting, editing, and re-writing.\n", + "ER&M 291 Caribbean Diasporic Literature. Fadila Habchi. An examination of contemporary literature written by Caribbean writers who have migrated to, or who journey between, different countries around the Atlantic rim. Focus on literature written in English in the twentieth and twenty-first centuries, both fiction and nonfiction. Writers include Caryl Phillips, Nalo Hopkinson, and Jamaica Kincaid.\n", + "ER&M 292 Identity, Diversity, and Policy in U.S. Education. Craig Canfield. Introduction to critical theory (feminism, queer theory, critical race theory, disability studies, trans studies, indigenous studies) as a fundamental tool for understanding and critiquing identity, diversity, and policy in U.S. education. Exploration of identity politics and theory, as they figure in education policy. Methods for applying theory and interventions to interrogate issues in education. Application of theory and interventions to policy creation and reform.\n", + "ER&M 295 Platforms and Cultural Production. Platforms—digital infrastructures that serve as intermediaries between end-users and complementors—have emerged in various cultural and economic settings, from social media (Instagram), and video streaming (YouTube), to digital labor (Uber), and e-commerce (Amazon). This seminar provides a multidisciplinary lens to study platforms as hybrids of firms and multi-sided markets with unique history, governance, and infrastructures. The thematic sessions of this course discuss how platforms have transformed cultural production and connectivity, labor, creativity, and democracy by focusing on comparative cases from the United States and abroad. The seminar provides a space for broader discussions on contemporary capitalism and cultural production around topics such as inequality, surveillance, decentralization, and ethics. Students are encouraged to bring examples and case studies from their personal experiences.\n", + "ER&M 295 Platforms and Cultural Production. Platforms—digital infrastructures that serve as intermediaries between end-users and complementors—have emerged in various cultural and economic settings, from social media (Instagram), and video streaming (YouTube), to digital labor (Uber), and e-commerce (Amazon). This seminar provides a multidisciplinary lens to study platforms as hybrids of firms and multi-sided markets with unique history, governance, and infrastructures. The thematic sessions of this course discuss how platforms have transformed cultural production and connectivity, labor, creativity, and democracy by focusing on comparative cases from the United States and abroad. The seminar provides a space for broader discussions on contemporary capitalism and cultural production around topics such as inequality, surveillance, decentralization, and ethics. Students are encouraged to bring examples and case studies from their personal experiences.\n", + "ER&M 300 Comparative Ethnic Studies. Hi'ilei Hobart. Introduction to the methods and practice of comparative ethnic studies. Examination of racial formation in the United States within a transnational framework. Legacies of colonialism, slavery, and racial exclusion; racial formation in schools, prisons, and citizenship law; cultural politics of music and performance; social movements; and postcolonial critique.\n", + "ER&M 304 Indigenous Politics Today. This seminar examines Indigenous politics in our current moment. Movements for Indigenous sovereignty and self-determination, often forged in solidarity with other Indigenous communities, as well as Black people, brown people, and settlers, engage urgently with the tensions–and promises–that underpin theories of political power, sovereignty, territoriality, dispossession, and cultural identity. Readings for this course hedge closely to Native North America before extending comparatively to Oceania, Palestine, and South America in order to think broadly about the effects of globalization and neoliberalism; climate change and environmental racism; and extractive regimes and racial capitalism upon Indigenous communities around the world. This material, then, helps us to envision the kinds of decolonial futures proposed by the activists, scholars, and artists encountered in this course.\n", + "ER&M 308 American Indian Law and Policy. Ned Blackhawk. Survey of the origins, history, and legacies of federal Indian law and policy during two hundred years of United States history. The evolution of U.S. constitutional law and political achievements of American Indian communities over the past four decades.\n", + "ER&M 309 Traditional Medicine, Science, and the Politics of Healing in the Americas. Ximena Lopez Carrillo. This course examines the history of traditional medicines, the popular attitudes toward them, and the politics of healing after the emergence of modern medicine in the Americas. By reading historical accounts of different healing traditions, students observe how different healing traditions propose different ways to understand the world and learn to situate the history of traditional and complementary medicine within larger fields of inquiry such as the history of science in the Americas, medical anthropology, migration, and cultural history. Additionally, students read about contemporary issues and debates surrounding traditional medicine such as health autonomy, health disparities, medical pluralism, globalization, and proposals for the decolonization of American healthcare. The class readings include topics such as indigenous medicine, curanderismo, yoga, acupuncture, and santería.\n", + "ER&M 316 Indigenous Food Sovereignty. Hi'ilei Hobart. What does it mean to be food sovereign? Are contemporary American diets colonial? This course takes a comparative approach to understanding how and why food is a central component of contemporary sovereignty discourse. More than just a question of eating, Indigenous foodways offer important critiques of, and interventions to, the settler state: food connects environment, community, public health, colonial histories, and economics. Students theorize these connections by reading key works from across the fields of critical indigenous studies, food studies, philosophy, history, and anthropology. In doing so, we question the potentialities of enacting food sovereignty within the settler state, whether dietary decolonization is possible in the so-called age of the Anthropocene, and the limits of working within and against today’s legacies of the colonial food system.\n", + "ER&M 319 Drama in Diaspora: South Asian American Theater and Performance. Shilarna Stokes. South Asian Americans have appeared on U.S. stages since the late nineteenth century, yet only in the last quarter century have plays and performances by South Asian Americans begun to dismantle dominant cultural representations of South Asian and South Asian American communities and to imagine new ways of belonging. This seminar introduces you to contemporary works of performance (plays, stand-up sets, multimedia events) written and created by U.S.-based artists of South Asian descent as well as artists of the South Asian diaspora whose works have had an impact on U.S. audiences. With awareness that the South Asian American diaspora comprises multiple, contested, and contingent identities, we investigate how artists have worked to manifest complex representations of South Asian Americans onstage, challenge institutional and professional norms, and navigate the perils and pleasures of becoming visible. No prior experience with or study of theater/performance required. Students in all years and majors welcome.\n", + "ER&M 322 Comparative Colonialisms. Lisa Lowe. In this interdisciplinary seminar, students examine several historical and ongoing modes of colonialism—settler colonialism, slavery, and overseas empire, as well as their various contestations—approaching the study through readings in history, anthropology, political economy, literature, arts, and other materials. We discuss questions such as: In what ways are settler colonialism, slavery, and empire independent, and in what ways do they articulate with one another? How have colonialisms been integral to the emergence of the modern U.S. nation-state and economy? How does one read the national archive and engage the epistemology of evidence? What are the roles of cultural practices, narrative, and visual arts in countering colonial power?\n", + "ER&M 324 Asian Diasporas since 1800. Quan Tran. Examination of the diverse historical and contemporary experiences of people from East, South, and Southeast Asian ancestry living in the Americas, Australia, Africa, the Middle East, Asia, and Europe. Organized thematically and comparative in scope, topics include labor migrations, community formations, chain migrations, transnational connections, intergenerational dynamics, interracial and ethnic relations, popular cultures, and return migrations.\n", + "ER&M 330 Digital War. From drones and autonomous robots to algorithmic warfare, virtual war gaming, and data mining, digital war has become a key pressing issue of our times and an emerging field of study. This course provides a critical overview of digital war, understood as the relationship between war and digital technologies. Modern warfare has been shaped by digital technologies, but the latter have also been conditioned through modern conflict: DARPA (the research arm of the US Department of Defense), for instance, has innovated aspects of everything from GPS, to stealth technology, personal computing, and the Internet. Shifting beyond a sole focus on technology and its makers, this class situates the historical antecedents and present of digital war within colonialism and imperialism. We will investigate the entanglements between technology, empire, and war, and examine how digital war—also sometimes understood as virtual or remote war—has both shaped the lives of the targeted and been conditioned by imperial ventures. We will consider visual media, fiction, art, and other works alongside scholarly texts to develop a multidiscpinary perspective on the past, present, and future of digital war.\n", + "ER&M 335 Social Mobility and Migration. Morgane Cadieu. The seminar examines the representation of upward mobility, social demotion, and interclass encounters in contemporary French literature and cinema, with an emphasis on the interaction between social class and literary style. Topics include emancipation and determinism; inequality, precarity, and class struggle; social mobility and migration; the intersectionality of class, race, gender, and sexuality; labor and the workplace; homecomings; mixed couples; and adoption. Works by Nobel Prize winner Annie Ernaux and her peers (Éribon, Gay, Harchi, Linhart, Louis, NDiaye, Taïa). Films by Cantet, Chou, and Diop. Theoretical excerpts by Berlant, Bourdieu, and Rancière. Students will have the option to put the French corpus in dialogue with the literature of other countries. Conducted in French.\n", + "ER&M 344 Informal Cities. Leigh-Anna Hidalgo. The informal sector is an integral and growing part of major global cities. With a special focus on the context of U.S. cities, students examine where a burgeoning informality is visible in the region’s everyday life. How planners and policymakers address informality is an important social justice challenge. But what is the informal sector, or urban informality, or the informal city? This class addresses such questions through a rigorous examination of the growing body of literature from Sociology, Latinx Studies, Urban Planning, and Geography. We reflect on the debates and theories in the study of informality in the U.S. and beyond and gain an understanding of the prevalence, characteristics, rationale, advantages and disadvantages, and socio-spatial implications of informal cities. More specifically, we examine urban informality in work—examining street vendors, sex workers, and waste pickers—as well as housing, and the built environment.\n", + "ER&M 346 Critical Reading Methods in Indigenous Literatures. Tarren Andrews. This course focuses on developing critical readings skills grounded in the embodied and place-based reading practices encouraged by Indigenous literatures. Students are expected to think critically about their reading practices and environments to consciously cultivate place-based reading strategies across a variety of genres including: fiction and non-fiction, sci-fi, poetry, comic books, criticism, theory, film, and other new media. Students are required to keep a reading journal and regularly present critical reflections on their reading process, as well as engage in group annotations of primary and secondary reading materials.\n", + "ER&M 352 Writing Creative Ethnographies: Exploring Movement, Poetics, and Collaboration. Jill Tan. Students in this seminar on creative ethnographic writing and experimental research design explore and represent anthropological insight beyond academic argumentation—through movement, art, poetics, and collaborative writing. Course readings and media focus on migration, colonialisms, and anti-blackness, situating anthropology’s disciplinary epistemologies, empirics, ethics in integral relation to an understanding its limits, collaborative potentialities, and multimodal methods. Students need not have a background in anthropology; they should however come with a curiosity about working with creative methods and ethnography—a set of practices to render and understand local forms of everyday life as imbricated with global forces.\n", + "ER&M 356 Latina/x/e Feminism. Deb Vargas. The course introduces students to Latina/x/e feminist theories. We focus on historical and contemporary writings by and about Chicana, Puerto Rican, Central American, and other Latina/x/e feminist writers and activists. The course draws from interdisciplinary scholarship addressing the intellectual landscape of Latina/x/e and critical race feminist theories and social movement activist organizing. While this course approaches Latina/x/e feminist theories and activism as often having emerged in relation to U.S. nation-making projects we will consider this work with the understanding that projects of Latina/x/e feminism should be understood as cross-border, transnational, and multi-scaler critiques of nation-state violence.\n", + "ER&M 357 \"None Dare Call It Conspiracy:\" Paranoia and Conspiracy Theories in 20th and 21st C. America. In this course we examine the development and growth of conspiracy theories in American politics and culture in the 20th and 21st centuries. We look at texts from a variety of different analytical and political traditions to develop an understanding of how and why conspiracy theories develop, their structural dynamics, and how they function as a narrative. We examine a variety of different conspiracy theories and conspiratorial groups from across the political spectrum, but we pay particular attention to anti-Semitism as a foundational form of conspiracy theorizing, as well as the particular role of conspiracy theories in far-right politics, ranging from the John Birch Society in the 1960s to the Tea Party, QAnon, and beyond in the 21st century. We also look at how real conspiracies shape and reinforce conspiracy theorizing as a mode of thought, and formulate ethical answers on how to address conspiracy as a mode of politics.\n", + "ER&M 359 Gender and the State in Latin America and the Caribbean. Anne Eller. This seminar offers an introduction to historical constructions of gender identity and gendered polities in Latin America and the Caribbean from pre-colonial native societies into the twentieth century. We begin with an analysis of gender in the Inca empire and several lowland societies, focusing on spirituality, agriculture, and land tenure particularly. The arrival of Spanish colonialism brings tremendous and complex transformations to the societies that we consider; we analyze discourses of honor, as well as how various subjects navigated the violence and the transforming colonial state. Our readings turn to Caribbean slavery, where studies of gendered experiences of enslavement and resistance have grown considerably in recent decades. Building on these insights, we analyze the gendered experiences of abolition and inclusion into contentious new Latin American and Caribbean nations of the nineteenth century. In the twentieth century, we consider some of the most salient analyses of the growth of state power, including dictatorships, in multiple sites. Throughout we maintain an eye for principle questions about representation, reproduction, inclusion, political consciousness, sexuality, migration, kinship, and revolutionary struggle through a gendered lens.\n", + "ER&M 362 Translation: Theory, Methods, and Practice. David Francis. This course explores the challenges, theories, and pitfalls of translation, focusing on the ways in which acts of translation cross, create, or redefine (socio-)linguistic, national, cultural, and political borders. Special attention is paid to questions of race, economics, gender, sexuality, nationality, post-nationality, multilingualism, citizenship, exile, and their various intersections at the site of literary translation. As part of their final projects, students select and translate a short literary or visual-literary work or critique and re-translate a previously translated literary and/or visual text. Proficiency in a second language is not required. This course meets the methods requirement for the ER&M major.\n", + "ER&M 364 Ethnicity, Nationalism, and the Politics of Knowledge in Latin America. Marcela Echeverri Munoz. Examination of ethnicity and nationalism in Latin America through the political lens of social knowledge. Comparative analysis of the evolution of symbolic, economic, and political perspectives on indigenous peoples, peasants, and people of African descent from the nineteenth century to the present. Consideration of the links between making ethnic categories in the social sciences and in literature and the rise of political mechanisms of participation and representation that have characterized the emergence of cultural politics.\n", + "ER&M 378 Material Histories of Photography. Jennifer Raab, Paul Messier. While we often see photographs mediated through screens, they are singular objects with specific material histories. Through Yale’s collections, this course explores these histories from the nineteenth century to the present and how they intersect with constructions of class, race, gender, and the non-human world; the ongoing processes of settler-colonialism; and both modern environmental conservation and ecological crisis.\n", + "ER&M 379 Indigenous Cultures in a Global Context. Diana Onco-Ingyadet. This course explores and examine the cultural production of Indigenous peoples from Australia, South America, Africa, and North America through examination of music, art, entrepreneurship, podcasts, and other forms of expression with attention to their Indigenous identities and the discourses around modernity. Indigenous studies is dominated by historical approaches. While histories of Indigenous peoples are important, the contemporary practices, narratives, and politics of Indigenous peoples also deserve our critical attention. In an effort to illuminate Indigenous peoples experiences and forms of expression and grappling with both tradition and modernity, students examine the ways in which Indigenous peoples around the world come at the same questions, challenges, and debates from their local, specific contexts.\n", + "ER&M 380 New Developments in Global African Diaspora Studies. Fatima El-Tayeb. This course traces recent developments in African Diaspora Theory, among them Afropessimism, Queer of Color Critique, Black Trans Studies and Afropolitanism. We pay particular attention to interactions between theory, art, and activism. The scope is transnational with a focus on, but not restricted to, the Anglophone DiasporaTexts. Each session roughly follows this structure: One theoretical text representing a recent development in African diaspora studies, one earlier key text that the reading builds on, one theoretical text that does not necessarily fall under the category of diaspora studies but speaks to our topic and one text that relates to the topic but uses a non-theoretical format. Students are expected to develop their own thematically related project over the course of the semester.\n", + "ER&M 383 Central Americans in the U.S.. Leigh-Anna Hidalgo. This course is an interdisciplinary survey of the social, historical, political, economic, educational, and cultural experiences of Central American immigrants and their children in the United States. The primary objective of the course is to introduce students to several contemporary experiences and issues in the U.S. Central American community. Focusing mostly on Guatemalan, Honduran, and Salvadoran immigrants—the three largest groups in the United States—we explore the social structures that constrain individuals as well as the strategies and behaviors immigrants and their communities have taken to establish their presence and make a home in U.S. society and stay connected to their countries of origin. Students gain a critical understanding of Central American identities, particularly as these have been constructed through the intersection of race, ethnicity, gender, sexuality, and legal status.\n", + "ER&M 391 Eugenics and its Afterlives. Daniel HoSang. This course examines the influence of Eugenics research, logics, and ideas across nearly every academic discipline in the 20th century, and the particular masks, tropes, and concepts that have been used to occlude attentions to these legacies today. Students make special use of the large collection of archives held within Yale Special Collections of key figures in the American Eugenics Society. Students work collaboratively to identify alternative research practices and approaches deployed in scholarly and creative works that make racial power visible and enable the production of knowledge unburdened by the legacies of Eugenics and racial science.\n", + "ER&M 392 Urban History in the United States, 1870 to the Present. Jennifer Klein. The history of work, leisure, consumption, and housing in American cities. Topics include immigration, formation and re-formation of ethnic communities, the segregation of cities along the lines of class and race, labor organizing, the impact of federal policy, the growth of suburbs, the War on Poverty and Reaganism, and post-Katrina New Orleans.\n", + "ER&M 394 Climate and Society: Perspectives from the Social Sciences and Humanities. Michael Dove. Discussion of the major currents of thought regarding climate and climate change; focusing on equity, collapse, folk knowledge, historic and contemporary visions, western and non-western perspectives, drawing on the social sciences and humanities.\n", + "ER&M 406 Latinx Communities and Education in the United States. This course is an interdisciplinary and comparative study of Latinx communities and their experiences with K-12 education in the United States. The Latinx population in the United States continues to grow, with the Census Bureau projecting that the Latinx population will comprise 27.5 percent of the nation’s population by 2060.[1] In fact, in 2018, more than a quarter of the nation’s newborns were Latinx.[2] Yet, even as the Latinx population continues to grow, the education field has a relatively broad understanding of Latinx communities in the United States–frequently treating them as a monolith when designing everything from curriculum to education reform policies. To understand why such an approach to education studies may yield limited insight on Latinx communities, the course draws on research about the broader histories and experiences of Latinx communities in the United States before returning to the topic of K-12 education.\n", + "ER&M 409 Latinx Ethnography. Ana Ramos-Zayas. Consideration of ethnography within the genealogy and intellectual traditions of Latinx Studies. Topics include: questions of knowledge production and epistemological traditions in Latin America and U.S. Latino communities; conceptions of migration, transnationalism, and space; perspectives on \"(il)legality\" and criminalization; labor, wealth, and class identities; contextual understandings of gender and sexuality; theorizations of affect and intimate lives; and the politics of race and inequality under white liberalism and conservatism in the United States.\n", + "ER&M 412 Native American Mental Health. Christopher Cutter, Mark Beitel. Issues of health policy, research, and service delivery in Native American communities, with a focus on historical antecedents that shape health outcomes and social policy for indigenous communities. Urgent problems in health and wellness, with special attention to Native American mental health. The roles of the Indian Health Service, state and local agencies, and tribal health centers; comparison of Native American and European American conceptions of health and illness.\n", + "ER&M 420 Indigenous Thought and Anticolonial Theory. Tarren Andrews. This seminar provides a comprehensive overview of the theoretical landscape of Native American and Indigenous Studies. The readings approach NAIS from a variety of disciplinary perspectives. We explore the major debates, methodologies, and concerns that ground the field, and provide critical context for ethical engagement with Indigenous communities and knowledges. Students learn the disciplinary standards for the evaluation of scholarly sources based on criteria derived from the most outstanding recent scholarship in the field. Students are required to read, write, and think extensively and critically about a variety of issues that are of concern for global Indigenous communities. Mastery of these skills is honed through in-depth discussion and weekly writing assignments.\n", + "ER&M 432 Muslims in the United States. Zareena Grewal. Since 9/11, cases of what has been termed \"home-grown terrorism\" have cemented the fear that \"bad\" Islam is not just something that exists far away, in distant lands. As a result, there has been an urgent interest to understand who American Muslims are by officials, experts, journalists, and the public. Although Muslims have been part of America’s story from its founding, Muslims have alternated from an invisible minority to the source of national moral panics, capturing national attention during political crises, as a cultural threat or even a potential fifth column. Today the stakes are high to understand what kinds of meanings and attachments connect Muslims in America to the Muslim world and to the US as a nation. Over the course of the semester, students grapple with how to define and apply the slippery concept of diaspora to different dispersed Muslim populations in the US, including racial and ethnic diasporas, trading diasporas, political diasporas, and others. By focusing on a range of communities-in-motion and a diverse set of cultural texts, students explore the ways mobility, loss, and communal identity are conceptualized by immigrants, expatriates, refugees, guest-workers, religious seekers, and exiles. To this end, we read histories, ethnographies, essays, policy papers, novels, poetry, memoirs; we watch documentary and fictional films; we listen to music, speeches, spoken word performances, and prayers. Our aim is to deepen our understanding of the multiple meanings and conceptual limits of homeland and diaspora for Muslims in America, particularly in the Age of Terror.\n", + "ER&M 435 Writing Tribal Histories. Ned Blackhawk. Historical overview of American Indian tribal communities, particularly since the creation of the United States. Challenges of working with oral histories, government documents, and missionary records.\n", + "ER&M 438 Anti-Racist Curriculum and Pedagogy. Daniel HoSang. This seminar explores the pedagogical and conceptual tools, resources and frameworks used to teach about race and racism at the primary and secondary levels, across diverse disciplines and subject areas. Moving beyond the more limited paradigms of racial colorblindness and diversity, the seminar introduces curricular strategies for centering race and racism in ways that are accessible to students from a broad range of backgrounds, and that work to advance the overall goals of the curriculum.\n", + "ER&M 439 Fruits of Empire. Gary Okihiro. Readings, discussions, and research on imperialism and \"green gold\" and their consequences for the imperial powers and their colonies and neo-colonies. Spatially conceived as a world-system that enmeshes the planet and as earth's latitudes that divide the temperate from the tropical zones, imperialism as discourse and material relations is this seminar's focus together with its implantations—an empire of plants. Vast plantations of sugar, cotton, tea, coffee, bananas, and pineapples occupy land cultivated by native and migrant workers, and their fruits move from the tropical to the temperate zones, impoverishing the periphery while profiting the core. Fruits of Empire, thus, implicates power and the social formation of race, gender, sexuality, class, and nation.\n", + "ER&M 452 Mobility, Race, and U.S. Settler Colonialism. Laura Barraclough. This research seminar explores the significance of movement in the making of settler colonial nation-states, as well as contemporary public history projects that interpret those histories of mobility. To do so, it brings together the fields of settler colonial studies, critical Indigenous studies, ethnic studies, public history, and mobility studies. After acquainting ourselves with key debates within each of these fields, we examine case studies from various regions of the settler United States and diverse Indigenous nations. Our goal is to deepen awareness of the complex ways that movements–voluntary and forced, and by settlers, Natives, migrants, and people of color–are reproduced and remembered (or not) in public memory, and how these memories reproduce or destabilize settler colonialism’s social and cultural structures.\n", + "ER&M 467 Racial Republic: African Diasporic Literature and Culture in Postcolonial France. Fadila Habchi. This is an interdisciplinary seminar on French cultural history from the 1930s to the present. We focus on issues concerning race and gender in the context of colonialism, postcolonialism, and migration. The course investigates how the silencing of colonial history has been made possible culturally and ideologically, and how this silencing has in turn been central to the reorganizing of French culture and society from the period of decolonization to the present. We ask how racial regimes and spaces have been constructed in French colonial discourses and how these constructions have evolved in postcolonial France. We examine postcolonial African diasporic literary writings, films, and other cultural productions that have explored the complex relations between race, colonialism, historical silences, republican universalism, and color-blindness. Topics include the 1931 Colonial Exposition, Black Paris, decolonization, universalism, the Trente Glorieuses, the Paris massacre of 1961, anti-racist movements, the \"beur\" author, memory, the 2005 riots, and contemporary afro-feminist and decolonial movements.\n", + "ER&M 470 Independent Study. Albert Laguna. For students who wish to pursue a close study in the subjects of ethnicity, race, and/or migration, not otherwise covered by departmental offerings. May be used for research, a special project, or a substantial research paper under faculty supervision. A term paper or its equivalent and regular meetings with the adviser are required. To apply for admission, a student should present a prospectus and a bibliography, signed by the adviser, to the director of undergraduate studies. Enrollment limited.\n", + "ER&M 491 The Senior Colloquium: Theoretical and Methodological Issues. Quan Tran. A research seminar intended to move students toward the successful completion of their senior projects, combining discussions of methodological and theoretical issues with discussions of students' fields of research.\n", + "ER&M 491 The Senior Colloquium: Theoretical and Methodological Issues. Fadila Habchi. A research seminar intended to move students toward the successful completion of their senior projects, combining discussions of methodological and theoretical issues with discussions of students' fields of research.\n", + "ER&M 492 The Senior Essay or Project. Albert Laguna. Independent research on a one-term senior essay or project.\n", + "ER&M 677 Black Iberia: Then and Now. Nicholas Jones. This graduate seminar examines the variety of artistic, cultural, historical, and literary representations of black Africans and their descendants—both enslaved and free—across the vast stretches of the Luso-Hispanic world and the United States. Taking a chronological frame, the course begins its study of Blackness in medieval and early modern Iberia and its colonial kingdoms. From there, we examine the status of Blackness conceptually and ideologically in Asia, the Caribbean, Mexico, and South America. Toward the end of the semester, we concentrate on black Africans by focusing on Equatorial Guinea, sub-Saharan African immigration in present-day Portugal and Spain, and the politics of Afro-Latinx culture and its identity politics in the United States. Throughout the term, we interrogate the following topics in order to guide our class discussions and readings: bondage and enslavement, fugitivity and maroonage, animal imageries and human-animal studies, geography and maps, Black Feminism and Black Queer Studies, material and visual cultures (e.g., beauty ads, clothing, cosmetics, food, Blackface performance, royal portraiture, reality TV, and music videos), the Inquisition and African diasporic religions, and dispossession and immigration. Our challenging task remains the following: to see how Blackness conceptually and experientially is subversively fluid and performative, yet deceptive and paradoxical. This course will be taught in English, with all materials available in the original (English, Portuguese, Spanish) and in English translation.\n", + "ER&M 696 Michel Foucault I: The Works, The Interlocutors, The Critics. This graduate-level course presents students with the opportunity to develop a thorough, extensive, and deep (though still not exhaustive!) understanding of the oeuvre of Michel Foucault, and his impact on late-twentieth-century criticism and intellectual history in the United States. Non-francophone and/or U.S. American scholars, as Lynne Huffer has argued, have engaged Foucault’s work unevenly and frequently in a piecemeal way, due to a combination of the overemphasis on The History of Sexuality, Vol 1 (to the exclusion of most of his other major works), and the lack of availability of English translations of most of his writings until the early twenty-first century. This course seeks to correct that trend and to re-introduce Foucault’s works to a generation of graduate students who, on the whole, do not have extensive experience with his oeuvre. In this course, we read almost all of Foucault’s published writings that have been translated into English (which is almost all of them, at this point). We read all of the monographs, and all of the Collège de France lectures, in chronological order. This lightens the reading load; we read a book per week, but the lectures are shorter and generally less dense than the monographs. [The benefit of a single author course is that the more time one spends reading Foucault’s work, the easier reading his work becomes.] We read as many of the essays he published in popular and more widely-circulated media as we can. The goal of the course is to give students both breadth and depth in their understanding of Foucault and his works, and to be able to situate his thinking in relation to the intellectual, social, and political histories of the twentieth and twenty-first centuries. Alongside Foucault himself, we read Foucault’s mentors, interlocutors, and inheritors (Heidegger, Marx, Blanchot, Canguilhem, Derrida, Barthes, Althusser, Bersani, Hartman, Angela Davis, etc); his critics (Mbembe, Weheliye, Butler, Said, etc.), and scholarship that situates his thought alongside contemporary social movements, including student, Black liberation, prison abolitionist, and anti-psychiatry movements.\n", + "ER&M 710 Pedagogies in ERM. Faculty members who have a 2:2 course expectation may develop a pedagogy seminar associated with their undergraduate introductory lecture course if it enrolls at least seventy-two students and has at least three teaching fellows leading discussion sections. The course’s TFs must enroll in the pedagogy seminar; they receive full course credit but not toward their degree requirements. This course intends to properly recognize the additional time required of faculty who offer large lecture classes, especially in the fulfillment of the responsibilities outlined in the start of term memo. Courses with sections require substantive guidance on teaching, including weekly teaching fellow meetings, meetings, section visits, and discussions of course assessment. This course is graded SAT/UNSAT. Two student-teaching fellows are able to submit teaching evaluations of their experience in this pedagogy seminar through the course evaluation process.\n", + "ER&M 730 Race, Migration, and Coloniality in Europe. Fatima El-Tayeb. Europe’s rise to global dominance is inseparable from the invention of race as a key structuring principle of modernity. Yet, despite the geographic and intellectual origin of this concept in Europe and the explicitly race-based policies of both its fascist regimes and its colonial empires, the continent often is marginal at best in discourses on race. This is particularly true for contemporary configurations, which are often closely identified with the United States as center of both structural racism and of resistance to it. Europe diverges from the US model of racialization in ways that tend to be misread, especially on the continent itself, as the absence of race as a relevant social and political category. Accordingly, most Europeans continue to believe that racial thinking has had no lasting impact on the continent, that race matters everywhere but in Europe and is brought there exclusively through non-white others, whose presence is perpetually perceived as recent, temporary, and problematically upsetting a prior non-racial normalcy. Contrary to this perception, while racial slavery and native dispossession and genocide were foundational to the United States, in Europe, the racializing of religion and colonialism fundamentally shaped and continue to shape the continental identity. Until recently, however, this history was virtually absent from public debates, official commemorations, and policy decisions. This course is devoted to exploring the numerous counter-histories challenging the dominant narrative of European \"colorblindness,\" among them the long history of European Roma and Sinti, the racialization of Muslims, the mainstreaming of white supremacy and the ongoing \"refugee crisis,\" European economic neocolonialism in Africa, anti-Blackness and the legacies of slavery and colonialism, the relationship between racism and anti-Semitism, and strategies of resistance by racialized communities.\n", + "EVST 020 Sustainable Development in Haiti. Gordon Geballe. The principles and practice of sustainable development explored in the context of Haiti's rich history and culture, as well as its current environmental and economic impoverishment.\n", + "EVST 040 Collections of the Peabody Museum. David Skelly. Exploration of scientific questions through the study and analysis of objects within the Peabody Museum's collections. Formulating a research question and carrying out a project that addresses it are the core activities of the course. Enrollment limited to first-year students. Preregistration required; see under First-Year Seminar Program.\n", + "EVST 109 Climate & Environment in American History: From Columbian Exchange to Closing of the Frontier. Mark Peterson. This lecture course explores the crucial role that climate and environmental conditions have played in American history from the period of European colonization to the end of the 19th century. Its focus is on the dramatic changes brought about by the encounters among Indigenous, European, and African peoples in this period, the influence of climate and climate change on these encounters, and the environmental transformations brought about by European colonization and conquest and the creation of new economies and polities (including chattel slavery). The lectures offer a new framework for organizing and periodizing North American history, based on geographical and environmental conditions rather than traditional national and political frameworks. The course provides a historical foundation for understanding contemporary American (and global) climate and environmental issues.\n", + "EVST 109 Climate & Environment in American History: From Columbian Exchange to Closing of the Frontier. This lecture course explores the crucial role that climate and environmental conditions have played in American history from the period of European colonization to the end of the 19th century. Its focus is on the dramatic changes brought about by the encounters among Indigenous, European, and African peoples in this period, the influence of climate and climate change on these encounters, and the environmental transformations brought about by European colonization and conquest and the creation of new economies and polities (including chattel slavery). The lectures offer a new framework for organizing and periodizing North American history, based on geographical and environmental conditions rather than traditional national and political frameworks. The course provides a historical foundation for understanding contemporary American (and global) climate and environmental issues.\n", + "EVST 109 Climate & Environment in American History: From Columbian Exchange to Closing of the Frontier. This lecture course explores the crucial role that climate and environmental conditions have played in American history from the period of European colonization to the end of the 19th century. Its focus is on the dramatic changes brought about by the encounters among Indigenous, European, and African peoples in this period, the influence of climate and climate change on these encounters, and the environmental transformations brought about by European colonization and conquest and the creation of new economies and polities (including chattel slavery). The lectures offer a new framework for organizing and periodizing North American history, based on geographical and environmental conditions rather than traditional national and political frameworks. The course provides a historical foundation for understanding contemporary American (and global) climate and environmental issues.\n", + "EVST 109 Climate & Environment in American History: From Columbian Exchange to Closing of the Frontier. This lecture course explores the crucial role that climate and environmental conditions have played in American history from the period of European colonization to the end of the 19th century. Its focus is on the dramatic changes brought about by the encounters among Indigenous, European, and African peoples in this period, the influence of climate and climate change on these encounters, and the environmental transformations brought about by European colonization and conquest and the creation of new economies and polities (including chattel slavery). The lectures offer a new framework for organizing and periodizing North American history, based on geographical and environmental conditions rather than traditional national and political frameworks. The course provides a historical foundation for understanding contemporary American (and global) climate and environmental issues.\n", + "EVST 109 Climate & Environment in American History: From Columbian Exchange to Closing of the Frontier. This lecture course explores the crucial role that climate and environmental conditions have played in American history from the period of European colonization to the end of the 19th century. Its focus is on the dramatic changes brought about by the encounters among Indigenous, European, and African peoples in this period, the influence of climate and climate change on these encounters, and the environmental transformations brought about by European colonization and conquest and the creation of new economies and polities (including chattel slavery). The lectures offer a new framework for organizing and periodizing North American history, based on geographical and environmental conditions rather than traditional national and political frameworks. The course provides a historical foundation for understanding contemporary American (and global) climate and environmental issues.\n", + "EVST 127 Health and Illness in Social Context. Alka Menon. Present-day medicine and health care provide solutions to an ever-increasing array of human problems. Yet the achievement of health can be elusive. This course provides a broad introduction to the domains of health and illness in the U.S., with some coverage of international trends and topics. Students analyze how our personal health and public health are shaped by social structures, political struggles, expert knowledge, and medical markets. Topics include the cultural and social meanings associated with health and illness; inequalities in health and health care access and provision; controversies surrounding healthcare, medical knowledge production, and medical decision-making; and the social institutions of the health care industry.\n", + "EVST 127 Health and Illness in Social Context. Present-day medicine and health care provide solutions to an ever-increasing array of human problems. Yet the achievement of health can be elusive. This course provides a broad introduction to the domains of health and illness in the U.S., with some coverage of international trends and topics. Students analyze how our personal health and public health are shaped by social structures, political struggles, expert knowledge, and medical markets. Topics include the cultural and social meanings associated with health and illness; inequalities in health and health care access and provision; controversies surrounding healthcare, medical knowledge production, and medical decision-making; and the social institutions of the health care industry.\n", + "EVST 127 Health and Illness in Social Context. Present-day medicine and health care provide solutions to an ever-increasing array of human problems. Yet the achievement of health can be elusive. This course provides a broad introduction to the domains of health and illness in the U.S., with some coverage of international trends and topics. Students analyze how our personal health and public health are shaped by social structures, political struggles, expert knowledge, and medical markets. Topics include the cultural and social meanings associated with health and illness; inequalities in health and health care access and provision; controversies surrounding healthcare, medical knowledge production, and medical decision-making; and the social institutions of the health care industry.\n", + "EVST 127 Health and Illness in Social Context. Present-day medicine and health care provide solutions to an ever-increasing array of human problems. Yet the achievement of health can be elusive. This course provides a broad introduction to the domains of health and illness in the U.S., with some coverage of international trends and topics. Students analyze how our personal health and public health are shaped by social structures, political struggles, expert knowledge, and medical markets. Topics include the cultural and social meanings associated with health and illness; inequalities in health and health care access and provision; controversies surrounding healthcare, medical knowledge production, and medical decision-making; and the social institutions of the health care industry.\n", + "EVST 127 Health and Illness in Social Context. Present-day medicine and health care provide solutions to an ever-increasing array of human problems. Yet the achievement of health can be elusive. This course provides a broad introduction to the domains of health and illness in the U.S., with some coverage of international trends and topics. Students analyze how our personal health and public health are shaped by social structures, political struggles, expert knowledge, and medical markets. Topics include the cultural and social meanings associated with health and illness; inequalities in health and health care access and provision; controversies surrounding healthcare, medical knowledge production, and medical decision-making; and the social institutions of the health care industry.\n", + "EVST 127 Health and Illness in Social Context. Present-day medicine and health care provide solutions to an ever-increasing array of human problems. Yet the achievement of health can be elusive. This course provides a broad introduction to the domains of health and illness in the U.S., with some coverage of international trends and topics. Students analyze how our personal health and public health are shaped by social structures, political struggles, expert knowledge, and medical markets. Topics include the cultural and social meanings associated with health and illness; inequalities in health and health care access and provision; controversies surrounding healthcare, medical knowledge production, and medical decision-making; and the social institutions of the health care industry.\n", + "EVST 127 Health and Illness in Social Context. Present-day medicine and health care provide solutions to an ever-increasing array of human problems. Yet the achievement of health can be elusive. This course provides a broad introduction to the domains of health and illness in the U.S., with some coverage of international trends and topics. Students analyze how our personal health and public health are shaped by social structures, political struggles, expert knowledge, and medical markets. Topics include the cultural and social meanings associated with health and illness; inequalities in health and health care access and provision; controversies surrounding healthcare, medical knowledge production, and medical decision-making; and the social institutions of the health care industry.\n", + "EVST 144 Race, Ethnicity, and Immigration. Grace Kao. Exploration of sociological studies and theoretical and empirical analyses of race, ethnicity, and immigration, with focus on race relations and racial and ethnic differences in outcomes in contemporary U.S. society (post-1960s). Study of the patterns of educational and labor market outcomes, incarceration, and family formation of whites, blacks (African Americans), Hispanics, and Asian Americans in the United States, as well as immigration patterns and how they affect race and ethnic relations.\n", + "EVST 144 Race, Ethnicity, and Immigration. Exploration of sociological studies and theoretical and empirical analyses of race, ethnicity, and immigration, with focus on race relations and racial and ethnic differences in outcomes in contemporary U.S. society (post-1960s). Study of the patterns of educational and labor market outcomes, incarceration, and family formation of whites, blacks (African Americans), Hispanics, and Asian Americans in the United States, as well as immigration patterns and how they affect race and ethnic relations.\n", + "EVST 144 Race, Ethnicity, and Immigration. Exploration of sociological studies and theoretical and empirical analyses of race, ethnicity, and immigration, with focus on race relations and racial and ethnic differences in outcomes in contemporary U.S. society (post-1960s). Study of the patterns of educational and labor market outcomes, incarceration, and family formation of whites, blacks (African Americans), Hispanics, and Asian Americans in the United States, as well as immigration patterns and how they affect race and ethnic relations.\n", + "EVST 144 Race, Ethnicity, and Immigration. Exploration of sociological studies and theoretical and empirical analyses of race, ethnicity, and immigration, with focus on race relations and racial and ethnic differences in outcomes in contemporary U.S. society (post-1960s). Study of the patterns of educational and labor market outcomes, incarceration, and family formation of whites, blacks (African Americans), Hispanics, and Asian Americans in the United States, as well as immigration patterns and how they affect race and ethnic relations.\n", + "EVST 144 Race, Ethnicity, and Immigration. Exploration of sociological studies and theoretical and empirical analyses of race, ethnicity, and immigration, with focus on race relations and racial and ethnic differences in outcomes in contemporary U.S. society (post-1960s). Study of the patterns of educational and labor market outcomes, incarceration, and family formation of whites, blacks (African Americans), Hispanics, and Asian Americans in the United States, as well as immigration patterns and how they affect race and ethnic relations.\n", + "EVST 144 Race, Ethnicity, and Immigration. Exploration of sociological studies and theoretical and empirical analyses of race, ethnicity, and immigration, with focus on race relations and racial and ethnic differences in outcomes in contemporary U.S. society (post-1960s). Study of the patterns of educational and labor market outcomes, incarceration, and family formation of whites, blacks (African Americans), Hispanics, and Asian Americans in the United States, as well as immigration patterns and how they affect race and ethnic relations.\n", + "EVST 210 The State and its Environment. Benjamin Kaplow, Jonathan Wyrtzen. This course engages two core entwined questions: How does the state impact its surroundings and  environment? And, how do these impact the state? The goal of this course is to give students a grounding in an interdisciplinary range of relevant social science literatures that help them think through those questions and how they relate to each other. The course addresses how states interact with and impact their ecological environment, but centers broader questions of how states relate to space, resources, populations, and to the socially constructed patterns of their physical, cultural, and economic environments. In doing so, the course aims to bridge discussions of state politics with political questions of the environment. In broadening the topic from only ecology, the class aims to help students develop a portable lens with which to examine state formation and its past and present impact in a variety of contexts: economic planning, systems of land management, military rule, taxation, and population control.\n", + "EVST 212 Democracy and Sustainability. Michael Fotos. Democracy, liberty, and the sustainable use of natural resources. Concepts include institutional analysis, democratic consent, property rights, market failure, and common pool resources. Topics of policy substance are related to human use of the environment and to U.S. and global political institutions.\n", + "EVST 219 Philosophical Environmental Ethics. Stephen Latham. This is a philosophical introduction to environmental ethics. The course introduces students to the basic contours of the field and to a small number of special philosophical problems within the field. No philosophical background is required or expected. Readings are posted on Canvas and consist almost entirely of contemporary essays by philosophers and environmentalists.\n", + "EVST 219 Philosophical Environmental Ethics. This is a philosophical introduction to environmental ethics. The course introduces students to the basic contours of the field and to a small number of special philosophical problems within the field. No philosophical background is required or expected. Readings are posted on Canvas and consist almost entirely of contemporary essays by philosophers and environmentalists.\n", + "EVST 219 Philosophical Environmental Ethics. This is a philosophical introduction to environmental ethics. The course introduces students to the basic contours of the field and to a small number of special philosophical problems within the field. No philosophical background is required or expected. Readings are posted on Canvas and consist almost entirely of contemporary essays by philosophers and environmentalists.\n", + "EVST 219 Philosophical Environmental Ethics. This is a philosophical introduction to environmental ethics. The course introduces students to the basic contours of the field and to a small number of special philosophical problems within the field. No philosophical background is required or expected. Readings are posted on Canvas and consist almost entirely of contemporary essays by philosophers and environmentalists.\n", + "EVST 219 Philosophical Environmental Ethics. This is a philosophical introduction to environmental ethics. The course introduces students to the basic contours of the field and to a small number of special philosophical problems within the field. No philosophical background is required or expected. Readings are posted on Canvas and consist almost entirely of contemporary essays by philosophers and environmentalists.\n", + "EVST 219 Philosophical Environmental Ethics. This is a philosophical introduction to environmental ethics. The course introduces students to the basic contours of the field and to a small number of special philosophical problems within the field. No philosophical background is required or expected. Readings are posted on Canvas and consist almost entirely of contemporary essays by philosophers and environmentalists.\n", + "EVST 219 Philosophical Environmental Ethics. This is a philosophical introduction to environmental ethics. The course introduces students to the basic contours of the field and to a small number of special philosophical problems within the field. No philosophical background is required or expected. Readings are posted on Canvas and consist almost entirely of contemporary essays by philosophers and environmentalists.\n", + "EVST 223 General Ecology. Carla Staver. The theory and practice of ecology, including the ecology of individuals, population dynamics and regulation, community structure, ecosystem function, and ecological interactions at broad spatial and temporal scales. Topics such as climate change, fisheries management, and infectious diseases are placed in an ecological context.\n", + "EVST 223 General Ecology. The theory and practice of ecology, including the ecology of individuals, population dynamics and regulation, community structure, ecosystem function, and ecological interactions at broad spatial and temporal scales. Topics such as climate change, fisheries management, and infectious diseases are placed in an ecological context.\n", + "EVST 223 General Ecology. The theory and practice of ecology, including the ecology of individuals, population dynamics and regulation, community structure, ecosystem function, and ecological interactions at broad spatial and temporal scales. Topics such as climate change, fisheries management, and infectious diseases are placed in an ecological context.\n", + "EVST 223 General Ecology. The theory and practice of ecology, including the ecology of individuals, population dynamics and regulation, community structure, ecosystem function, and ecological interactions at broad spatial and temporal scales. Topics such as climate change, fisheries management, and infectious diseases are placed in an ecological context.\n", + "EVST 223 General Ecology. The theory and practice of ecology, including the ecology of individuals, population dynamics and regulation, community structure, ecosystem function, and ecological interactions at broad spatial and temporal scales. Topics such as climate change, fisheries management, and infectious diseases are placed in an ecological context.\n", + "EVST 224 Writing About The Environment. Alan Burdick. Exploration of ways in which the environment and the natural world can be channeled for literary expression. Reading and discussion of essays, reportage, and book-length works, by scientists and non-scientists alike. Students learn how to create narrative tension while also conveying complex—sometimes highly technical—information; the role of the first person in this type of writing; and where the human environment ends and the non-human one begins. Formerly ENGL 241.\n", + "EVST 228 Climate Change and the Humanities. Katja Lindskog. What can the Humanities tell us about climate change? The Humanities help us to better understand the relationship between everyday individual experience, and our rapidly changing natural world. To that end, students read literary, political, historical, and religious texts to better understand how individuals both depend on, and struggle against, the natural environment in order to survive.\n", + "EVST 229 Reading Environments: Nature, Culture, and Agency. Luna Najera. Extreme weather, proliferation of species extinctions, climate migration, and the outbreak of pandemics can all be understood as instances of koyaanisqatsi, the Hopi word for life out of balance. They may also be viewed as indications that we are living in the age of the Anthropocene, a term in the natural and social sciences that acknowledges that human activities have had a radical geological impact on the planet since the onset of the Industrial revolution. In this course we study relations between humans and other-than-humans to understand how we arrived at a life out of balance. We inquire into how binary distinctions between nature and culture are made, sustained, or questioned through a diversity of meaning-making practices in Spanish, Latin American, and indigenous literature, visual culture, and material culture. The indigenous artifacts studied include Popol Vuh, poetry, petroglyphs, and documentaries by indigenous people of the Amazon, which provide opportunities for asking pressing questions: To what extent does the nature and culture binary foreclose alternative possibilities for imagining ourselves and our relation to the world? Are there ways of perceiving our world and ourselves that bypass such binaries and if so, what are they? In the final weeks of the course, we draw from our insights to investigate where the nature/culture binary figures in present discussions of environmental catastrophes and rights of nature movements in Latin America. Taught in Spanish.\n", + "EVST 234L Field Science: Environment and Sustainability. Kealoha Freidenburg. A field course that explores the effects of human influences on the environment. Analysis of pattern and process in forested ecosystems; introduction to the principles of agroecology, including visits to local farms; evaluation of sustainability within an urban environment. Weekly field trips and one weekend field trip.\n", + "EVST 244 Coastal Environments in a Changing World. Mary Beth Decker. The effects of human action and natural phenomena on coastal marine ecosystems. Methods used by coastal scientists to address environmental issues; challenges associated with managing and conserving coastal environments.\n", + "EVST 247 Politics of the Environment. Peter Swenson. Historical and contemporary politics aimed at regulating human behavior to limit damage to the environment. Goals, strategies, successes, and failures of movements, organizations, corporations, scientists, and politicians in conflicts over environmental policy. A major focus is on politics, public opinion, corporate interests, and litigation in the U.S. regarding climate change.\n", + "EVST 258 Wilderness in the North American Imagination: Landscapes of the US Nuclear-Industrial Complex. Charlotte Hecht. Since the mid-twentieth century, the drive for nuclear power—in the form of weapons and energy—has irreversibly shaped the landscapes of the North American continent, and the world. The activities of the nuclear fuel cycle (uranium mining and milling, weapons testing and production, and radioactive waste dumping) have reached every state in the country, often in devastating and uneven ways. Today, debates about nuclear weapons and the benefits of nuclear power are at the forefront of contemporary discourse. This course contextualizes these impacts and debates in the long history of post-war industrialization and militarization, a history that begins with 19th century settler-colonial conceptions of \"wilderness.\" Throughout the course, we investigate how cultural imaginaries of wilderness (and ideas about nature, landscape, space, and environment) are deeply related to the uneven geographies of the nuclear industrial complex, and the intersections of US imperialism, militarism, extractive capitalism, and environmental racism. Alongside this, we consider how artists, activists, and scholars are working to theorize, reframe, and reimagine the legacies of the nuclear industry.\n", + "EVST 261 Minerals and Human Health. Study of the interrelationships between Earth materials and processes and personal and public health. The transposition from the environment of the chemical elements essential for life.\n", + "EVST 294 Ecology and Russian Culture. Molly Brunson. Interdisciplinary study of Russian literature, film, and art from the nineteenth to the twenty-first centuries, organized into four units—forest, farm, labor, and disaster. Topics include: perception and representation of nature; deforestation and human habitation; politics and culture of land-ownership; leisure, labor, and forced labor; modernity and industrialization; and nuclear technologies and disasters. Analysis of short stories, novels, and supplementary readings on ecocriticism and environmental humanities, as well as films, paintings, and visual materials. Several course meetings take place at the Yale Farm. Readings and discussions in English.\n", + "EVST 323 Wetlands Ecology Conservation & Management. Kealoha Freidenburg. Wetlands are ubiquitous. Collectively they cover 370,000 square miles in the United States and globally encompass more than 5 million square miles. Most points on a map are less than 1 km from the nearest wetland. Yet wetlands are nearly invisible to most people. In this course we explore wetlands in all of their dimensions, including the critical services they provide to other systems, the rich biodiversity they harbor, their impact on global climate, and the links by which they connect to other systems. Additionally, wetlands are lynchpin environments for scientific policy and regulation. The overarching aim of the course is to connect what we know about wetlands from a scientific perspective to the ways in which wetlands matter for people.\n", + "EVST 335 Global Human-Wildlife Interactions. Nyeema Harris. Wildlife and humans have increasingly complex interactions, balancing a myriad of potentially positive and negative outcomes. In a highly interactive format, students evaluate the importance of human-wildlife interactions across diverse ecosystems, exacerbators influencing outcomes, and management interventions that promote coexistence.\n", + "EVST 350 Writing the World. Verlyn Klinkenborg. This is a practical writing course meant to develop the student’s skills as a writer. But its real subject is perception and the writer’s authority—the relationship between what you notice in the world around you and what, culturally speaking, you are allowed to notice. What you write during the term is driven entirely by your own interest and attention. How you write is the question at hand. We explore the overlapping habitats of language—present and past—and the natural environment. And, to a lesser extent, we explore the character of persuasion in environmental themes. Every member of the class writes every week, and we all read what everyone writes every week. It makes no difference whether you are a would-be journalist, scientist, environmental advocate, or policy maker. The goal is to rework your writing and sharpen your perceptions, both sensory and intellectual. Enrollment limited to fifteen.\n", + "EVST 354 The Ancient State: Genesis and Crisis from Mesopotamia to Mexico. Harvey Weiss. Ancient states were societies with surplus agricultural production, classes, specialization of labor, political hierarchies, monumental public architecture and, frequently, irrigation, cities, and writing. Pristine state societies, the earliest civilizations, arose independently from simple egalitarian hunting and gathering societies in six areas of the world. How and why these earliest states arose are among the great questions of post-Enlightenment social science. This course explains (1) why this is a problem, to this day, (2) the dynamic environmental forces that drove early state formation, and (3) the unresolved fundamental questions of ancient state genesis and crisis, –law-like regularities or a chance coincidence of heterogenous forces?\n", + "EVST 372 Biochemistry and Our Changing Climate. Climate change is impacting how cells and organisms grow and reproduce. Imagine the ocean spiking a fever: cold-blooded organisms of all shapes, sizes and complexities struggle to survive when water temperatures go up 2-4 degrees. Some organisms adapt to extremes, while others cannot. Predicted and observed changes in temperature, pH and salt concentration do and will affect many parameters of the living world, from the kinetics of chemical reactions and cellular signaling pathways to the accumulation of unforeseen chemicals in the environment, the appearance and dispersal of new diseases, and the development of new foods. In this course, we approach climate change from the molecular point of view, identifying how cells and organisms―from microbes to plants and animals―respond to changing environmental conditions. To embrace the concept of \"one health\" for all life on the planet, this course leverages biochemistry, cell biology, molecular biophysics, and genetics to develop an understanding of the impact of climate change on the living world. We consider the foundational knowledge that biochemistry can bring to the table as we meet the challenge of climate change.\n", + "EVST 390 Power in Conservation. Carol Carpenter. This course examines the anthropology of power, particularly power in conservation interventions in the global South. It is intended to give students a toolbox of ideas about power in order to improve the effectiveness of conservation. Conservation thought and practice are power-laden: conservation thought is powerfully shaped by the history of ideas of nature and its relation to people, and conservation interventions govern and affect peoples and ecologies. This course argues that being able to think deeply, particularly about power, improves conservation policy making and practice. Political ecology is by far the best known and published approach to thinking about power in conservation; this course emphasizes the relatively neglected but robust anthropology of conservation literature outside political ecology, especially literature rooted in Foucault. It is intended to make four of Foucault’s concepts of power accessible, concepts that are the most used in the anthropology of conservation: the power of discourses, discipline and governmentality, subject formation, and neoliberal governmentality. The important ethnographic literature that these concepts have stimulated is also examined. Together, theory and ethnography can underpin our emerging understanding of a new, Anthropocene-shaped world.\n", + "EVST 396 Independent Study: Environmental Studies. Michael Fotos. Independent research under the direction of a Yale faculty member on a special topic in Environmental Studies not covered in other courses and not the focus of the senior essay. Permission of the director of undergraduate studies and of the instructor directing the research is required. A proposal approved by the instructor must be submitted to the director of undergraduate studies by the end of the second week of classes. The instructor meets with the student regularly, in person or remotely, typically for an hour a week, and the student writes a final paper or a series of short essays.\n", + "EVST 404 Advanced Topics in Behavioral Ecology. Eduardo Fernandez-Duque. This seminar explores advanced topics in behavioral ecology while examining the mechanisms, function, reproductive consequences, and evolution of behavior. The main goals of the course are to: (1) discuss the primary literature in behavioral ecology, (2) become familiar with current theory and approaches in behavioral ecology, (3) understand how to formulate hypotheses and evaluate predictions about animal behavior, (4) explore the links between behavior and related fields in ecology and evolution (e.g. ecology, conservation biology, genetics, physiology), (5) identify possible universities, research groups, and advisors for summer research or graduate studies. Students watch a mix of live and recorded talks by leading behavioral ecologists who present at the Frontiers in Social Evolution Seminar series, and they attend and participate in the hour-long discussions that follow the talk. The class meets to discuss the primary literature recommended by the presenter and to engage in small-group conversations with those who visit the course.\n", + "EVST 422 Climate and Society: Perspectives from the Social Sciences and Humanities. Michael Dove. Discussion of the major currents of thought regarding climate and climate change; focusing on equity, collapse, folk knowledge, historic and contemporary visions, western and non-western perspectives, drawing on the social sciences and humanities.\n", + "EVST 450 Carbon Containment. Anastasia O'Rourke, Dean Takahashi, Michael Oristaglio, Sinead Crotty. There is growing recognition that reducing greenhouse gas (GHG) emissions alone is not sufficient to mitigate catastrophic effects of global climate change. As GHGs accumulate in the atmosphere, it is increasingly important to draw down these emissions cost-effectively in large quantities via carbon dioxide removal (CDR) and carbon capture and storage (CCS) techniques–which can be broadly described as \"carbon containment.\" Recognizing the urgency of the problem at hand and the need for private and philanthropic action, many large companies, investors, and donors have stepped up commitments to stabilize the climate and to achieve net zero emissions by 2050. In addition to decarbonization strategies that reduce emissions, climate leaders are investing in and purchasing credits from negative emission carbon containment projects that reduce atmospheric levels of GHGs. Currently, the options for entities to credibly meet ambitious climate goals using carbon containment approaches are very limited. This goal of this course is to: (1) teach and engage students from a range of disciplines about the existing technologies and markets for carbon containment, (2) investigate nascent or neglected carbon containment mechanisms, and (3) develop case studies highlighting strategies and risks for moving promising pre-commercial ideas from concept to practice.\n", + "EVST 463 Documentary Film Workshop. Charles Musser. A yearlong workshop designed primarily for majors in Film and Media Studies or American Studies who are making documentaries as senior projects.\n", + "EVST 473 Climate Change, Societal Collapse, and Resilience. Harvey Weiss. The coincidence of societal collapses throughout history with decadal and century-scale abrupt climate change events. Challenges to anthropological and historical paradigms of cultural adaptation and resilience. Examination of archaeological and historical records and high-resolution sets of paleoclimate proxies.\n", + "EVST 496 Senior Research Project and Colloquium. Jeffrey Park, Kealoha Freidenburg, Michael Fotos, Michael Oristaglio, Stephen Latham. Independent research under the supervision of members of the faculty, resulting in a senior essay. Students meet with peers and faculty members regularly throughout the fall term to discuss the progress of their research. Projects should offer substantial opportunity for interdisciplinary work on environmental problems. Seniors in the BS track typically write a two semester senior essay by enrolling in EVST 496 and EVST 496. For the B.A. degree, students most often complete one term of EVST 496, in either the fall or spring semester of their senior year. Students writing the one-term essay in the BA track must also complete an additional advanced seminar in the environment. Two-term senior research projects in the BA track require the permission of the DUS. Single semester essays are permissible also for students completing a double major that involves writing a senior essay in another department or program with permission of the DUS and subject to Yale College academic regulations governing completion of two majors.\n", + "EVST 496 Senior Research Project and Colloquium. Jeffrey Park, Kealoha Freidenburg, Michael Fotos, Michael Oristaglio, Stephen Latham. Independent research under the supervision of members of the faculty, resulting in a senior essay. Students meet with peers and faculty members regularly throughout the fall term to discuss the progress of their research. Projects should offer substantial opportunity for interdisciplinary work on environmental problems. Seniors in the BS track typically write a two semester senior essay by enrolling in EVST 496 and EVST 496. For the B.A. degree, students most often complete one term of EVST 496, in either the fall or spring semester of their senior year. Students writing the one-term essay in the BA track must also complete an additional advanced seminar in the environment. Two-term senior research projects in the BA track require the permission of the DUS. Single semester essays are permissible also for students completing a double major that involves writing a senior essay in another department or program with permission of the DUS and subject to Yale College academic regulations governing completion of two majors.\n", + "EXCH 999 Exchange Scholar Experience. \n", + "F&ES 261 Minerals and Human Health. Study of the interrelationships between Earth materials and processes and personal and public health. The transposition from the environment of the chemical elements essential for life.\n", + "F&ES 422 Climate and Society: Perspectives from the Social Sciences and Humanities. Michael Dove. Discussion of the major currents of thought regarding climate and climate change; focusing on equity, collapse, folk knowledge, historic and contemporary visions, western and non-western perspectives, drawing on the social sciences and humanities.\n", + "FILM 150 Introduction to Film Studies. John MacKay. A survey of film studies concentrating on theory, analysis, and criticism. Students learn the critical and technical vocabulary of the subject and study important films in weekly screenings.\n", + "FILM 150 Introduction to Film Studies: Writing section. A survey of film studies concentrating on theory, analysis, and criticism. Students learn the critical and technical vocabulary of the subject and study important films in weekly screenings.\n", + "FILM 150 Introduction to Film Studies: Writing section. A survey of film studies concentrating on theory, analysis, and criticism. Students learn the critical and technical vocabulary of the subject and study important films in weekly screenings.\n", + "FILM 150 Introduction to Film Studies: Writing section. A survey of film studies concentrating on theory, analysis, and criticism. Students learn the critical and technical vocabulary of the subject and study important films in weekly screenings.\n", + "FILM 150 Introduction to Film Studies: Writing section. A survey of film studies concentrating on theory, analysis, and criticism. Students learn the critical and technical vocabulary of the subject and study important films in weekly screenings.\n", + "FILM 150 Introduction to Film Studies: Writing section. A survey of film studies concentrating on theory, analysis, and criticism. Students learn the critical and technical vocabulary of the subject and study important films in weekly screenings.\n", + "FILM 150 Introduction to Film Studies: Writing section. A survey of film studies concentrating on theory, analysis, and criticism. Students learn the critical and technical vocabulary of the subject and study important films in weekly screenings.\n", + "FILM 150 Introduction to Film Studies: Writing section. A survey of film studies concentrating on theory, analysis, and criticism. Students learn the critical and technical vocabulary of the subject and study important films in weekly screenings.\n", + "FILM 161 Introductory Film Writing and Directing. Jonathan Andrews. Problems and aesthetics of film studied in practice as well as in theory. In addition to exploring movement, image, montage, point of view, and narrative structure, students photograph and edit their own short videotapes. Emphasis on the writing and production of short dramatic scenes. Priority to majors in Art and in Film & Media Studies.\n", + "FILM 162 Introductory Documentary Filmmaking. Luchina Fisher. The art and craft of documentary filmmaking. Basic technological and creative tools for capturing and editing moving images. The processes of research, planning, interviewing, writing, and gathering of visual elements to tell a compelling story with integrity and responsibility toward the subject. The creation of nonfiction narratives. Issues include creative discipline, ethical questions, space, the recreation of time, and how to represent \"the truth.\"\n", + "FILM 210 Philosophy of Digital Media. Discussion of fundamental and theoretical questions regarding media, culture, and society; the consequences of a computerized age; what is new in new media; and digital media from both philosophical and historical perspective, with focus on the past five decades. Topics include animals, democracy, environment, gender, globalization, mental illness, obscenity, piracy, privacy, the public sphere, race, religion, social media, terrorism, and war.\n", + "FILM 232 Classical Hollywood Narrative 1920–1960. Survey of Classical Hollywood films. Topics include history of the studio system; origin and development of genres; the film classics of the Classical Hollywood period, and the producers, screenwriters, directors, and cinematographers who created them.\n", + "FILM 232 Classical Hollywood Narrative 1920–1960. Survey of Classical Hollywood films. Topics include history of the studio system; origin and development of genres; the film classics of the Classical Hollywood period, and the producers, screenwriters, directors, and cinematographers who created them.\n", + "FILM 250 Introduction to Critical Data Studies. Julian Posada, Madiha Tahir. \"Big data\" has become a buzzword these days—but what is data? This course introduces the study of data and data technologies and techniques through a critical, anti-colonial lens with profound attention to the power dynamics that constitute what is today called \"data.\" From the seemingly opaque play of algorithms to artificial intelligence and surveillance systems, to digital media and the culture industries, various systems rely on the storage, transaction, classification, and exploitation of datasets. Data is, in short, both a medium that relies on and reconfigures power. This class discusses methods for the study of data technologies and techniques from multiple interdisciplinary humanities and social science perspectives. Through academic scholarship as well as art and data visualizations, students interrogate: How is data constituted through its entanglements with power? What is the relationship between data and social and material inequality? What methods can we use to study the making of data? How can we envision decolonial data technologies and techniques?\n", + "FILM 250 Introduction to Critical Data Studies. \"Big data\" has become a buzzword these days—but what is data? This course introduces the study of data and data technologies and techniques through a critical, anti-colonial lens with profound attention to the power dynamics that constitute what is today called \"data.\" From the seemingly opaque play of algorithms to artificial intelligence and surveillance systems, to digital media and the culture industries, various systems rely on the storage, transaction, classification, and exploitation of datasets. Data is, in short, both a medium that relies on and reconfigures power. This class discusses methods for the study of data technologies and techniques from multiple interdisciplinary humanities and social science perspectives. Through academic scholarship as well as art and data visualizations, students interrogate: How is data constituted through its entanglements with power? What is the relationship between data and social and material inequality? What methods can we use to study the making of data? How can we envision decolonial data technologies and techniques?\n", + "FILM 250 Introduction to Critical Data Studies. \"Big data\" has become a buzzword these days—but what is data? This course introduces the study of data and data technologies and techniques through a critical, anti-colonial lens with profound attention to the power dynamics that constitute what is today called \"data.\" From the seemingly opaque play of algorithms to artificial intelligence and surveillance systems, to digital media and the culture industries, various systems rely on the storage, transaction, classification, and exploitation of datasets. Data is, in short, both a medium that relies on and reconfigures power. This class discusses methods for the study of data technologies and techniques from multiple interdisciplinary humanities and social science perspectives. Through academic scholarship as well as art and data visualizations, students interrogate: How is data constituted through its entanglements with power? What is the relationship between data and social and material inequality? What methods can we use to study the making of data? How can we envision decolonial data technologies and techniques?\n", + "FILM 250 Introduction to Critical Data Studies. \"Big data\" has become a buzzword these days—but what is data? This course introduces the study of data and data technologies and techniques through a critical, anti-colonial lens with profound attention to the power dynamics that constitute what is today called \"data.\" From the seemingly opaque play of algorithms to artificial intelligence and surveillance systems, to digital media and the culture industries, various systems rely on the storage, transaction, classification, and exploitation of datasets. Data is, in short, both a medium that relies on and reconfigures power. This class discusses methods for the study of data technologies and techniques from multiple interdisciplinary humanities and social science perspectives. Through academic scholarship as well as art and data visualizations, students interrogate: How is data constituted through its entanglements with power? What is the relationship between data and social and material inequality? What methods can we use to study the making of data? How can we envision decolonial data technologies and techniques?\n", + "FILM 250 Introduction to Critical Data Studies. \"Big data\" has become a buzzword these days—but what is data? This course introduces the study of data and data technologies and techniques through a critical, anti-colonial lens with profound attention to the power dynamics that constitute what is today called \"data.\" From the seemingly opaque play of algorithms to artificial intelligence and surveillance systems, to digital media and the culture industries, various systems rely on the storage, transaction, classification, and exploitation of datasets. Data is, in short, both a medium that relies on and reconfigures power. This class discusses methods for the study of data technologies and techniques from multiple interdisciplinary humanities and social science perspectives. Through academic scholarship as well as art and data visualizations, students interrogate: How is data constituted through its entanglements with power? What is the relationship between data and social and material inequality? What methods can we use to study the making of data? How can we envision decolonial data technologies and techniques?\n", + "FILM 250 Introduction to Critical Data Studies. \"Big data\" has become a buzzword these days—but what is data? This course introduces the study of data and data technologies and techniques through a critical, anti-colonial lens with profound attention to the power dynamics that constitute what is today called \"data.\" From the seemingly opaque play of algorithms to artificial intelligence and surveillance systems, to digital media and the culture industries, various systems rely on the storage, transaction, classification, and exploitation of datasets. Data is, in short, both a medium that relies on and reconfigures power. This class discusses methods for the study of data technologies and techniques from multiple interdisciplinary humanities and social science perspectives. Through academic scholarship as well as art and data visualizations, students interrogate: How is data constituted through its entanglements with power? What is the relationship between data and social and material inequality? What methods can we use to study the making of data? How can we envision decolonial data technologies and techniques?\n", + "FILM 250 Introduction to Critical Data Studies. \"Big data\" has become a buzzword these days—but what is data? This course introduces the study of data and data technologies and techniques through a critical, anti-colonial lens with profound attention to the power dynamics that constitute what is today called \"data.\" From the seemingly opaque play of algorithms to artificial intelligence and surveillance systems, to digital media and the culture industries, various systems rely on the storage, transaction, classification, and exploitation of datasets. Data is, in short, both a medium that relies on and reconfigures power. This class discusses methods for the study of data technologies and techniques from multiple interdisciplinary humanities and social science perspectives. Through academic scholarship as well as art and data visualizations, students interrogate: How is data constituted through its entanglements with power? What is the relationship between data and social and material inequality? What methods can we use to study the making of data? How can we envision decolonial data technologies and techniques?\n", + "FILM 263 The Movie Memory Project. Camille Thomasson. This is an experimental course, a first-time interdisciplinary offering, for students of film, history, architecture, psychology, data science, and library science to participate in a class focused on the Movie Memory Project. For six years, my students in Classical Hollywood Narrative have collected interviews from their elders about early movie memories. We have 475 interviews from around the world. I'm looking for students who want to delve into the Movie Memory archive to research a topic of their choice. Students should be passionate about research; self-motivated; and willing to work collaboratively to share findings with a community of scholars.\n", + "FILM 268 Platforms and Cultural Production. Platforms—digital infrastructures that serve as intermediaries between end-users and complementors—have emerged in various cultural and economic settings, from social media (Instagram), and video streaming (YouTube), to digital labor (Uber), and e-commerce (Amazon). This seminar provides a multidisciplinary lens to study platforms as hybrids of firms and multi-sided markets with unique history, governance, and infrastructures. The thematic sessions of this course discuss how platforms have transformed cultural production and connectivity, labor, creativity, and democracy by focusing on comparative cases from the United States and abroad. The seminar provides a space for broader discussions on contemporary capitalism and cultural production around topics such as inequality, surveillance, decentralization, and ethics. Students are encouraged to bring examples and case studies from their personal experiences.\n", + "FILM 268 Platforms and Cultural Production. Platforms—digital infrastructures that serve as intermediaries between end-users and complementors—have emerged in various cultural and economic settings, from social media (Instagram), and video streaming (YouTube), to digital labor (Uber), and e-commerce (Amazon). This seminar provides a multidisciplinary lens to study platforms as hybrids of firms and multi-sided markets with unique history, governance, and infrastructures. The thematic sessions of this course discuss how platforms have transformed cultural production and connectivity, labor, creativity, and democracy by focusing on comparative cases from the United States and abroad. The seminar provides a space for broader discussions on contemporary capitalism and cultural production around topics such as inequality, surveillance, decentralization, and ethics. Students are encouraged to bring examples and case studies from their personal experiences.\n", + "FILM 298 Digital War. From drones and autonomous robots to algorithmic warfare, virtual war gaming, and data mining, digital war has become a key pressing issue of our times and an emerging field of study. This course provides a critical overview of digital war, understood as the relationship between war and digital technologies. Modern warfare has been shaped by digital technologies, but the latter have also been conditioned through modern conflict: DARPA (the research arm of the US Department of Defense), for instance, has innovated aspects of everything from GPS, to stealth technology, personal computing, and the Internet. Shifting beyond a sole focus on technology and its makers, this class situates the historical antecedents and present of digital war within colonialism and imperialism. We will investigate the entanglements between technology, empire, and war, and examine how digital war—also sometimes understood as virtual or remote war—has both shaped the lives of the targeted and been conditioned by imperial ventures. We will consider visual media, fiction, art, and other works alongside scholarly texts to develop a multidiscpinary perspective on the past, present, and future of digital war.\n", + "FILM 305 Animation: Disney and Beyond. Aaron Gerow. Survey of the history of animation, considering both its aesthetics and its social potentials. The focus is on Disney and its many alternatives, with examples from around the world, from various traditions, and from different periods.\n", + "FILM 305 Animation: Disney and Beyond. Survey of the history of animation, considering both its aesthetics and its social potentials. The focus is on Disney and its many alternatives, with examples from around the world, from various traditions, and from different periods.\n", + "FILM 305 Animation: Disney and Beyond. Survey of the history of animation, considering both its aesthetics and its social potentials. The focus is on Disney and its many alternatives, with examples from around the world, from various traditions, and from different periods.\n", + "FILM 305 Animation: Disney and Beyond. Survey of the history of animation, considering both its aesthetics and its social potentials. The focus is on Disney and its many alternatives, with examples from around the world, from various traditions, and from different periods.\n", + "FILM 305 Animation: Disney and Beyond. Survey of the history of animation, considering both its aesthetics and its social potentials. The focus is on Disney and its many alternatives, with examples from around the world, from various traditions, and from different periods.\n", + "FILM 305 Animation: Disney and Beyond. Survey of the history of animation, considering both its aesthetics and its social potentials. The focus is on Disney and its many alternatives, with examples from around the world, from various traditions, and from different periods.\n", + "FILM 318 German Film from 1945 to the Present. Fatima Naqvi. Trauma, gender, media, transnationalism, terrorism, migration, precarity, neoliberalism, and environmental ethics are the issues we study in films from the German-speaking world. We begin in the immediate post-war period: How does the Second World War and its aftermath inflect these films? How does gender play an increasingly important role in the fiction films under discussion? What new collective identities do films articulate in the course of the politicized period from the late 1960s into the late 1970s, when home-grown terrorism contests the category of the West German nation? How do the predominant concerns shift with the passage of time and with the changing media formats? What is the role of genre in representing transnational problems like migration after 2000? How do economic issues come to the fore in the precarious economic conditions shown? When does violence seem like an  answer to political, economic, and social pressures and the legacies of colonialism? Particular attention is paid to film aesthetics. Films include those by Julian Radlmaier, Hubert Sauper, Sudabeh Mortezai, Fatih Akin, Wolfgang Staudte, Alexander Kluge, Werner Herzog, Rainer Werner Fassbinder, Werner Schroeter, Harun Farocki, Michael Haneke, Christian Petzold, Jessica Hausner, Mara Mattuschka, Ulrich Seidl, Nikolaus Geyrhalter, among others. Visiting directors Julian Radlmaier and Hubert Sauper will be integrated into the course.\n", + "FILM 321 Radical Cinemas in the Global Sixties. Lorenz Hegel, Moira Fradinger. \"1968\" has become a cipher for a moment of global turmoil, social transformation and cultural revolution. This class explores the \"long global sixties\" through cinema produced across continents. At the height of the Cold War between two blocks in the \"East\" and the \"West,\" the \"Third World\" emerged as a radical political project alternative to a world order shaped by centuries of colonialism, imperialism, slavery, and capitalist exploitation. Liberation, emancipation, independence, anticolonialism, decolonization, and revolution became key words in the global political discourse. Leaders from Africa, Asia, and Latin America created a new international platform, the Non-Aligned Movement (NAM) that challenged the Cold War bi-polarity. Radical filmmakers who belong in this period experimented with strategies of storytelling and of capturing reality, calling into question rigid distinctions between \"documentary\" and \"fiction\" and \"art and politics.\" The goal was not to \"show\" reality, but to change it. We study a world-wide range of examples that involve filmmakers’ collaborations across The Americas, Western Europe, North Africa, South and South-East Asia. Taught in English; films aresubtitled but knowledge of other languages may be useful.\n", + "FILM 341 Weird Greek Wave Cinema. George Syrimis. The course examines the cinematic production of Greece in the last fifteen years or so and looks critically at the popular term \"weird Greek wave\" applied to it. Noted for their absurd tropes, bizarre narratives, and quirky characters, the films question and disturb traditional gender and social roles, as well as international viewers’ expectations of national stereotypes of classical luminosity―the proverbial \"Greek light\"―Dionysian exuberance, or touristic leisure. Instead, these works frustrate not only a wholistic reading of Greece as a unified and coherent social construct, but also the physical or aesthetic pleasure of its landscape and its ‘quaint’ people with their insistence on grotesque, violent, or otherwise disturbing images or themes (incest, sexual otherness and violence, aggression, corporeality, and xenophobia). The course also pays particular attention on the economic and political climate of the Greek financial crisis during which these films are produced and consumed and to which they partake.\n", + "FILM 350 Screenwriting. Shakti Bhagchandani. A beginning course in screenplay writing. Foundations of the craft introduced through the reading of professional scripts and the analysis of classic films. A series of classroom exercises culminates in intensive scene work.\n", + "FILM 363 Radical Cinemas of Latin America. Introduction to Latin American cinema, with an emphasis on post–World War II films produced in Cuba, Argentina, Brazil, and Mexico. Examination of each film in its historical and aesthetic aspects, and in light of questions concerning national cinema and \"third cinema.\" Examples from both pre-1945 and contemporary films.\n", + "FILM 369 War Games. Marijeta Bozovic, Spencer Small. Dismissed, mocked, feared or loved for decades, video games have become a staple of contemporary media, art, and popular culture, studied alongside traditional print media and film. They eclipse the global yearly revenue of both film and music industries combined, leaving their financial significance undeniable. What remains understudied, however, is the political and cultural significance of the medium. War Games is a seminar dedicated to the intersection of video games and political violence (both real and imaginary) in a global and particularly post-Cold War context. Students learn to recognize patterns of ideological communication in video games while developing close reading skills of literature and digital media alike. We combine the study of video games with broader inquires into the media that circulate through the game mediaverse, including literature, social and news media, and film. Playing games and reading books, we pose the following questions: How do players \"perform\" war in games, and how might they resist or subvert expected performances? How indeed are we as readers and players affected by the type of media we consume? What is an adaptation? How do adaptations influence or potentially reshape our relationships with the source material? What themes and ideas are revealed effectively through one medium versus another? Why do certain literary traditions (such as classical Russian literature) provide such fruitful ground for video game adaptation? What are the political implications for the ideologies present in a video game given the globalized position of the medium? Assigned readings include novels, short stories, news media, and internet forums alongside a range of secondary materials, including film and media theory, intellectual and media histories, digital anthropology, reception studies, and interviews.\n", + "FILM 378 Kindness in Film. Routinely, moviegoers vicariously experience injury, insult, will to power, and bloody revenge.  We expect–and crave–violent retribution in movie drama. What of kindness? Do we crave it? Is it possible to explore kindness without juxtaposing it with cruelty? Are virtues only understood in relation to vice? This semester we explore the challenges of depicting kindness in film drama. Additionally, class members will discuss and write about personal experiences with kindness, compassion, and grace. Limited to 15 students.\n", + "FILM 417 Experimental Multimodal Videomaking and Exhibition. Leighton Pierce. In this course we make ten prompt driven one-minute video projects specifically designed to increase fluidity of thinking-through-videomaking. Some of the projects happen in class. Most are out-of-class assignments for which I give specific problems to solve or parameters to work within. Some assignments we design as a class. When we are not shooting or editing in class we exercise our critical skills by screening projects and discussing them. We take experimental approaches to the process of making these 10 videos as we glance toward the standard cinematic categories of drama, documentary, experimental film, and animation as we glide past. These categories are familiar, but not always productive, divisions among modes of production since none of these categories defines clear boundaries between practices. Instead, this class leads us closer to understanding the complex array of contingencies impinging on all filmmaking processes. We take an ecologically based, transdisciplinary attitude rather than a categorized genre-based categorization. We continually ask, how do the various aspects and approaches to a filmmaking environment  interact and modify each other? Through weekly prompt based video-making exercises, we navigate through a topography of filmmaking and exhibition practices.\n", + "FILM 429 War in Literature and Film. Representations of war in literature and film; reasons for changes over time in portrayals of war. Texts by Stendahl, Tolstoy, Juenger, Remarque, Malraux, and Vonnegut; films by Eisenstein, Tarkovsky, Joris Ivens, Coppola, Spielberg, and Altman.\n", + "FILM 432 World War II: Homefront Literature and Film. Katie Trumpener. Taking a pan-European perspective, this course examines quotidian, civilian experiences of war, during a conflict of unusual scope and duration. Considering key works of wartime and postwar fiction and film alongside verbal and visual diaries, memoirs, documentaries, and video testimonies, we will explore the kinds of literary and filmic reflection war occasioned, how civilians experienced the relationship between history and everyday life (both during and after the war), women’s and children's experience of war, and the ways that home front, occupation and Holocaust memories shaped postwar avant-garde aesthetics.\n", + "FILM 447 The Historical Documentary. Charles Musser. This course looks at the historical documentary as a method for carrying out historical work in the public humanities. It investigates the evolving discourse sand resonances within such topics as the Vietnam War, the Holocaust and African American history. It is concerned with their relationship of documentary to traditional scholarly written histories as well as the history of the genre and what is often called the \"archival turn.\"\n", + "FILM 455 Documentary Film Workshop. Charles Musser. A yearlong workshop designed primarily for majors in Film and Media Studies or American Studies who are making documentaries as senior projects.\n", + "FILM 460 Sound/Image Practice. Leighton Pierce. We start from the assumption that sound is actually the ‘secret-sauce’ in the film/videomaking process. Often overlooked–or at least neglected, sound is a potent tool to advance the logic of a film or video and even more, to enhance the emotional patina and immersive engagement of a film or video. Sound becomes an accessible portal to the perhaps overlooked not-quite-conscious realm of the film/video experience. While we certainly read some theory/history of sound, this is primarily a class of making. The first 7 weeks include videomaking exercises designed to highlight specific challenges in sound for picture. The core concern is with conceptual development in the myriad ways that sound and picture work together. There is no genre or mode preference in this class. Fiction, non-fiction, experimental, animation, game, tiktok, anything is okay. For the second half of the semester, each student (or collaborative small group–with permission) design, shoot, edit, and mix a short (3-5min) video of their own design–a video that demonstrates attention and developing sophistication in the use of sound with picture, as well as in how to design visual shots and temporal structures (editing) with sound in mind. The visual and auditory aspects of any video are entangled in such a way that contribute (when blended with the audience’s imagination and memory) to the formation of the Sound/Image in the audience member’s minds.\n", + "FILM 470 Women Filmmakers. Oksana Chefranova. The seminar surveys the extraordinary contributions that female filmmakers have made to cinema and to film theory, ranging from the beginning of cinema to the most recent examples, from narrative cinema to experimental practice. We examine films by Lois Weber, Alice Guy Blaché, Germaine Dulac, Leontine Sagan, Leni Riefenstahl, Dorothy Arzner, Ida Lupino, Maya Deren, Agnès Varda, Věra Chytilová, Barbara Hammer, Julie Dash, Claire Denis, Lucrecia Martel, Kelly Reichardt, Sofia Coppola, Alice Rohrwacher, Céline Sciamma, Ana Lily Amirpour, and Mati Diop. We read texts written by women writer, filmmakers, and critics such as Germaine Dulac, Maya Deren, Barbara Hammer, Julie Dash, Colette, Virginia Woolf, Laura Mulvey, and Manohla Dargis. The cinema is approached from a variety of historical and theoretical discourses such as production history, feminism, world cinema, and post-colonial studies among others. There will be an option for a practical component that might include a curatorial project, an interview with a filmmaker, or an audio-visual essay (in consultation with the instructor).\n", + "FILM 471 Independent Directed Study. Marta Figlerowicz. For students who wish to explore an aspect of film and media studies not covered by existing courses. The course may be used for research or directed readings and should include one lengthy essay or several short ones as well as regular meetings with the adviser. To apply, students should present a prospectus, a bibliography for the work proposed, and a letter of support from the adviser to the director of undergraduate studies. Term credit for independent research or reading may be granted and applied to any of the requisite areas upon application and approval by the director of undergraduate studies.\n", + "FILM 471 Independent Directed Study. Marijeta Bozovic. For students who wish to explore an aspect of film and media studies not covered by existing courses. The course may be used for research or directed readings and should include one lengthy essay or several short ones as well as regular meetings with the adviser. To apply, students should present a prospectus, a bibliography for the work proposed, and a letter of support from the adviser to the director of undergraduate studies. Term credit for independent research or reading may be granted and applied to any of the requisite areas upon application and approval by the director of undergraduate studies.\n", + "FILM 483 Advanced Film Writing and Directing. Jonathan Andrews. A yearlong workshop designed primarily for majors in Art and in Film & Media Studies making senior projects. Each student writes and directs a short fiction film. The first term focuses on the screenplay, production schedule, storyboards, casting, budget, and locations. In the second term students rehearse, shoot, edit, and screen the film.\n", + "FILM 487 Advanced Screenwriting. Shakti Bhagchandani. Students write a feature-length screenplay. Emphasis on multiple drafts and revision. Admission in the fall term based on acceptance of a complete step-sheet outline for the story to be written during the coming year.\n", + "FILM 491 The Senior Essay. Marta Figlerowicz. An independent writing and research project. A prospectus signed by the student's adviser must be submitted to the director of undergraduate studies by the end of the second week of the term in which the essay project is to commence. A rough draft must be submitted to the adviser and the director of undergraduate studies approximately one month before the final draft is due. Essays are normally thirty-five pages long (one term) or fifty pages (two terms).\n", + "FILM 493 The Senior Project. Marta Figlerowicz. For students making a film or video, either fiction or nonfiction, as their senior project. Senior projects require the approval of the Film and Media Studies Committee and are based on proposals submitted at the end of the junior year. An interim project review takes place at the end of the fall term, and permission to complete the senior project can be withdrawn if satisfactory progress has not been made. For guidelines, consult the director of undergraduate studies.\n", + "FILM 601 Foundations of Film and Media. John MacKay. The course sets in place some undergirding for students who want to anchor their film interest to the professional discourse of this field. A coordinated set of topics in film theory is interrupted first by the often discordant voice of history and second by the obtuseness of the films examined each week. Films themselves take the lead in our discussions.\n", + "FILM 605 Film and Media Studies Certificate Workshop. Francesco Casetti, Oksana Chefranova. The workshop is built on students’ needs and orientations. It is aimed at helping the individual trajectories of students and at deepening the topics they have met while attending seminars, conferences, and lectures. Students are required to present a final qualifying paper demonstrating their capacity to do interdisciplinary work. The workshop covers two terms and counts as one regular course credit.\n", + "FILM 617 Psychoanalysis: Key Conceptual Differences between Freud and Lacan I. Moira Fradinger. This is the first section of a year-long seminar (second section: CPLT 914) designed to introduce the discipline of psychoanalysis through primary sources, mainly from the Freudian and Lacanian corpuses but including late twentieth-century commentators and contemporary interdisciplinary conversations. We rigorously examine key psychoanalytic concepts that students have heard about but never had the chance to study. Students gain proficiency in what has been called \"the language of psychoanalysis,\" as well as tools for critical practice in disciplines such as literary criticism, political theory, film studies, gender studies, theory of ideology, psychology medical humanities, etc. We study concepts such as the unconscious, identification, the drive, repetition, the imaginary, fantasy, the symbolic, the real, and jouissance. A central goal of the seminar is to disambiguate Freud's corpus from Lacan's reinvention of it. We do not come to the \"rescue\" of Freud. We revisit essays that are relevant for contemporary conversations within the international psychoanalytic community. We include only a handful of materials from the Anglophone schools of psychoanalysis developed in England and the US. This section pays special attention to Freud's \"three\" (the ego, superego, and id) in comparison to Lacan's \"three\" (the imaginary, the symbolic, and the real). CPLT 914 devotes, depending on the interests expressed by the group, the last six weeks to special psychoanalytic topics such as sexuation, perversion, psychosis, anti-asylum movements, conversations between psychoanalysis and neurosciences and artificial intelligence, the current pharmacological model of mental health, and/or to specific uses of psychoanalysis in disciplines such as film theory, political philosophy, and the critique of ideology. Apart from Freud and Lacan, we will read work by Georges Canguilhem, Roman Jakobson, Victor Tausk, Émile Benveniste, Valentin Volosinov, Guy Le Gaufey, Jean Laplanche, Étienne Balibar, Roberto Esposito, Wilfred Bion, Félix Guattari, Markos Zafiropoulos, Franco Bifo Berardi, Barbara Cassin, Renata Salecl, Maurice Godelier, Alenka Zupančič, Juliet Mitchell, Jacqueline Rose, Norbert Wiener, Alan Turing, Eric Kandel, and Lera Boroditsky among others. No previous knowledge of psychoanalysis is needed. Starting out from basic questions, we study how psychoanalysis, arguably, changed the way we think of human subjectivity. Graduate students from all departments and schools on campus are welcome. The final assignment is due by the end of the spring term and need not necessarily take the form of a twenty-page paper. Taught in English. Materials can be provided to cover the linguistic range of the group.\n", + "FILM 735 Documentary Film Workshop. Charles Musser. This workshop in audiovisual scholarship explores ways to present research through the moving image. Students work within a Public Humanities framework to make a documentary that draws on their disciplinary fields of study. Designed to fulfill requirements for the M.A. with a concentration in Public Humanities.\n", + "FILM 761 German Film from 1945 to the Present. Fatima Naqvi. We look at a variety of German-language feature films from 1945 to the present in order to focus on issues of trauma, guilt, remembrance (and its counterpart: amnesia), gender, Heimat or \"homeland,\" national and transnational self-fashioning, terrorism, and ethics. How do the Second World War and its legacy inflect these films? What sociopolitical and economic factors influence the individual and collective identities that these films articulate? How do the predominant concerns shift with the passage of time and with changing media? How is the category of nation constructed and contested within the narratives themselves? Close attention is paid to the aesthetic issues and the concept of authorship. Films by Staudte, Wolf, Kluge, Radax, Wenders, Fassbinder, Schroeter, Farocki, Haneke, Petzold, Schanelec, Seidl, Hausner, and Geyrhalter, among others. This class has an optional German section (fifty minutes a week) for students interested in counting this class for the Advanced Language Certificate. A minimum of three students is required for the section to run.\n", + "FILM 778 Russian Literature and Film in the 1920s and 1930s. This course presents a historical overview, incorporating some of the main landmarks of the 1920s and 1930s including works by Pilnyak, Bakhtin, the Formalists, Platonov, Mayakovsky, Bulgakov, Zoshchenko, Eisenstein, Protazanov, Pudovkin, the Vasilyev \"brothers,\" and G. Aleksandrov.\n", + "FILM 783 The Historical Documentary. Charles Musser. This course looks at the historical documentary as a method for carrying out historical work in the public humanities. It investigates the evolving discourse sand resonances within such topics as the Vietnam War, the Holocaust, and African American history. It is concerned with the relationship of documentary to traditional scholarly written histories as well as the history of the genre and what is often called the \"archival turn.\"\n", + "FILM 833 Semiotics. Francesco Casetti. Digging into semiotics tradition, the seminar provides analytical tools for \"close readings\" of a vast array of objects and operations, from verbal texts to all sorts of images, from cultural practices to all sorts of manipulation. Semiotics’ foundational goal consisted in retracing how meaning emerges in these objects and operations, how it circulates within and between different cultural environments, and how it affects and is affected by the cultural contexts in which these objects and operations are embedded. To revamp semiotics’ main tasks, after an introduction about the idea of \"making meaning,\" the seminar engages students in a weekly discussion about situations, procedures, objects, and attributes that are \"meaningful,\" in the double sense that they have meaning and they arrange reality in a meaningful way. Objects of analysis are intentionally disparate; the constant application of a set of analytical tools provides the coherence of the seminar. Students are expected to regularly attend the seminar, actively participate in discussions, propose new objects of analysis, present a case study (fifteen–twenty minutes), and write a final paper (max. 5,000 words). Enrollment limited to fifteen.\n", + "FILM 861 Literature and Film of World War II: Homefront Narratives. Katie Trumpener. Taking a pan-European perspective, this course examines quotidian, civilian experiences of war, during a conflict of unusual scope and duration. Considering key works of wartime and postwar fiction and film alongside verbal and visual diaries, memoirs, documentaries, and video testimonies, we will explore the kinds of literary and filmic reflection war occasioned, how civilians experienced the relationship between history and everyday life (both during and after the war), women’s and children's experience of war, and the ways that home front, occupation and Holocaust memories shaped postwar avant-garde aesthetics.\n", + "FILM 871 Readings in Japanese Film Theory. Aaron Gerow. Theorizations of film and culture in Japan from the 1910s to the present. Through readings in the works of a variety of authors, the course explores both the articulations of cinema in Japanese intellectual discourse and how this embodies the shifting position of film in Japanese popular cultural history.\n", + "FILM 900 Directed Reading. \n", + "FILM 901 Individual Research. \n", + "FILM 995 Directed Reading. \n", + "FNSH 130 Intermediate Finnish I. The structure of the Finnish Studies Program at Columbia University ensures that students receive a solid grounding in both the language and the culture of Finland. The Program promotes the development of language ability through students’ participation in communicative activities and discussions. This course provides students a thorough and consistently structured revision of intermediate linguistic competence in Finnish including listening, speaking, reading, and writing. Students learn to talk fluently about a wide range of topics from everyday life, speak about recent past, read and understand newspaper articles, and use appropriate grammatical structures.\n", + "FREN 012 World Literature After Empire. Jill Jarvis. An introduction to contemporary French fiction in a global perspective that will transform the way you think about the relationship between literature and politics. Together we read prizewinning novels by writers of the former French Empire—in Africa, the Middle East, Southeast Asia, and the Caribbean—alongside key manifestos and theoretical essays that define or defy the notion of world literature. Keeping our focus on questions of race, gender, imperialism, and translation, we ask: has literature gone global? What does that mean? What can we learn from writers whose texts cross and confound linguistic and national borders?\n", + "FREN 109 French for Reading. Constance Sherak. Fundamental grammar structures and basic vocabulary are acquired through the reading of texts in various fields (primarily humanities and social sciences, and others as determined by student interest). Intended for students who either need a reading knowledge of French for research purposes or are preparing for French reading examinations and who have had no (or minimal) prior study of French. No preregistration required.\n", + "FREN 110 Elementary and Intermediate French I. Sam Jones. Intensive training and practice in all the language skills, with an initial emphasis on listening and speaking. Emphasis on communicative proficiency, self-expression, and cultural insights. Extensive use of audio and video material. Conducted entirely in French.  To be followed by FREN 120.\n", + "FREN 110 Elementary and Intermediate French I. Matuku Ngame. Intensive training and practice in all the language skills, with an initial emphasis on listening and speaking. Emphasis on communicative proficiency, self-expression, and cultural insights. Extensive use of audio and video material. Conducted entirely in French.  To be followed by FREN 120.\n", + "FREN 110 Elementary and Intermediate French I. Julien Neel. Intensive training and practice in all the language skills, with an initial emphasis on listening and speaking. Emphasis on communicative proficiency, self-expression, and cultural insights. Extensive use of audio and video material. Conducted entirely in French.  To be followed by FREN 120.\n", + "FREN 110 Elementary and Intermediate French I. Nam Nguyen. Intensive training and practice in all the language skills, with an initial emphasis on listening and speaking. Emphasis on communicative proficiency, self-expression, and cultural insights. Extensive use of audio and video material. Conducted entirely in French.  To be followed by FREN 120.\n", + "FREN 110 Elementary and Intermediate French I. Matuku Ngame. Intensive training and practice in all the language skills, with an initial emphasis on listening and speaking. Emphasis on communicative proficiency, self-expression, and cultural insights. Extensive use of audio and video material. Conducted entirely in French.  To be followed by FREN 120.\n", + "FREN 110 Elementary and Intermediate French I. Ali Touilila. Intensive training and practice in all the language skills, with an initial emphasis on listening and speaking. Emphasis on communicative proficiency, self-expression, and cultural insights. Extensive use of audio and video material. Conducted entirely in French.  To be followed by FREN 120.\n", + "FREN 121 Intermediate French. Jessica DeVos. Designed for initiated beginners, this course develops all the language skills with an emphasis on listening and speaking. Activities include role playing, self-expression, and discussion of cultural and literary texts. Emphasis on grammar review and acquisition of vocabulary. Frequent audio and video exercises.\n", + "FREN 121 Intermediate French. Jessica DeVos. Designed for initiated beginners, this course develops all the language skills with an emphasis on listening and speaking. Activities include role playing, self-expression, and discussion of cultural and literary texts. Emphasis on grammar review and acquisition of vocabulary. Frequent audio and video exercises.\n", + "FREN 125 Intensive Elementary French. Constance Sherak. An accelerated course that covers in one term the material taught in FREN 110 and 120. Practice in all language skills, with emphasis on communicative proficiency. Admits to FREN 145. Conducted entirely in French.\n", + "FREN 130 Intermediate and Advanced French I. Rebecca Benkimoun. The first half of a two-term sequence designed to develop students' proficiency in the four language skill areas. Prepares students for further work in literary, language, and cultural studies, as well as for nonacademic use of French. Oral communication skills, writing practice, vocabulary expansion, and a comprehensive review of fundamental grammatical structures are integrated with the study of short stories, novels, and films. Admits to FREN 140.\n", + "FREN 130 Intermediate and Advanced French I. Jeremy Bingham. The first half of a two-term sequence designed to develop students' proficiency in the four language skill areas. Prepares students for further work in literary, language, and cultural studies, as well as for nonacademic use of French. Oral communication skills, writing practice, vocabulary expansion, and a comprehensive review of fundamental grammatical structures are integrated with the study of short stories, novels, and films. Admits to FREN 140.\n", + "FREN 130 Intermediate and Advanced French I. Ramla Bedoui. The first half of a two-term sequence designed to develop students' proficiency in the four language skill areas. Prepares students for further work in literary, language, and cultural studies, as well as for nonacademic use of French. Oral communication skills, writing practice, vocabulary expansion, and a comprehensive review of fundamental grammatical structures are integrated with the study of short stories, novels, and films. Admits to FREN 140.\n", + "FREN 130 Intermediate and Advanced French I. Xinyu Guan. The first half of a two-term sequence designed to develop students' proficiency in the four language skill areas. Prepares students for further work in literary, language, and cultural studies, as well as for nonacademic use of French. Oral communication skills, writing practice, vocabulary expansion, and a comprehensive review of fundamental grammatical structures are integrated with the study of short stories, novels, and films. Admits to FREN 140.\n", + "FREN 130 Intermediate and Advanced French I. Ramla Bedoui. The first half of a two-term sequence designed to develop students' proficiency in the four language skill areas. Prepares students for further work in literary, language, and cultural studies, as well as for nonacademic use of French. Oral communication skills, writing practice, vocabulary expansion, and a comprehensive review of fundamental grammatical structures are integrated with the study of short stories, novels, and films. Admits to FREN 140.\n", + "FREN 140 Intermediate and Advanced French II. Mourad Boumlik. The second half of a two-term sequence designed to develop students' proficiency in the four language skill areas. Introduction of more complex grammatical structures. Films and other authentic media accompany literary readings from throughout the francophone world, culminating with the reading of a longer novel and in-class presentation of student research projects. Admits to FREN 150.\n", + "FREN 140 Intermediate and Advanced French II. Soumia Koundi. The second half of a two-term sequence designed to develop students' proficiency in the four language skill areas. Introduction of more complex grammatical structures. Films and other authentic media accompany literary readings from throughout the francophone world, culminating with the reading of a longer novel and in-class presentation of student research projects. Admits to FREN 150.\n", + "FREN 140 Intermediate and Advanced French II. Mourad Boumlik. The second half of a two-term sequence designed to develop students' proficiency in the four language skill areas. Introduction of more complex grammatical structures. Films and other authentic media accompany literary readings from throughout the francophone world, culminating with the reading of a longer novel and in-class presentation of student research projects. Admits to FREN 150.\n", + "FREN 140 Intermediate and Advanced French II. Soumia Koundi. The second half of a two-term sequence designed to develop students' proficiency in the four language skill areas. Introduction of more complex grammatical structures. Films and other authentic media accompany literary readings from throughout the francophone world, culminating with the reading of a longer novel and in-class presentation of student research projects. Admits to FREN 150.\n", + "FREN 150 Advanced Language Practice. Ramla Bedoui. An advanced language course intended to improve students' comprehension of spoken and written French as well as their speaking and writing skills. Modern fiction and nonfiction texts familiarize students with idiomatic French. Special attention to grammar review and vocabulary acquisition.\n", + "FREN 150 Advanced Language Practice. Francoise Schneider. An advanced language course intended to improve students' comprehension of spoken and written French as well as their speaking and writing skills. Modern fiction and nonfiction texts familiarize students with idiomatic French. Special attention to grammar review and vocabulary acquisition.\n", + "FREN 150 Advanced Language Practice. Francoise Schneider. An advanced language course intended to improve students' comprehension of spoken and written French as well as their speaking and writing skills. Modern fiction and nonfiction texts familiarize students with idiomatic French. Special attention to grammar review and vocabulary acquisition.\n", + "FREN 160 Advanced Conversation Through Culture, Film, and Media. Lauren Pinzka. Intensive oral practice designed to further skills in listening comprehension, speaking, and reading through the use of videos, films, fiction, and articles. Emphasis on contemporary French and francophone cultures.\n", + "FREN 160 Advanced Conversation Through Culture, Film, and Media. Lauren Pinzka. Intensive oral practice designed to further skills in listening comprehension, speaking, and reading through the use of videos, films, fiction, and articles. Emphasis on contemporary French and francophone cultures.\n", + "FREN 170 Introduction to Literatures in French. Introduction to close reading and analysis of literary texts written in French. Works by authors such as Marie de France, Molière, Balzac, Hugo, Baudelaire, Duras, Proust, and Genet.  Please note the syllabus is different for each section.  Each syllabus can be found on the syllabus tab of the section course resources in Yale Course Search.\n", + "FREN 170 Introduction to Literatures in French. Leo Tertrain. Introduction to close reading and analysis of literary texts written in French. Works by authors such as Marie de France, Molière, Balzac, Hugo, Baudelaire, Duras, Proust, and Genet.  Please note the syllabus is different for each section.  Each syllabus can be found on the syllabus tab of the section course resources in Yale Course Search.\n", + "FREN 183 Medical French: Conversation and Culture. Leo Tertrain. An advanced language course emphasizing verbal communication and culture. Designed to introduce students to historical and contemporary specificities of various Francophone medical environments, and to foster the acquisition of vocabulary related to these environments. Discussions, papers, and oral presentations, with a focus on ethical, economic, legal, political, semiological, and artistic questions. Topics such as public health policies, epidemics, medicine in Francophone Africa, humanitarian NGOs, assisted reproductive technologies, end-of-life care, and organ donation are explored through films, documentaries, graphic novels, a literary text, an autobiographical narrative, and articles. Conducted entirely in French.\n", + "FREN 191 Literary Translation: History and Theory in Practice. Nichole Gleisner. An introduction to the practice and theory of literary translation, conducted in workshop format. Stress on close reading, with emphasis initially on grammatical structures and vocabulary, subsequently on stylistics and aesthetics. Translation as a means to understand and communicate cultural difference in the case of French, African, Caribbean, and Québécois authors. Texts by Benjamin, Beckett, Borges, Steiner, and others.\n", + "FREN 216 The Multicultural Middle Ages. Ardis Butterfield, Marcel Elias. Introduction to medieval English literature and culture in its European and Mediterranean context, before it became monolingual, canonical, or author-bound. Genres include travel writing, epic, dream visions, mysticism, the lyric, and autobiography, from the Crusades to the Hundred Years War, from the troubadours to Dante, from the Chanson de Roland to Chaucer. Formerly ENGL 189.\n", + "FREN 216 The Multicultural Middle Ages: Multicultural Middle Ages (WR). Introduction to medieval English literature and culture in its European and Mediterranean context, before it became monolingual, canonical, or author-bound. Genres include travel writing, epic, dream visions, mysticism, the lyric, and autobiography, from the Crusades to the Hundred Years War, from the troubadours to Dante, from the Chanson de Roland to Chaucer. Formerly ENGL 189.\n", + "FREN 216 The Multicultural Middle Ages: Multicultural Middle Ages (WR). Introduction to medieval English literature and culture in its European and Mediterranean context, before it became monolingual, canonical, or author-bound. Genres include travel writing, epic, dream visions, mysticism, the lyric, and autobiography, from the Crusades to the Hundred Years War, from the troubadours to Dante, from the Chanson de Roland to Chaucer. Formerly ENGL 189.\n", + "FREN 216 The Multicultural Middle Ages: Multicultural Middle Ages (WR). Introduction to medieval English literature and culture in its European and Mediterranean context, before it became monolingual, canonical, or author-bound. Genres include travel writing, epic, dream visions, mysticism, the lyric, and autobiography, from the Crusades to the Hundred Years War, from the troubadours to Dante, from the Chanson de Roland to Chaucer. Formerly ENGL 189.\n", + "FREN 233 Novels of the Twenty-First Century. Morgane Cadieu. Exploration of twenty-first-century novels by Bernheim, Bouraoui, Darrieussecq, Garréta, NDiaye, Modiano, Pireyre, and Volodine. Emphasis on new literary movements and genres as well as on literary life (media, prizes, publishing houses, literary quarrels, digitalization). Topics of the novels include: description of urban and rural settings; memory, war, and migrations; queer and postcolonial subjectivities; ecology; global France and world-literature. Students will be invited to select and read a novel of their choice from the Fall 2023 list of new releases. Conducted in French.\n", + "FREN 321 Corneille and Racine: Passions and Politics on the French Classical Stage. Pierre Saint-Amand. This course consists of close readings of the major political tragedies of the classical period, from the famous dueling playwrights, Pierre Corneille and Jean Racine. We consider how the language of passions intersects with the language of politics, the dialectics of desire and violence, of Hero and State. Study of the recurring major passions: love, jealousy, hate, and how they are dealt with, sometimes repaired. We extend our study to the religious plays by the respective authors.\n", + "FREN 330 The World of Victor Hugo's \"Les Misérables\". Maurice Samuels. Considered one of the greatest novels of all time, Victor Hugo's Les Misérables (1862) offers more than a thrilling story, unforgettable characters, and powerful writing. It offers a window into history. Working from a new translation, this seminar studies Hugo's epic masterpiece in all its unabridged glory, but also uses it as a lens to explore the world of nineteenth-century France—including issues such as the criminal justice system, religion, poverty, social welfare, war, prostitution, industrialization, and revolution. Students gain the tools to work both as close readers and as cultural historians in order to illuminate the ways in which Hugo's text intersects with its context. Attention is also paid to famous stage and screen adaptations of the novel: what do they get right and what do they get wrong? Taught in English, no knowledge of French is required.\n", + "FREN 340 Paul Celan. Thomas Connolly. An undergraduate seminar in English exploring the life and work of Paul Celan (1920-1970), survivor of the Shoah, and one of the foremost European poets of the second half of the twentieth century. We will read from his early poems in both Romanian and German, and his published collections including Der Sand aus den Urnen, Mohn und Gedächtnis, Von Schelle zu Schelle, Sprachgitter, Die Niemandsrose, Atemwende, Fadensonnen, Lichtzwang, and Schneepart. We will also read from his rare pieces in prose and his correspondence with family, friends, and other intellectuals and poets including Bachmann, Sachs, Heidegger, Char, du Bouchet, Michaux, Ungaretti. A special focus on his poetic translations from French, but also Russian, English, American, Italian, Romanian, Portuguese, and Hebrew. Critical readings draw from Szondi, Adorno, Derrida, Agamben, and others. Readings in English translation or in the original languages, as the student desires. Discussions in English.\n", + "FREN 368 Reasoning with Voltaire. Pierre Saint-Amand. An investigation of the French Enlightenment through its principal representative philosopher, Voltaire. An examination of Voltaire's preoccupations, including philosophy, religion, tolerance, freedom, and human rights. Readings include Voltaire's contes, major plays, entries from the Dictionnaire philosophique, treatises, and pamphlets. Conducted entirely in French.\n", + "FREN 378 Zombies, Witches, Goddesses: Disorderly Women in Francophone Fiction. Kaiama Glover. This course explores configurations of the feminine as a force of disorder in prose fiction works of the 20th-century French- and Creole-speaking Americas. How do certain kinds of women characters reflect the troubling realities of the communities in which they are embedded? What alternative modes of being might these women’s non– or even anticommunal practices of freedom suggest? How are matters of the erotic, the spiritual, and the maternal implicated in Caribbean women’s relationships to their communities? Through slow and careful readings of literary fiction and critical theory, we examine the ‘troubling’ heroines presented in prose fiction works by francophone Caribbean authors of both genders, considering the thematic intersections and common formal strategies that emerge in their writing. We consider in particular the symbolic value of the ‘zombie,’ the ‘witch,’ the ‘goddess,’ and other provocative characters as so many reflections on–and of–social phenomena that mark the region and its history.\n", + "FREN 403 Proust Interpretations: Reading Remembrance of Things Past. A close reading (in English) of Marcel Proust’s masterpiece, Remembrance of Things Past, with emphasis upon major themes: time and memory, desire and jealousy, social life and artistic experience, sexual identity and personal authenticity, class and nation. Portions from Swann’s Way, Within a Budding Grove, Cities of the Plain, Time Regained considered from biographical, psychological/psychoanalytic, gender, sociological, historical, and philosophical perspectives.\n", + "FREN 404 Inventories and Inventions: \"Cabinets de curiosité\" and the Writing of Singularity. Dominique Brancher. A seminar on \"cabinets de curiosités\" and the stories told about the objects they contain, whether real or invented. We pay close attention to catalogues, as modes of exhibition in their own right, as products of a collection, as well as vectors for the dissemination of a given collection of objects. We see how the catalogue is a textual crossroads, able to absorb, integrate, and sometimes correct developments in scholarly or travel writing. The catalogue is often also the pre-text to parodic or fictional forms. For example, some might claim to present imaginary collections. Others present themselves as real catalogs while exhibiting the signs of fabrication. Catalogues include \"Le Cabinet de M. de Scudéry\" (1646), \"Musaeum clausum\" or \"Bibliotheca abscondita\" by Thomas Browne (1684), and the fictitious catalogue included in Francis Bacon's \"La Nouvelle Atlantide\" (1627). This course includes readings in relevant critical and theoretical literature, as well as visits to museums and libraries in New Haven. Readings and discussions in French.\n", + "FREN 416 Social Mobility and Migration. Morgane Cadieu. The seminar examines the representation of upward mobility, social demotion, and interclass encounters in contemporary French literature and cinema, with an emphasis on the interaction between social class and literary style. Topics include emancipation and determinism; inequality, precarity, and class struggle; social mobility and migration; the intersectionality of class, race, gender, and sexuality; labor and the workplace; homecomings; mixed couples; and adoption. Works by Nobel Prize winner Annie Ernaux and her peers (Éribon, Gay, Harchi, Linhart, Louis, NDiaye, Taïa). Films by Cantet, Chou, and Diop. Theoretical excerpts by Berlant, Bourdieu, and Rancière. Students will have the option to put the French corpus in dialogue with the literature of other countries. Conducted in French.\n", + "FREN 423 Interpretations: Simone Weil. Greg Ellermann. Intensive study of the life and work of Simone Weil, one of the twentieth century’s most important thinkers. We read the iconic works that shaped Weil’s posthumous reputation as \"the patron saint of all outsiders,\" including the mystical aphorisms Gravity and Grace and the utopian program for a new Europe The Need for Roots. But we also examine in detail the lesser-known writings Weil published in her lifetime–writings that powerfully intervene in some of the most pressing debates of her day. Reading Weil alongside contemporaries such as Trotsky, Heidegger, Arendt, Levinas, and Césaire, we see how her thought engages key philosophical, ethical, and aesthetic problems of the twentieth century: the relation between dictatorship and democracy; empire and the critique of colonialism; the ethics of attention and affliction; modern science, technology, and the human point of view; the responsibility of the writer in times of war; beauty and the possibility of transcendence; the practice of philosophy as a way of life.\n", + "FREN 470 Special Tutorial for Juniors and Seniors. Morgane Cadieu. Special projects set up by the student in an area of individual interest with the help of a faculty adviser and the director of undergraduate studies. Intended to enable the student to cover material not offered by the department. The project must terminate with at least a term paper or its equivalent and must have the approval of the director of undergraduate studies. Only one term may be offered toward the major, but two terms may be offered toward the bachelor's degree. For additional information, consult the director of undergraduate studies.\n", + "FREN 481 Racial Republic: African Diasporic Literature and Culture in Postcolonial France. Fadila Habchi. This is an interdisciplinary seminar on French cultural history from the 1930s to the present. We focus on issues concerning race and gender in the context of colonialism, postcolonialism, and migration. The course investigates how the silencing of colonial history has been made possible culturally and ideologically, and how this silencing has in turn been central to the reorganizing of French culture and society from the period of decolonization to the present. We ask how racial regimes and spaces have been constructed in French colonial discourses and how these constructions have evolved in postcolonial France. We examine postcolonial African diasporic literary writings, films, and other cultural productions that have explored the complex relations between race, colonialism, historical silences, republican universalism, and color-blindness. Topics include the 1931 Colonial Exposition, Black Paris, decolonization, universalism, the Trente Glorieuses, the Paris massacre of 1961, anti-racist movements, the \"beur\" author, memory, the 2005 riots, and contemporary afro-feminist and decolonial movements.\n", + "FREN 491 The Senior Essay. Morgane Cadieu. A one-term research project completed under the direction of a ladder faculty member in the Department of French and resulting in a substantial paper in French or English. For additional information, consult the director of undergraduate studies.\n", + "FREN 492 The Senior Essay—Translation Track. Morgane Cadieu. A one-term research project completed under the direction of a ladder faculty member in the Department of French and resulting in a substantial translation (roughly 30 pages) from French to English, with a critical introduction of a length to be determined by the student in consultation with the advising ladder faculty member. Materials submitted for the translation track cannot be the same as the materials submitted for the translation courses. For additional information, consult the director of undergraduate studies.\n", + "FREN 493 The Senior Essay in the Intensive Major. Morgane Cadieu. A yearlong research project completed under the direction of a ladder faculty member in the Department of French and resulting in a paper of considerable length, in French or English. For additional information, consult the director of undergraduate studies.\n", + "FREN 495 The Senior Essay in the Intensive Major—Translation Track. Morgane Cadieu. First term of a yearlong research project completed under the direction of a ladder faculty member in the Department of French and resulting in a translation of considerable length (roughly 60 pages), from French to English, with a critical introduction of a length to be determined by the student in consultation with the advising ladder faculty member. Materials submitted for the translation track cannot be the same as the materials submitted for the translation courses. For additional information, consult the director of undergraduate studies.\n", + "FREN 610 Old French. R Howard Bloch. An introduction to the Old French language, medieval book culture, and the prose romance via study of manuscript Yale Beinecke 229, The Death of King Arthur, along with a book of grammar and an Old French dictionary. Primary and secondary materials are available on DVD. Work consists of a weekly in-class translation and a final exam comprised of a sight translation passage, a familiar passage from Yale 229, and a take-home essay.\n", + "FREN 700 Readings in Modern European Cultural History. Carolyn Dean. This course covers readings in European cultural history from 1789 to the present, with a focus on Western Europe.\n", + "FREN 841 Plant, Animal, Man: The Necessary “Art of Conference”. Dominique Brancher. This seminar examines the relationships between three terms: man, animal, and plant. Cultural history has long privileged the man-animal dyad. We try to understand how in early modern Europe discursive representations, sensitive to the dynamic interactions between these three communities, have built a shared history. We are brought back to the etymology of the term \"ecology\": these three areas of life interact in the same medium, oikos, that can be physical as well as textual. Our investigation thus attempts to sketch an archaeology of Western thought on life, the challenge being to reconstitute a forgotten model of reflection on the community between humanity and other forms of life. Readings in a multidisciplinary corpus that includes medical, legal, and theological productions; agronomic and hunting literature; herbaria; natural history books (Belon, Rondelet, Aldrovandi); travel accounts (Jean de Léry, Thevet); poetry (Ronsard, Baïf, Madeleine and Catherine des Roches); fiction (Alberti, Rostand, Sorel); autobiographical texts (Montaigne, Agrippa d’Aubigné); treatises (Du Bellay, Henri Estienne). Conducted in French.\n", + "FREN 875 Psychoanalysis: Key Conceptual Differences between Freud and Lacan I. Moira Fradinger. This is the first section of a year-long seminar (second section: CPLT 914) designed to introduce the discipline of psychoanalysis through primary sources, mainly from the Freudian and Lacanian corpuses but including late twentieth-century commentators and contemporary interdisciplinary conversations. We rigorously examine key psychoanalytic concepts that students have heard about but never had the chance to study. Students gain proficiency in what has been called \"the language of psychoanalysis,\" as well as tools for critical practice in disciplines such as literary criticism, political theory, film studies, gender studies, theory of ideology, psychology medical humanities, etc. We study concepts such as the unconscious, identification, the drive, repetition, the imaginary, fantasy, the symbolic, the real, and jouissance. A central goal of the seminar is to disambiguate Freud's corpus from Lacan's reinvention of it. We do not come to the \"rescue\" of Freud. We revisit essays that are relevant for contemporary conversations within the international psychoanalytic community. We include only a handful of materials from the Anglophone schools of psychoanalysis developed in England and the US. This section pays special attention to Freud's \"three\" (the ego, superego, and id) in comparison to Lacan's \"three\" (the imaginary, the symbolic, and the real). CPLT 914 devotes, depending on the interests expressed by the group, the last six weeks to special psychoanalytic topics such as sexuation, perversion, psychosis, anti-asylum movements, conversations between psychoanalysis and neurosciences and artificial intelligence, the current pharmacological model of mental health, and/or to specific uses of psychoanalysis in disciplines such as film theory, political philosophy, and the critique of ideology. Apart from Freud and Lacan, we will read work by Georges Canguilhem, Roman Jakobson, Victor Tausk, Émile Benveniste, Valentin Volosinov, Guy Le Gaufey, Jean Laplanche, Étienne Balibar, Roberto Esposito, Wilfred Bion, Félix Guattari, Markos Zafiropoulos, Franco Bifo Berardi, Barbara Cassin, Renata Salecl, Maurice Godelier, Alenka Zupančič, Juliet Mitchell, Jacqueline Rose, Norbert Wiener, Alan Turing, Eric Kandel, and Lera Boroditsky among others. No previous knowledge of psychoanalysis is needed. Starting out from basic questions, we study how psychoanalysis, arguably, changed the way we think of human subjectivity. Graduate students from all departments and schools on campus are welcome. The final assignment is due by the end of the spring term and need not necessarily take the form of a twenty-page paper. Taught in English. Materials can be provided to cover the linguistic range of the group.\n", + "FREN 880 Le poème en prose. Thomas Connolly. This seminar looks at the development of the poème en prose, from its beginnings as a response to the inadequacy of French verse forms, which were said to lend themselves poorly to the translation of ancient epic, to its emergence as an independent genre. What constitutes a prose poem, and why do we need to distinguish it from prose, poetry, and even poetic prose? Readings include work by Fénelon, Parny, Baudelaire, Bertrand, Rimbaud, Laforgue, Nerval, Mallarmé, Jacob, Michaux, Ponge, and Char, as well as Hölderlin, Poe, and Rilke.\n", + "FREN 945 Introduction to Digital Humanities I: Architectures of Knowledge. Alexander Gil Fuentes. The cultural record of humanity is undergoing a massive and epochal transformation into shared analog and digital realities. While we are vaguely familiar with the history and realities of the analog record—libraries, archives, historical artifacts—the digital cultural record remains largely unexamined and relatively mysterious to humanities scholars. In this course students are introduced to the broad field of digital humanities, theory and practice, through a stepwise exploration of the new architectures and genres of scholarly and humanistic production and reproduction in the twenty-first century. The course combines a seminar, preceded by a brief lecture, and a digital studio. Every week we move through our discussions in tandem with hands-on exercises that serve to illuminate our readings and help students gain a measure of computational proficiency useful in humanities scholarship. Students learn about the basics of plain text, file and operating systems, data structures and internet infrastructure. Students also learn to understand, produce, and evaluate a few popular genres of digital humanities, including, digital editions of literary or historical texts, collections and exhibits of primary sources and interactive maps. Finally, and perhaps the most important lesson of the term, students learn to collaborate with each other on a common research project. No prior experience is required.\n", + "FREN 958 Social Mobility and Migration. Morgane Cadieu. The seminar examines the representation of upward mobility, social demotion, and interclass encounters in contemporary French literature and cinema, with an emphasis on the interaction between social class and literary style. Topics include emancipation and determinism; inequality, precarity, and class struggle; social mobility and migration; the intersectionality of class, race, gender, and sexuality; labor and the workplace; homecomings; mixed couples; and adoption. Works by Nobel Prize winner Annie Ernaux and her peers (Éribon, Gay, Harchi, Linhart, Louis, NDiaye, Taïa). Films by Cantet, Chou, and Diop. Theoretical excerpts by Berlant, Bourdieu, and Rancière. Students have the option to put the French corpus in dialogue with the literature of other countries. Conducted in French.\n", + "FREN 970 Directed Reading. Jill Jarvis. By arrangement with faculty.\n", + "FREN 971 Independent Research. Jill Jarvis. \n", + "GENE 555 Unsupervised Learning for Big Data. This course focuses on machine-learning methods well-suited to tackling problems associated with analyzing high-dimensional, high-throughput noisy data including: manifold learning, graph signal processing, nonlinear dimensionality reduction, clustering, and information theory. Though the class goes over some biomedical applications, such methods can be applied in any field.\n", + "GENE 555 Unsupervised Learning for Big Data. This course focuses on machine-learning methods well-suited to tackling problems associated with analyzing high-dimensional, high-throughput noisy data including: manifold learning, graph signal processing, nonlinear dimensionality reduction, clustering, and information theory. Though the class goes over some biomedical applications, such methods can be applied in any field.\n", + "GENE 625 Basic Concepts of Genetic Analysis. Jun Lu. The universal principles of genetic analysis in eukaryotes are discussed in lectures. Students also read a small selection of primary papers illustrating the very best of genetic analysis and dissect them in detail in the discussion sections. While other Yale graduate molecular genetics courses emphasize molecular biology, this course focuses on the concepts and logic underlying modern genetic analysis.\n", + "GENE 655 Stem Cells: Biology and Application. In-Hyun Park. This course is designed for first-year or second-year students to learn the fundamentals of stem cell biology and to gain familiarity with current research in the field. The course is presented in a lecture and discussion format based on primary literature. Topics include stem cell concepts, methodologies for stem cell research, embryonic stem cells, adult stem cells, cloning and stem cell reprogramming, and clinical applications of stem cell research.\n", + "GENE 655 Stem Cells: Biology and Application. In-Hyun Park. This course is designed for first-year or second-year students to learn the fundamentals of stem cell biology and to gain familiarity with current research in the field. The course is presented in a lecture and discussion format based on primary literature. Topics include stem cell concepts, methodologies for stem cell research, embryonic stem cells, adult stem cells, cloning and stem cell reprogramming, and clinical applications of stem cell research.\n", + "GENE 675 Graduate Student Seminar: Critical Analysis and Presentation of Scientific Literature. Siyuan Wang, Trevor Sorrells. Students gain experience in preparing and delivering seminars and in discussing presentations by other students. A variety of topics in molecular, cellular, developmental, and population genetics are covered. Required of all second-year students in Genetics. Graded Satisfactory/Unsatisfactory.\n", + "GENE 680 Advanced Topics in Neurogenomics. Kristen Brennand, Laura Huckins. This course focuses on the rapidly changing field of functional genomics of psychiatric disease, centered on validations using human cell-based models. It is designed for students who already have basic knowledge of neuroscience and human genetics.\n", + "GENE 900 Research Skills and Ethics I. Patrick Lusk. This course consists of a weekly seminar that covers ethics, writing, and research methods in cellular and molecular biology as well as student presentations (\"rotation talks\") of work completed in the first and second laboratory rotations.\n", + "GENE 901 Research Skills and Ethics II. This course consists of a weekly seminar that covers ethics, writing, and research methods in cellular and molecular biology as well as student presentations (\"rotation talks\") of work completed in the third laboratory rotation.\n", + "GENE 911 First Laboratory Rotation. Chenxiang Lin. First laboratory rotation for Molecular Cell Biology, Genetics, and Development (MCGD) and Plant Molecular Biology (PMB) track students.\n", + "GENE 912 Second Laboratory Rotation. Second laboratory rotation for Molecular Cell Biology, Genetics, and Development (MCGD) and Plant Molecular Biology (PMB) track students.\n", + "GLBL 121 Applied Quantitative Analysis. Justin Thomas. This course is an introduction to statistics and their application in public policy and global affairs research. Throughout the term we cover issues related to data collection (including surveys, sampling, and weighted data), data description (graphical and numerical techniques for summarizing data), probability and probability distributions, confidence intervals, hypothesis testing, measures of association, and regression analysis.\n", + "GLBL 121 Applied Quantitative Analysis. This course is an introduction to statistics and their application in public policy and global affairs research. Throughout the term we cover issues related to data collection (including surveys, sampling, and weighted data), data description (graphical and numerical techniques for summarizing data), probability and probability distributions, confidence intervals, hypothesis testing, measures of association, and regression analysis.\n", + "GLBL 121 Applied Quantitative Analysis. This course is an introduction to statistics and their application in public policy and global affairs research. Throughout the term we cover issues related to data collection (including surveys, sampling, and weighted data), data description (graphical and numerical techniques for summarizing data), probability and probability distributions, confidence intervals, hypothesis testing, measures of association, and regression analysis.\n", + "GLBL 121 Applied Quantitative Analysis. This course is an introduction to statistics and their application in public policy and global affairs research. Throughout the term we cover issues related to data collection (including surveys, sampling, and weighted data), data description (graphical and numerical techniques for summarizing data), probability and probability distributions, confidence intervals, hypothesis testing, measures of association, and regression analysis.\n", + "GLBL 121 Applied Quantitative Analysis. This course is an introduction to statistics and their application in public policy and global affairs research. Throughout the term we cover issues related to data collection (including surveys, sampling, and weighted data), data description (graphical and numerical techniques for summarizing data), probability and probability distributions, confidence intervals, hypothesis testing, measures of association, and regression analysis.\n", + "GLBL 121 Applied Quantitative Analysis. This course is an introduction to statistics and their application in public policy and global affairs research. Throughout the term we cover issues related to data collection (including surveys, sampling, and weighted data), data description (graphical and numerical techniques for summarizing data), probability and probability distributions, confidence intervals, hypothesis testing, measures of association, and regression analysis.\n", + "GLBL 159 Game Theory. Benjamin Polak. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "GLBL 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "GLBL 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "GLBL 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "GLBL 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "GLBL 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "GLBL 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "GLBL 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "GLBL 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "GLBL 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "GLBL 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "GLBL 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "GLBL 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "GLBL 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "GLBL 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "GLBL 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "GLBL 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "GLBL 159 Game Theory. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "GLBL 201 Origins of U.S. Global Power. David Engerman. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "GLBL 201 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "GLBL 201 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "GLBL 201 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "GLBL 201 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "GLBL 201 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "GLBL 201 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "GLBL 201 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "GLBL 201 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "GLBL 201 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "GLBL 201 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "GLBL 201 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "GLBL 203 Globalization and Domestic Politics. Examination of the political and institutional conditions that explain why some politicians and interest groups (e.g. lobbies, unions, voters, NGOs) prevail over others in crafting foreign policy. Consideration of traditional global economic exchange (trade, monetary policy and finance) as well as new topics in the international political economy (IPE), such as migration and environmental policy.\n", + "GLBL 203 Globalization and Domestic Politics. Examination of the political and institutional conditions that explain why some politicians and interest groups (e.g. lobbies, unions, voters, NGOs) prevail over others in crafting foreign policy. Consideration of traditional global economic exchange (trade, monetary policy and finance) as well as new topics in the international political economy (IPE), such as migration and environmental policy.\n", + "GLBL 207 The World Circa 2000. Daniel Magaziner, Samuel Moyn. The World Circa 2000 is a global history of the present since ~ 1960. The course moves thematically to consider topics including, decolonization and nation building in the global south, crises of nationalism and recurrent authoritarianism, the politics of aid, humanitarianism and neo-liberalism, technophilia, environmentalism and networked societies, climate change and ‘free trade,’ new religious fundamentalisms and imagined solidarities, celebrity, individuality, and consumerism in China, the United States, and beyond.\n", + "GLBL 207 The World Circa 2000. The World Circa 2000 is a global history of the present since ~ 1960. The course moves thematically to consider topics including, decolonization and nation building in the global south, crises of nationalism and recurrent authoritarianism, the politics of aid, humanitarianism and neo-liberalism, technophilia, environmentalism and networked societies, climate change and ‘free trade,’ new religious fundamentalisms and imagined solidarities, celebrity, individuality, and consumerism in China, the United States, and beyond.\n", + "GLBL 207 The World Circa 2000. The World Circa 2000 is a global history of the present since ~ 1960. The course moves thematically to consider topics including, decolonization and nation building in the global south, crises of nationalism and recurrent authoritarianism, the politics of aid, humanitarianism and neo-liberalism, technophilia, environmentalism and networked societies, climate change and ‘free trade,’ new religious fundamentalisms and imagined solidarities, celebrity, individuality, and consumerism in China, the United States, and beyond.\n", + "GLBL 207 The World Circa 2000. The World Circa 2000 is a global history of the present since ~ 1960. The course moves thematically to consider topics including, decolonization and nation building in the global south, crises of nationalism and recurrent authoritarianism, the politics of aid, humanitarianism and neo-liberalism, technophilia, environmentalism and networked societies, climate change and ‘free trade,’ new religious fundamentalisms and imagined solidarities, celebrity, individuality, and consumerism in China, the United States, and beyond.\n", + "GLBL 207 The World Circa 2000. The World Circa 2000 is a global history of the present since ~ 1960. The course moves thematically to consider topics including, decolonization and nation building in the global south, crises of nationalism and recurrent authoritarianism, the politics of aid, humanitarianism and neo-liberalism, technophilia, environmentalism and networked societies, climate change and ‘free trade,’ new religious fundamentalisms and imagined solidarities, celebrity, individuality, and consumerism in China, the United States, and beyond.\n", + "GLBL 207 The World Circa 2000. The World Circa 2000 is a global history of the present since ~ 1960. The course moves thematically to consider topics including, decolonization and nation building in the global south, crises of nationalism and recurrent authoritarianism, the politics of aid, humanitarianism and neo-liberalism, technophilia, environmentalism and networked societies, climate change and ‘free trade,’ new religious fundamentalisms and imagined solidarities, celebrity, individuality, and consumerism in China, the United States, and beyond.\n", + "GLBL 207 The World Circa 2000. The World Circa 2000 is a global history of the present since ~ 1960. The course moves thematically to consider topics including, decolonization and nation building in the global south, crises of nationalism and recurrent authoritarianism, the politics of aid, humanitarianism and neo-liberalism, technophilia, environmentalism and networked societies, climate change and ‘free trade,’ new religious fundamentalisms and imagined solidarities, celebrity, individuality, and consumerism in China, the United States, and beyond.\n", + "GLBL 207 The World Circa 2000. The World Circa 2000 is a global history of the present since ~ 1960. The course moves thematically to consider topics including, decolonization and nation building in the global south, crises of nationalism and recurrent authoritarianism, the politics of aid, humanitarianism and neo-liberalism, technophilia, environmentalism and networked societies, climate change and ‘free trade,’ new religious fundamentalisms and imagined solidarities, celebrity, individuality, and consumerism in China, the United States, and beyond.\n", + "GLBL 207 The World Circa 2000. The World Circa 2000 is a global history of the present since ~ 1960. The course moves thematically to consider topics including, decolonization and nation building in the global south, crises of nationalism and recurrent authoritarianism, the politics of aid, humanitarianism and neo-liberalism, technophilia, environmentalism and networked societies, climate change and ‘free trade,’ new religious fundamentalisms and imagined solidarities, celebrity, individuality, and consumerism in China, the United States, and beyond.\n", + "GLBL 207 The World Circa 2000. The World Circa 2000 is a global history of the present since ~ 1960. The course moves thematically to consider topics including, decolonization and nation building in the global south, crises of nationalism and recurrent authoritarianism, the politics of aid, humanitarianism and neo-liberalism, technophilia, environmentalism and networked societies, climate change and ‘free trade,’ new religious fundamentalisms and imagined solidarities, celebrity, individuality, and consumerism in China, the United States, and beyond.\n", + "GLBL 207 The World Circa 2000. The World Circa 2000 is a global history of the present since ~ 1960. The course moves thematically to consider topics including, decolonization and nation building in the global south, crises of nationalism and recurrent authoritarianism, the politics of aid, humanitarianism and neo-liberalism, technophilia, environmentalism and networked societies, climate change and ‘free trade,’ new religious fundamentalisms and imagined solidarities, celebrity, individuality, and consumerism in China, the United States, and beyond.\n", + "GLBL 210 The State and its Environment. Benjamin Kaplow, Jonathan Wyrtzen. This course engages two core entwined questions: How does the state impact its surroundings and  environment? And, how do these impact the state? The goal of this course is to give students a grounding in an interdisciplinary range of relevant social science literatures that help them think through those questions and how they relate to each other. The course addresses how states interact with and impact their ecological environment, but centers broader questions of how states relate to space, resources, populations, and to the socially constructed patterns of their physical, cultural, and economic environments. In doing so, the course aims to bridge discussions of state politics with political questions of the environment. In broadening the topic from only ecology, the class aims to help students develop a portable lens with which to examine state formation and its past and present impact in a variety of contexts: economic planning, systems of land management, military rule, taxation, and population control.\n", + "GLBL 215 Populism. Paris Aslanidis. Investigation of the populist phenomenon in party systems and the social movement arena. Conceptual, historical, and methodological analyses are supported by comparative assessments of various empirical instances in the US and around the world, from populist politicians such as Donald Trump and Bernie Sanders, to populist social movements such as the Tea Party and Occupy Wall Street.\n", + "GLBL 216 Democracy Promotion and Its Critics. A seminar on the history, justifications, and various forms of democracy promotion—and their controversies. Topics include foreign aid, election observers, gender, international organizations, post-conflict development, revolutions, and authoritarian backlash.\n", + "GLBL 224 Empires and Imperialism Since 1840. Arne Westad. Empire has been a main form of state structure throughout much of human history. Many of the key challenges the world faces today have their origins in imperial structures and policies, from wars and terror to racism and environmental destruction. This seminar looks at the transformation empires and imperialisms went through from the middle part of the nineteenth century and up to today. Our discussions center on how and why imperialisms moved from strategies of territorial occupation and raw exploitation, the \"smash and grab\" version of empire, and on to policies of racial hierarchies, social control and reform, and colonial concepts of civilizational progress, many of which are still with us today. The seminar also covers anti-colonial resistance, revolutionary organizations and ideas, and processes of decolonization.\n", + "GLBL 237 Global Economy. Aleh Tsyvinski. A global view of the world economy and the salient issues in the short and the long run. Economics of crises, fiscal policy, debt, inequality, global imbalances, climate change. The course is based on reading, debating, and applying cutting edge macroeconomic research.\n", + "GLBL 244 The Politics of Fascism. Lauren Young. The subject of this course is fascism: its rise in Europe in the 1930s and deployment during the Second World War as a road map to understanding the resurgence of nationalism and populism in today’s political landscape, both in Europe and the United States. The course begins with an examination of the historic debates around fascism, nationalism, populism, and democracy. It then moves geographically through the 1930s and 1940s in Europe, looking specifically at Weimar Germany, Vichy France, the rise of fascism in England in the 1930s, and how fascist ideology was reflected in Italy’s colonial ambitions during the Abyssinian War. The course examines fascism and the implementation of racial theory and the example of anti-Semitism as an ideological and political tool. It also looks at the emergence of fascism in visual culture. The second part of the seminar turns to fascist ideology and the realities of today’s political world.  We examine the political considerations of building a democratic state, question the compromise between security and the preservation of civil liberties and look at the resurgence of populism and nationalism in Europe and the US. The course concludes by examining the role of globalization in contemporary political discourse.\n", + "GLBL 249 Introduction to Critical Data Studies. Julian Posada, Madiha Tahir. \"Big data\" has become a buzzword these days—but what is data? This course introduces the study of data and data technologies and techniques through a critical, anti-colonial lens with profound attention to the power dynamics that constitute what is today called \"data.\" From the seemingly opaque play of algorithms to artificial intelligence and surveillance systems, to digital media and the culture industries, various systems rely on the storage, transaction, classification, and exploitation of datasets. Data is, in short, both a medium that relies on and reconfigures power. This class discusses methods for the study of data technologies and techniques from multiple interdisciplinary humanities and social science perspectives. Through academic scholarship as well as art and data visualizations, students interrogate: How is data constituted through its entanglements with power? What is the relationship between data and social and material inequality? What methods can we use to study the making of data? How can we envision decolonial data technologies and techniques?\n", + "GLBL 249 Introduction to Critical Data Studies. \"Big data\" has become a buzzword these days—but what is data? This course introduces the study of data and data technologies and techniques through a critical, anti-colonial lens with profound attention to the power dynamics that constitute what is today called \"data.\" From the seemingly opaque play of algorithms to artificial intelligence and surveillance systems, to digital media and the culture industries, various systems rely on the storage, transaction, classification, and exploitation of datasets. Data is, in short, both a medium that relies on and reconfigures power. This class discusses methods for the study of data technologies and techniques from multiple interdisciplinary humanities and social science perspectives. Through academic scholarship as well as art and data visualizations, students interrogate: How is data constituted through its entanglements with power? What is the relationship between data and social and material inequality? What methods can we use to study the making of data? How can we envision decolonial data technologies and techniques?\n", + "GLBL 249 Introduction to Critical Data Studies. \"Big data\" has become a buzzword these days—but what is data? This course introduces the study of data and data technologies and techniques through a critical, anti-colonial lens with profound attention to the power dynamics that constitute what is today called \"data.\" From the seemingly opaque play of algorithms to artificial intelligence and surveillance systems, to digital media and the culture industries, various systems rely on the storage, transaction, classification, and exploitation of datasets. Data is, in short, both a medium that relies on and reconfigures power. This class discusses methods for the study of data technologies and techniques from multiple interdisciplinary humanities and social science perspectives. Through academic scholarship as well as art and data visualizations, students interrogate: How is data constituted through its entanglements with power? What is the relationship between data and social and material inequality? What methods can we use to study the making of data? How can we envision decolonial data technologies and techniques?\n", + "GLBL 249 Introduction to Critical Data Studies. \"Big data\" has become a buzzword these days—but what is data? This course introduces the study of data and data technologies and techniques through a critical, anti-colonial lens with profound attention to the power dynamics that constitute what is today called \"data.\" From the seemingly opaque play of algorithms to artificial intelligence and surveillance systems, to digital media and the culture industries, various systems rely on the storage, transaction, classification, and exploitation of datasets. Data is, in short, both a medium that relies on and reconfigures power. This class discusses methods for the study of data technologies and techniques from multiple interdisciplinary humanities and social science perspectives. Through academic scholarship as well as art and data visualizations, students interrogate: How is data constituted through its entanglements with power? What is the relationship between data and social and material inequality? What methods can we use to study the making of data? How can we envision decolonial data technologies and techniques?\n", + "GLBL 249 Introduction to Critical Data Studies. \"Big data\" has become a buzzword these days—but what is data? This course introduces the study of data and data technologies and techniques through a critical, anti-colonial lens with profound attention to the power dynamics that constitute what is today called \"data.\" From the seemingly opaque play of algorithms to artificial intelligence and surveillance systems, to digital media and the culture industries, various systems rely on the storage, transaction, classification, and exploitation of datasets. Data is, in short, both a medium that relies on and reconfigures power. This class discusses methods for the study of data technologies and techniques from multiple interdisciplinary humanities and social science perspectives. Through academic scholarship as well as art and data visualizations, students interrogate: How is data constituted through its entanglements with power? What is the relationship between data and social and material inequality? What methods can we use to study the making of data? How can we envision decolonial data technologies and techniques?\n", + "GLBL 249 Introduction to Critical Data Studies. \"Big data\" has become a buzzword these days—but what is data? This course introduces the study of data and data technologies and techniques through a critical, anti-colonial lens with profound attention to the power dynamics that constitute what is today called \"data.\" From the seemingly opaque play of algorithms to artificial intelligence and surveillance systems, to digital media and the culture industries, various systems rely on the storage, transaction, classification, and exploitation of datasets. Data is, in short, both a medium that relies on and reconfigures power. This class discusses methods for the study of data technologies and techniques from multiple interdisciplinary humanities and social science perspectives. Through academic scholarship as well as art and data visualizations, students interrogate: How is data constituted through its entanglements with power? What is the relationship between data and social and material inequality? What methods can we use to study the making of data? How can we envision decolonial data technologies and techniques?\n", + "GLBL 249 Introduction to Critical Data Studies. \"Big data\" has become a buzzword these days—but what is data? This course introduces the study of data and data technologies and techniques through a critical, anti-colonial lens with profound attention to the power dynamics that constitute what is today called \"data.\" From the seemingly opaque play of algorithms to artificial intelligence and surveillance systems, to digital media and the culture industries, various systems rely on the storage, transaction, classification, and exploitation of datasets. Data is, in short, both a medium that relies on and reconfigures power. This class discusses methods for the study of data technologies and techniques from multiple interdisciplinary humanities and social science perspectives. Through academic scholarship as well as art and data visualizations, students interrogate: How is data constituted through its entanglements with power? What is the relationship between data and social and material inequality? What methods can we use to study the making of data? How can we envision decolonial data technologies and techniques?\n", + "GLBL 271 Middle East Politics. Exploration of the international politics of the Middle East through a framework of analysis that is partly historical and partly thematic. How the international system, as well as social structures and political economy, shape state behavior. Consideration of Arab nationalism; Islamism; the impact of oil; Cold War politics; conflicts; liberalization; the Arab-spring, and the rise of the Islamic State.\n", + "GLBL 275 Approaches to International Security. James Sundquist. Introduction to major approaches and central topics in the field of international security, with primary focus on the principal man-made threats to human security: the use of violence among and within states, both by state and non-state actors.\n", + "GLBL 275 Approaches to International Security. Introduction to major approaches and central topics in the field of international security, with primary focus on the principal man-made threats to human security: the use of violence among and within states, both by state and non-state actors.\n", + "GLBL 275 Approaches to International Security. Introduction to major approaches and central topics in the field of international security, with primary focus on the principal man-made threats to human security: the use of violence among and within states, both by state and non-state actors.\n", + "GLBL 275 Approaches to International Security. Introduction to major approaches and central topics in the field of international security, with primary focus on the principal man-made threats to human security: the use of violence among and within states, both by state and non-state actors.\n", + "GLBL 275 Approaches to International Security. Introduction to major approaches and central topics in the field of international security, with primary focus on the principal man-made threats to human security: the use of violence among and within states, both by state and non-state actors.\n", + "GLBL 281 Military History of the West since 1500. A study of the military history of the West since 1500, with emphasis on the relationship between armies and navies on the one hand, and technology, economics, geography, and the rise of the modern nation-state on the other. The coming of airpower in its varied manifestations.\n", + "GLBL 281 Military History of the West since 1500. A study of the military history of the West since 1500, with emphasis on the relationship between armies and navies on the one hand, and technology, economics, geography, and the rise of the modern nation-state on the other. The coming of airpower in its varied manifestations.\n", + "GLBL 281 Military History of the West since 1500. A study of the military history of the West since 1500, with emphasis on the relationship between armies and navies on the one hand, and technology, economics, geography, and the rise of the modern nation-state on the other. The coming of airpower in its varied manifestations.\n", + "GLBL 281 Military History of the West since 1500. A study of the military history of the West since 1500, with emphasis on the relationship between armies and navies on the one hand, and technology, economics, geography, and the rise of the modern nation-state on the other. The coming of airpower in its varied manifestations.\n", + "GLBL 281 Military History of the West since 1500. A study of the military history of the West since 1500, with emphasis on the relationship between armies and navies on the one hand, and technology, economics, geography, and the rise of the modern nation-state on the other. The coming of airpower in its varied manifestations.\n", + "GLBL 283 Technology and War. David Allison. A seminar on the interplay between technology and war; an examination of the impact of new technologies on strategy, doctrine, and battlefield outcomes as well as the role of conflict in promoting innovation. Focus on the importance of innovation, the difference between evolutions and revolutions in military affairs, and evaluating the future impact of emerging technologies including autonomous weapons and artificial intelligence.\n", + "GLBL 287 Capitalism and Crisis. Isabela Mares. This course provides an introduction to the study of comparative capitalism. We examine how institutions organizing labor markets, finance and the welfare state differ systematically across advanced industrialized countries and the consequence of these differences for a variety of economic and policy outcomes. These include economic growth, unemployment, levels of inequality and so on. Can we meaningfully talk about a German or Swedish model and if so, what are the main institutional arrangements that differ across these economies? How do institutions in these countries differ from more liberal capitalist economies, such as the United States? In the second part of the course, we examine the responses of different countries to a variety of economic shocks. These include the stagflation crisis of the 1970’s, the slowdown in economic growth, deindustrialization, the rise in unemployment and inequality and the migration crisis. We examine how existing political and economic institutions have shaped the policy trade-offs encountered by different countries and we explain the different political responses taken in response to these crises. During the period between November 14 and November 24, enrollment will be limited to majors. After November 24, registration will be opened to all Yale College students. Please register your interest via the Yale Course Search website.\n", + "GLBL 287 Capitalism and Crisis. This course provides an introduction to the study of comparative capitalism. We examine how institutions organizing labor markets, finance and the welfare state differ systematically across advanced industrialized countries and the consequence of these differences for a variety of economic and policy outcomes. These include economic growth, unemployment, levels of inequality and so on. Can we meaningfully talk about a German or Swedish model and if so, what are the main institutional arrangements that differ across these economies? How do institutions in these countries differ from more liberal capitalist economies, such as the United States? In the second part of the course, we examine the responses of different countries to a variety of economic shocks. These include the stagflation crisis of the 1970’s, the slowdown in economic growth, deindustrialization, the rise in unemployment and inequality and the migration crisis. We examine how existing political and economic institutions have shaped the policy trade-offs encountered by different countries and we explain the different political responses taken in response to these crises. During the period between November 14 and November 24, enrollment will be limited to majors. After November 24, registration will be opened to all Yale College students. Please register your interest via the Yale Course Search website.\n", + "GLBL 287 Capitalism and Crisis. This course provides an introduction to the study of comparative capitalism. We examine how institutions organizing labor markets, finance and the welfare state differ systematically across advanced industrialized countries and the consequence of these differences for a variety of economic and policy outcomes. These include economic growth, unemployment, levels of inequality and so on. Can we meaningfully talk about a German or Swedish model and if so, what are the main institutional arrangements that differ across these economies? How do institutions in these countries differ from more liberal capitalist economies, such as the United States? In the second part of the course, we examine the responses of different countries to a variety of economic shocks. These include the stagflation crisis of the 1970’s, the slowdown in economic growth, deindustrialization, the rise in unemployment and inequality and the migration crisis. We examine how existing political and economic institutions have shaped the policy trade-offs encountered by different countries and we explain the different political responses taken in response to these crises. During the period between November 14 and November 24, enrollment will be limited to majors. After November 24, registration will be opened to all Yale College students. Please register your interest via the Yale Course Search website.\n", + "GLBL 287 Capitalism and Crisis. This course provides an introduction to the study of comparative capitalism. We examine how institutions organizing labor markets, finance and the welfare state differ systematically across advanced industrialized countries and the consequence of these differences for a variety of economic and policy outcomes. These include economic growth, unemployment, levels of inequality and so on. Can we meaningfully talk about a German or Swedish model and if so, what are the main institutional arrangements that differ across these economies? How do institutions in these countries differ from more liberal capitalist economies, such as the United States? In the second part of the course, we examine the responses of different countries to a variety of economic shocks. These include the stagflation crisis of the 1970’s, the slowdown in economic growth, deindustrialization, the rise in unemployment and inequality and the migration crisis. We examine how existing political and economic institutions have shaped the policy trade-offs encountered by different countries and we explain the different political responses taken in response to these crises. During the period between November 14 and November 24, enrollment will be limited to majors. After November 24, registration will be opened to all Yale College students. Please register your interest via the Yale Course Search website.\n", + "GLBL 287 Capitalism and Crisis. This course provides an introduction to the study of comparative capitalism. We examine how institutions organizing labor markets, finance and the welfare state differ systematically across advanced industrialized countries and the consequence of these differences for a variety of economic and policy outcomes. These include economic growth, unemployment, levels of inequality and so on. Can we meaningfully talk about a German or Swedish model and if so, what are the main institutional arrangements that differ across these economies? How do institutions in these countries differ from more liberal capitalist economies, such as the United States? In the second part of the course, we examine the responses of different countries to a variety of economic shocks. These include the stagflation crisis of the 1970’s, the slowdown in economic growth, deindustrialization, the rise in unemployment and inequality and the migration crisis. We examine how existing political and economic institutions have shaped the policy trade-offs encountered by different countries and we explain the different political responses taken in response to these crises. During the period between November 14 and November 24, enrollment will be limited to majors. After November 24, registration will be opened to all Yale College students. Please register your interest via the Yale Course Search website.\n", + "GLBL 287 Capitalism and Crisis. This course provides an introduction to the study of comparative capitalism. We examine how institutions organizing labor markets, finance and the welfare state differ systematically across advanced industrialized countries and the consequence of these differences for a variety of economic and policy outcomes. These include economic growth, unemployment, levels of inequality and so on. Can we meaningfully talk about a German or Swedish model and if so, what are the main institutional arrangements that differ across these economies? How do institutions in these countries differ from more liberal capitalist economies, such as the United States? In the second part of the course, we examine the responses of different countries to a variety of economic shocks. These include the stagflation crisis of the 1970’s, the slowdown in economic growth, deindustrialization, the rise in unemployment and inequality and the migration crisis. We examine how existing political and economic institutions have shaped the policy trade-offs encountered by different countries and we explain the different political responses taken in response to these crises. During the period between November 14 and November 24, enrollment will be limited to majors. After November 24, registration will be opened to all Yale College students. Please register your interest via the Yale Course Search website.\n", + "GLBL 289 War and Peace in Northern Ireland. Examination of theoretical and empirical literature in response to questions about the insurgency and uneasy peace in Northern Ireland following the peace agreement of 1998 which formally ended the three-decade long civil conflict known widely as The Troubles and was often lauded as the most successful of its kind in modern history. Consideration of how both the conflict and the peace have been messier and arguably more divisive than most outside observers realize.\n", + "GLBL 307 Economic Evolution of the Latin American and Caribbean Countries. Ernesto Zedillo. Economic evolution and prospects of the Latin American and Caribbean (LAC) countries. Topics include the period from independence to the 1930s; import substitution and industrialization to the early 1980s; the debt crisis and the \"lost decade\"; reform and disappointment in the late 1980s and the 1990s; exploration of selected episodes in particular countries; and speculations about the future.\n", + "GLBL 308 Central Banking. William English. Introduction to the different roles and responsibilities of modern central banks, including the operation of payments systems, monetary policy, supervision and regulation, and financial stability. Discussion of different ways to structure central banks to best manage their responsibilities.\n", + "GLBL 310 International Finance. Ana Fieler. A study of the implications of increasing integration of the world economy, through international trade, multinational production, and financial markets.  Topics include foreign exchange markets, capital flows, trade and current account imbalances, coordination of monetary and fiscal policy in a global economy, financial crises and their links to sovereign debt crises and currency devaluations.\n", + "GLBL 313 The United Nations on the Ground. Jessica Faieta. This course explores the role and functioning of the United Nations at the country level from the perspective of the three mandates or pillars of the UN Charter. 1) Peace and Security, and in particular the Peace-keeping operations: how do they work? Who decides to send a UN mission to a country? what do they do in each country? 2) Development: How does the UN helps countries achieve the Sustainable Development Goals? Which are the different UN agencies, funds, and programs and how do they work in reducing poverty, advancing gender equality, preventing violence, fighting climate change and protecting the environment or ensuring food security? and 3) Human rights: How does the UN respond to humanitarian crises, such as natural disasters or refugee crisis? What is its role in protecting vulnerable populations such as children, ethnic minorities or indigenous peoples? How does the Organization monitor human rights compliance or helps avoid human rights violations?\n", + "GLBL 315 Economics of the EU. Marnix Amand. The functioning of the economy of the European Union, both from a theoretical perspective (trade theory, monetary union, etc.) and from a practical perspective. Particular emphasis on the recent crises of the last ten years with effort to put these crises in a larger geostrategic context.\n", + "GLBL 319 Human Rights and the Climate Crisis. Daniel Wilkinson. As climate change takes a mounting toll on the lives and livelihoods of people around the globe, reducing greenhouse gas emissions and promoting \"climate resilience\" have become, arguably, the most pressing challenges of our era. This seminar examines the climate crisis through the lens of human rights. How is climate change impacting people’s rights? And how can advocacy for people’s rights contribute to efforts to address climate change? We explore the scientific, political, and legal bases for attributing responsibility for climate impacts to governments and corporations, examine how international human rights norms obligate them to address these impacts, and assess the strategies, tactics, and tools employed by rights advocates to compel them to meet these obligations. More broadly, we consider how the exigencies of the climate crisis could ultimately undermine—or actually strengthen—the international human rights regime. Students are encouraged to question and critique positions taken by a range of climate activists, while simultaneously equipping themselves with the knowledge and analytical tools necessary to advocate effectively for ambitious, rights-respecting climate action.\n", + "GLBL 323 International Politics of the Middle East: Perception and Misperception in Four Crises. Robert Malley. This course examines a series of seminal conflicts or crises in the Middle East, focusing on the assumptions, competing narratives, and misunderstandings that have fueled them. It is not a comprehensive history of the region. Rather, it is an in-depth exploration of key issues that arise from exploring four topics: the Israeli-Palestinian conflict; the U.S. invasion of Iraq; the Syrian civil war; and diplomacy surrounding the Iranian nuclear program. Each case is taught from the perspective of an American diplomatic practitioner and policy-maker, but with an analytic bent, delving into broader issues such as the question of objectivity and bias, the role of the media in foreign policy, the problem of perception and misperception in international diplomacy, and the dilemmas of humanitarian intervention. We balance the perspectives of various state and non-state regional and international actors as we seek to uncover the reasons behind their decision-making and behavior. The focus, in other words, is less on memorizing details of these particular cases than on using the cases to explore these broader issues of international diplomacy.\n", + "GLBL 335 Causes, Consequences, and Policy Implications of Global Economic Inequality. Murray Leibbrandt. By working through a number of influential contemporary texts, we investigate the causes and consequences of economic inequality. Some of the mechanisms include financial markets, credit and savings, health, education, globalization, discrimination, social networks, and political processes. We explore both the theoretical and empirical literature, as well as possible policy interventions. We conclude with country-level case studies.\n", + "GLBL 344 Studies in Grand Strategy II. Arne Westad, Jing Tsu, Michael Brenes. The study of grand strategy, of how individuals and groups can accomplish large ends with limited means. During the fall term, students put into action the ideas studied in the spring term by applying concepts of grand strategy to present day issues. Admission is by application only; the cycle for the current year is closed. This course does not fulfill the history seminar requirement, but may count toward geographical distributional credit within the History major for any region studied, upon application to the director of undergraduate studies.\n", + "GLBL 382 Designing and Reforming Democracy. David Froomkin, Ian Shapiro. What is the best electoral system? Should countries try to limit the number of political parties? Should chief executives be independently elected? Should legislatures have powerful upper chambers? Should courts have the power to strike down democratically enacted laws? These and related questions are taken up in this course. Throughout the semester, we engage in an ongoing dialogue with the Federalist Papers, contrasting the Madisonian constitutional vision with subsequent insights from democratic theory and empirical political science across the democratic world. Where existing practices deviate from what would be best, we also attend to the costs of these sub-optimal systems and types of reforms that would improve them.\n", + "GLBL 388 The Politics of American Foreign Policy. Howard Dean. This seminar addresses the domestic political considerations that have affected American foreign policy in the post-World War II world. The goals of the course are to (1) give historical context to the formation of major existing global governance structures, (2) give students an opportunity to research how major foreign policy decisions in the past were influenced by contemporary political pressure, and (3) assess what effect those pressures have had on today’s global issues. Case studies include, but are not limited to: Truman and the Marshall Plan; Johnson and the Vietnam War; Nixon and the opening of China; Reagan and the collapse of the Soviet Union, George HW Bush and Iraq, Clinton and the Balkans, and Obama and the development of a multipolar foreign policy for a multipolar world.\n", + "GLBL 392 Intelligence, Espionage, and American Foreign Policy. Ted Wittenstein. The discipline, theory, and practice of intelligence; the relationship of intelligence to American foreign policy and national security decision-making. Study of the tools available to analyze international affairs and to communicate that analysis to senior policymakers. Case studies of intelligence successes and failures from World War II to the present.\n", + "GLBL 392 Intelligence, Espionage, and American Foreign Policy. The discipline, theory, and practice of intelligence; the relationship of intelligence to American foreign policy and national security decision-making. Study of the tools available to analyze international affairs and to communicate that analysis to senior policymakers. Case studies of intelligence successes and failures from World War II to the present.\n", + "GLBL 392 Intelligence, Espionage, and American Foreign Policy. The discipline, theory, and practice of intelligence; the relationship of intelligence to American foreign policy and national security decision-making. Study of the tools available to analyze international affairs and to communicate that analysis to senior policymakers. Case studies of intelligence successes and failures from World War II to the present.\n", + "GLBL 392 Intelligence, Espionage, and American Foreign Policy. The discipline, theory, and practice of intelligence; the relationship of intelligence to American foreign policy and national security decision-making. Study of the tools available to analyze international affairs and to communicate that analysis to senior policymakers. Case studies of intelligence successes and failures from World War II to the present.\n", + "GLBL 392 Intelligence, Espionage, and American Foreign Policy. The discipline, theory, and practice of intelligence; the relationship of intelligence to American foreign policy and national security decision-making. Study of the tools available to analyze international affairs and to communicate that analysis to senior policymakers. Case studies of intelligence successes and failures from World War II to the present.\n", + "GLBL 392 Intelligence, Espionage, and American Foreign Policy. The discipline, theory, and practice of intelligence; the relationship of intelligence to American foreign policy and national security decision-making. Study of the tools available to analyze international affairs and to communicate that analysis to senior policymakers. Case studies of intelligence successes and failures from World War II to the present.\n", + "GLBL 392 Intelligence, Espionage, and American Foreign Policy. The discipline, theory, and practice of intelligence; the relationship of intelligence to American foreign policy and national security decision-making. Study of the tools available to analyze international affairs and to communicate that analysis to senior policymakers. Case studies of intelligence successes and failures from World War II to the present.\n", + "GLBL 392 Intelligence, Espionage, and American Foreign Policy. The discipline, theory, and practice of intelligence; the relationship of intelligence to American foreign policy and national security decision-making. Study of the tools available to analyze international affairs and to communicate that analysis to senior policymakers. Case studies of intelligence successes and failures from World War II to the present.\n", + "GLBL 392 Intelligence, Espionage, and American Foreign Policy. The discipline, theory, and practice of intelligence; the relationship of intelligence to American foreign policy and national security decision-making. Study of the tools available to analyze international affairs and to communicate that analysis to senior policymakers. Case studies of intelligence successes and failures from World War II to the present.\n", + "GLBL 392 Intelligence, Espionage, and American Foreign Policy. The discipline, theory, and practice of intelligence; the relationship of intelligence to American foreign policy and national security decision-making. Study of the tools available to analyze international affairs and to communicate that analysis to senior policymakers. Case studies of intelligence successes and failures from World War II to the present.\n", + "GLBL 392 Intelligence, Espionage, and American Foreign Policy. The discipline, theory, and practice of intelligence; the relationship of intelligence to American foreign policy and national security decision-making. Study of the tools available to analyze international affairs and to communicate that analysis to senior policymakers. Case studies of intelligence successes and failures from World War II to the present.\n", + "GLBL 394 Climate and Society: Perspectives from the Social Sciences and Humanities. Michael Dove. Discussion of the major currents of thought regarding climate and climate change; focusing on equity, collapse, folk knowledge, historic and contemporary visions, western and non-western perspectives, drawing on the social sciences and humanities.\n", + "GLBL 425 Atrocity Prevention. David Simon. Can atrocities be prevented? This course considers the ways in which episodes of genocide, crimes against humanity, and war crimes might be preventable. It looks at ways in which models of atrocities yield corresponding models of prevention, and then what policies those models, in turn, recommend. We consider a broad number of cases of prevention, devoting attention to the different phases and agents of the prevention efforts in question. We analyze the extent to which prevention efforts at different levels have been successful while being mindful of the costs that accompanied them. We aim to draw conclusions about what strategies key actors can deploy to reduce the incidence of mass atrocities throughout the world.\n", + "GLBL 430 Turning Points in Peace-building. Bisa Williams. This seminar examines the challenges that must be addressed when the fighting has stopped. Once a peace agreement is signed, real deal-making begins. Former rebels negotiate with their military commanders about relinquishing arms and working for a living; communities look for \"peace dividends,\" refugees weigh options to return home; Governments try to assert authority despite how weakened they have become or new to the role they are; compatriots who opposed the peace settlement relentlessly try to undermine it. The international community, which often leads warring parties to the table, takes on a new role also, informing and sometimes deforming outcomes. Building a durable peace requires a sensitivity to the changing priorities of the signatories and international community, as well as the constituencies for whom the peace was achieved. Anchored in (but not limited to) the ongoing UN-supported peace agreement implementation process in Mali and the monitoring process of the Final Agreement to End Armed Conflict and Build a Stable and Lasting Peace in Colombia, the seminar considers peace-building processes from the perspectives of formerly warring parties, diplomats, NGOs, and civil society, providing students an opportunity to begin to catalogue strategies for building durable peace following conflict.\n", + "GLBL 450 Directed Research. Bonnie Weir. Independent research under the direction of a faculty member on a special topic in global affairs not covered in other courses. Permission of the director of undergraduate studies and of the instructor directing the research is required.\n", + "GLBL 452 The Crisis of Liberalism. Bryan Garsten, Ross Douthat, Samuel Moyn. Is there a \"crisis of liberalism\" occurring in the United States and around the world? What is liberalism? If it is in crisis, what are the features of the disorder and what are possible responses? Is it possible to believe in the further progress of liberal societies, or have they fallen into a decadent condition?\n", + "GLBL 452 The Crisis of Liberalism. Is there a \"crisis of liberalism\" occurring in the United States and around the world? What is liberalism? If it is in crisis, what are the features of the disorder and what are possible responses? Is it possible to believe in the further progress of liberal societies, or have they fallen into a decadent condition?\n", + "GLBL 452 The Crisis of Liberalism. Is there a \"crisis of liberalism\" occurring in the United States and around the world? What is liberalism? If it is in crisis, what are the features of the disorder and what are possible responses? Is it possible to believe in the further progress of liberal societies, or have they fallen into a decadent condition?\n", + "GLBL 452 The Crisis of Liberalism. Is there a \"crisis of liberalism\" occurring in the United States and around the world? What is liberalism? If it is in crisis, what are the features of the disorder and what are possible responses? Is it possible to believe in the further progress of liberal societies, or have they fallen into a decadent condition?\n", + "GLBL 452 The Crisis of Liberalism. Is there a \"crisis of liberalism\" occurring in the United States and around the world? What is liberalism? If it is in crisis, what are the features of the disorder and what are possible responses? Is it possible to believe in the further progress of liberal societies, or have they fallen into a decadent condition?\n", + "GLBL 452 The Crisis of Liberalism. Is there a \"crisis of liberalism\" occurring in the United States and around the world? What is liberalism? If it is in crisis, what are the features of the disorder and what are possible responses? Is it possible to believe in the further progress of liberal societies, or have they fallen into a decadent condition?\n", + "GLBL 452 The Crisis of Liberalism. Is there a \"crisis of liberalism\" occurring in the United States and around the world? What is liberalism? If it is in crisis, what are the features of the disorder and what are possible responses? Is it possible to believe in the further progress of liberal societies, or have they fallen into a decadent condition?\n", + "GLBL 499 Senior Capstone Project: Brcko District. David Robinson. Students work in small task-force groups and complete a one-term public policy project under the guidance of a faculty member. Clients for the projects are drawn from government agencies, nongovernmental organizations and nonprofit groups, and private sector organizations in the United States and abroad. Projects and clients vary from year to year.\n", + "Fulfills the capstone project requirement for the Global Affairs major.\n", + "GLBL 499 Senior Capstone Project: Dress, Dignity, and Disability. Mary Davis. Students work in small task-force groups and complete a one-term public policy project under the guidance of a faculty member. Clients for the projects are drawn from government agencies, nongovernmental organizations and nonprofit groups, and private sector organizations in the United States and abroad. Projects and clients vary from year to year.\n", + "Fulfills the capstone project requirement for the Global Affairs major.\n", + "GLBL 499 Senior Capstone Project: Enabling Active Cyber-Economic. David Dewhurst. Students work in small task-force groups and complete a one-term public policy project under the guidance of a faculty member. Clients for the projects are drawn from government agencies, nongovernmental organizations and nonprofit groups, and private sector organizations in the United States and abroad. Projects and clients vary from year to year.\n", + "Fulfills the capstone project requirement for the Global Affairs major.\n", + "GLBL 499 Senior Capstone Project: Euro-Atlantic Security . Patrick Piercey. Students work in small task-force groups and complete a one-term public policy project under the guidance of a faculty member. Clients for the projects are drawn from government agencies, nongovernmental organizations and nonprofit groups, and private sector organizations in the United States and abroad. Projects and clients vary from year to year.\n", + "Fulfills the capstone project requirement for the Global Affairs major.\n", + "GLBL 499 Senior Capstone Project: Gender Apartheid Afghanistan. Scott Worden. Students work in small task-force groups and complete a one-term public policy project under the guidance of a faculty member. Clients for the projects are drawn from government agencies, nongovernmental organizations and nonprofit groups, and private sector organizations in the United States and abroad. Projects and clients vary from year to year.\n", + "Fulfills the capstone project requirement for the Global Affairs major.\n", + "GLBL 499 Senior Capstone Project: Gulf Security for a New Era. Roland McKay. Students work in small task-force groups and complete a one-term public policy project under the guidance of a faculty member. Clients for the projects are drawn from government agencies, nongovernmental organizations and nonprofit groups, and private sector organizations in the United States and abroad. Projects and clients vary from year to year.\n", + "Fulfills the capstone project requirement for the Global Affairs major.\n", + "GLBL 499 Senior Capstone Project: Improve Glbl Funding Practices. Kristina Talbert-Slagle. Students work in small task-force groups and complete a one-term public policy project under the guidance of a faculty member. Clients for the projects are drawn from government agencies, nongovernmental organizations and nonprofit groups, and private sector organizations in the United States and abroad. Projects and clients vary from year to year.\n", + "Fulfills the capstone project requirement for the Global Affairs major.\n", + "GLBL 499 Senior Capstone Project: Leveraging Lessons TB Program. Shan Soe-Lin. Students work in small task-force groups and complete a one-term public policy project under the guidance of a faculty member. Clients for the projects are drawn from government agencies, nongovernmental organizations and nonprofit groups, and private sector organizations in the United States and abroad. Projects and clients vary from year to year.\n", + "Fulfills the capstone project requirement for the Global Affairs major.\n", + "GLBL 499 Senior Capstone Project: The Game Engine. Students work in small task-force groups and complete a one-term public policy project under the guidance of a faculty member. Clients for the projects are drawn from government agencies, nongovernmental organizations and nonprofit groups, and private sector organizations in the United States and abroad. Projects and clients vary from year to year.\n", + "Fulfills the capstone project requirement for the Global Affairs major.\n", + "GLBL 5000 Professional Public Policy Writing. David Morse. While policy writing draws upon principles familiar to academic writing, it has its own conventions, which are rooted in the needs and practices of policy professionals. In a series of assignments, students carry out every step of the policy analysis process, from defining, framing, and analyzing the problem to identifying and evaluating possible solutions, to building a case for recommendations. Students also learn principles for editing their writing for clarity and concision and gain extensive experience applying those principles to written work. In addition to reading and critiquing the writing of their peers, students also study a selection of texts intended to enhance understanding of the writing and editing process. Assignments include a backgrounder/stakeholder analysis, options analysis, and op-ed.\n", + "GLBL 5005 Fundamentals of Economics for Global Affairs. Ardina Hasanbasri, Jim Levinsohn. This course covers key economic theories/models used for the analysis of micro- and macroeconomic policy issues. We spend half the course covering microeconomics topics such consumer and producer choices, effects of market intervention, market competition, and issues with public goods. In the second half, we move to the larger (macro) economic picture and discuss topics such as measures of economic growth, inflation, the labor market, and the financial market. The course emphasizes training economic intuition and providing space for students to explore how these economic concepts relate to policy issues of their interest. The course also provides the economic background necessary to enroll in the Global Economics core GLBL 5010, taken in the spring term.\n", + "GLBL 5005 Fundamentals of Economics for Global Affairs. This course covers key economic theories/models used for the analysis of micro- and macroeconomic policy issues. We spend half the course covering microeconomics topics such consumer and producer choices, effects of market intervention, market competition, and issues with public goods. In the second half, we move to the larger (macro) economic picture and discuss topics such as measures of economic growth, inflation, the labor market, and the financial market. The course emphasizes training economic intuition and providing space for students to explore how these economic concepts relate to policy issues of their interest. The course also provides the economic background necessary to enroll in the Global Economics core GLBL 5010, taken in the spring term.\n", + "GLBL 5005 Fundamentals of Economics for Global Affairs. This course covers key economic theories/models used for the analysis of micro- and macroeconomic policy issues. We spend half the course covering microeconomics topics such consumer and producer choices, effects of market intervention, market competition, and issues with public goods. In the second half, we move to the larger (macro) economic picture and discuss topics such as measures of economic growth, inflation, the labor market, and the financial market. The course emphasizes training economic intuition and providing space for students to explore how these economic concepts relate to policy issues of their interest. The course also provides the economic background necessary to enroll in the Global Economics core GLBL 5010, taken in the spring term.\n", + "GLBL 5015 Negotiations. Barry Nalebuff, Daylian Cain. This half-semester course presents a principled approach to negotiation, one based on game theory. The key insight is to recognize what is at stake in a negotiation—the unique value created by an agreement—what we call the \"pie.\" This lens changes the way students understand power and fairness in negotiation. It helps make students more creative and effective negotiators. The course provides several opportunities for students to practice skill via case studies and get feedback on what students did well and where they might improve.\n", + "GLBL 5020 Applied Methods of Analysis. Justin Thomas. This course is an introduction to statistics and their application in public policy and global affairs research. It consists of two weekly class sessions in addition to a discussion section. The discussion section is used to cover problems encountered in the lectures and written assignments, as well as to develop statistical computing skills. Throughout the term we cover issues related to data collection (including surveys, sampling, and weighted data), data description (graphical and numerical techniques for summarizing data), probability and probability distributions, confidence intervals, hypothesis testing, measures of association, and regression analysis. The course assumes no prior knowledge of statistics and no mathematical knowledge beyond calculus. Graded only, sat/unsat option is not permissible.\n", + "GLBL 5040 Comparative Politics for Global Affairs. Jennifer Gandhi. Economics can tell us with increasing precision what policies maximize growth, welfare, and productivity. But how are policies actually made? Why are so many poor policies adopted and good ones foregone? In this course students investigate how government organization and the structure of political competition shape the conditions for better and worse economic policy making across a range of economic policies including macroeconomic policy, corporate and financial regulation, industrial policy, and trade. Students consider these policy areas in democratic and nondemocratic regimes, and in developed and developing countries. Graded only, sat/unsat option is not permissible.\n", + "GLBL 5050 Introduction to Python for Global Affairs. William King. In the second decade of the twenty-first century, \"big data\" analytics and techniques have fundamentally transformed policy decisions both in the United States and throughout the globe. NGOs, NPOs, political campaigns, think tanks, and government agencies more and more recruit policy analysts with the necessary skills to embrace novel, data-driven approaches to policy creation and evaluation. This course is designed to help students meet this growing demand. It is an introductory course in Python programming and data analysis for policy students with no prior coding experience. Unlike massive introductory classes, this course is deliberately small, designed to provide the necessary support for humanists to make a smooth and nurturing transition to \"tech humanists.\" Ultimately, students should be comfortable using what they’ve learned in further Yale courses in programming and statistics, or in research and policy after leaving Yale. They should know enough to productively collaborate on projects with engineers, understand the potential of such work, have sufficient background to expand their skills with more advanced classes, and perform rudimentary data analyses and make policy recommendations based on these analyses.\n", + "GLBL 5065 Intro to AI: From Turing to ChatGPT. The purpose of this course is to provide students with a comprehensive introduction to Artificial Intelligence including a history of general AI (from Turing and \"the test\" through the \"AI winter\" to present); the possibility and fears of an AI that could supplant humanity and the sceptics who mock those fears as irrational; and the current, more narrow definitions and technical applications of what is referred to as AI including deep learning, neural networks and machine learning. From these building blocks, students consider certain applications of AI to national defense, climate change, and government policies with an eye to the tension between technological capability and ethical imperatives. The goal of this course is for students to emerge first and foremost, with a more advanced tech literacy, if not fluency and to possess a strong AI- and machine-learning working vocabulary. Further, students learn how to effectively differentiate AI from ML, myth from reality, and rational fear from speculative science fiction.\n", + "GLBL 5095 Introduction to Special Operations. Christopher Fussell. For nearly twenty years, the world has seen the role, funding, and employment of U.S. Special Operations Forces (SOF) increase in ways that might seem unrecognizable to previous generations of civilian and military leaders. As the world transitions from two decades of SOF-heavy conflict into Great Power Competition among nation states, an understanding of the SOF community’s history, evolution, and future will be critical for those trying to navigate national security questions in the decades to come. This course looks specifically at historic utilization of these forces and at post-9/11 expansion of authorities, funding, and mission-sets; and it considers what their proper role and function may look like moving forward. Students gain a foundational understanding of a relatively small component of the U.S. military with an outsized strategic position on the global stage.\n", + "GLBL 6000 Explanatory Writing for a Broad Audience. David Leonhardt. In this seminar, a New York Times senior writer teaches core principles of communicating ideas to a general audience. The course focuses on writing and also covers data visualization, interviewing, and podcasting. We study the ways that clearly expressed arguments have changed the world and allowed political leaders to rise from obscurity. Assignments include the writing of an op-ed, the creation of a data visualization, and the production of a radio-style interview. The instructor has worked at The Times for more than twenty years, as Washington bureau chief, op-ed columnist, podcast host, magazine writer, and founding editor of The Upshot, which emphasizes data visualization.\n", + "GLBL 6115 Topics in Computer Science and Global Affairs. Joan Feigenbaum, Ted Wittenstein. This course focuses on \"socio-technical\" problems in computing and international relations. These are problems that cannot be solved through technological progress alone but rather require legal, political, or cultural progress as well.  Examples include but are not limited to cyber espionage, disinformation, ransomware attacks, and intellectual-property theft. This course is offered jointly by the SEAS Computer Science Department and the Jackson School of Global Affairs. It is addressed to graduate students who are interested in socio-technical issues but whose undergraduate course work may not have addressed them; it is designed to bring these students rapidly to the point at which they can do research on socio-technical problems.\n", + "GLBL 6170 Chinese Law and Society. Taisu Zhang. This course surveys law and legal practice in the People's Republic of China. Particular attention is given to the interaction of legal institutions with politics, social change, and economic development. Specific topics include, among others, the Party State, state capitalism, the judiciary, property law and development, business and investment law, criminal law and procedure, media (especially the Internet), and major schools of Chinese legal and political thought. Prior familiarity with Chinese history or politics is unnecessary but helpful. All course materials are in English. Paper required. Enrollment limited. Permission of the instructor required. Also LAW 21361-01. Follows Yale Law School's academic calendar.\n", + "GLBL 6225 The Politics of American Foreign Policy. Howard Dean. This seminar addresses the domestic political considerations that have affected American foreign policy in the post-World War II world. The goals are to give historical context to the formation of major existing global governance structures, give students an opportunity to research how major foreign policy decisions in the past were influenced by contemporary political pressure, and assess what effect those pressures have had on today’s global issues. Case studies include but are not limited to Truman and the Marshall Plan; Johnson and the Vietnam War; Nixon and the opening of China; Reagan and the collapse of the Soviet Union; George H.W. Bush and Iraq; Clinton and the Balkans; and Obama and the development of a multipolar foreign policy for a multipolar world. Students assume the role of decision-makers under political pressure and are asked to generate a point of view regarding past, present, and future foreign policy decisions.\n", + "GLBL 6250 Town & Gown: Global Perspectives on a Troubled Relationship. Abdul-Rehman Malik. In this seminar, we examine the state of town-gown relationships and their repercussions on the cultivation of a good society. Sensitively engaging with New Haven as a site for understanding and grappling with these issues, we explore the ways in which higher education institutions engage, interface with, and impact the civic spaces they inhabit, with particular reference to economic development, political power, and social inclusion. We ask, what is the responsibility of Yale to building \"the good society\" in New Haven? Drawing on the lived experience of global thought leaders—drawn from the Yale World Fellows and beyond—we look at case studies and approaches to town-gown that offer examples of good practice and provide frameworks for understanding what can go wrong, and why. Key questions and lines of inquiry: What is a good society? What is \"Town\" and what is \"Gown\"? What is the responsibility of an academy to the town in which it is located? What is our positionality as members of that academy?\n", + "GLBL 6285 China's Challenge to the Global Economic Order. Hanscom Smith. In the decades after 1979, China's adherence to key tenets of the U.S.-backed liberal international economic system enabled it to achieve middle income status. After the 2008-9 global financial crisis, however, weaknesses in the U.S. model combined with China's own sustained growth increased Beijing's confidence in an alternative, state-oriented model that increasingly underpins China's foreign economic engagement. This course examines the Global Security and Belt and Road initiatives, trade, investment, and development policies, international organization advocacy, business practices, and other aspects of China's growing international economic footprint. These factors are analyzed from the perspective of China's internal dynamics, competition with the United States, and overall foreign policy goals, and are evaluated for their impact on the prevailing global economic order. The course is taught by a practitioner who spent over a decade managing U.S. Government economic policy in and on China.\n", + "GLBL 6510 Central Banking in Emerging Economies. Subba Rao Duvvuri. Central banks which had historically operated in the background came to the forefront in the wake of the Global Financial Crisis of 2008–09, playing an increasingly critical, and increasingly visible, role in supporting growth and stability across countries, regions and the world. Consequently, their policies and actions have come to acquire a much greater bearing on global macroeconomy. Although central banks around the world are broadly similar in terms of their mandates and policy instruments, emerging market central banks are different by way of the policy trade-offs they face, the degrees of freedom available to them, and the environment in which they operate. As the global economic center of gravity shifts towards the emerging world, an intelligent appreciation of emerging economy perspectives is imperative for acquiring a broad-based worldview on frontier public policy issues. In that light, the course focuses on the challenges and dilemmas of central banking in emerging markets. Drawing from international, particularly emerging market experience of the last two decades, the course prioritizes practice over theory and breadth over depth.\n", + "GLBL 6515 Game Theory. Benjamin Polak. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.\n", + "GLBL 6535 Social Innovation Starter. Teresa Chahine. Students apply the ten-stage framework of the textbook Social Entrepreneurship: Building Impact Step by Step to innovate new solutions for host organizations. Host organizations are social enterprises or other social purpose organizations based globally and locally that present Yale students with a problem statement to work on over the course of one term. This could include creating new programs or products, reaching new populations, measuring the impact of existing work, creating new communications tools for existing work, or other challenges. Students gain social innovation and entrepreneurship experience and host organizations benefit from students’ problem-solving. Students from all programs and concentrations at Yale are welcome to join Jackson students in forming interdisciplinary teams to tackle social challenges.\n", + "GLBL 6555 Global Financial Crisis. Andrew Metrick, Timothy Geithner. This course surveys the causes, events, policy responses, and aftermath of the recent global financial crisis. The main goal is to provide a comprehensive view of this major economic event within a framework that explains the dynamics of financial crises in a modern economy. The course combines lectures (many online), panel discussions with major actors from the crisis, and small group meetings. Course requirements are the preparation of four memos and a final paper with either an extended analysis of a case or a literature review for a specific topic from the syllabus. Limited enrollment. Follows Yale School of Management academic calendar.\n", + "GLBL 6580 Macroprudential Policy I. Greg Feldberg, Margaret McConnell, Sigridur Benediktsdottir. This two-term course (with GLBL 6581) focuses on current macroprudential theory and the application and experience of macroprudential policy. The course focuses on the motivation for monitoring systemic risk and what indicators may be best to evaluate systemic risk. Macroprudential policy tools, theory behind them, and research on their efficiency, supported with data analysis, models, and examples of use of the tools and evaluation of their efficiency. Limited enrollment. Follows Yale School of Management academic calendar.\n", + "GLBL 6585 Economic Analysis of High-Tech Industries. Edward Snyder. This course applies Industrial Organization frameworks from economics to four major verticals (mobility, eCommerce, video streaming, and payments) across three geographies (China, EU, and US). Students are expected to learn the IO concepts (e.g., network effects, switching costs, economies of scope) and develop insights about how high-tech industries are organized, firm-level strategies, and valuations of firms. The course also investigates how major forces like the development of 5G networks are likely to change these industries.\n", + "GLBL 6585 Economic Analysis of High-Tech Industries. Edward Snyder. This course applies Industrial Organization frameworks from economics to four major verticals (mobility, eCommerce, video streaming, and payments) across three geographies (China, EU, and US). Students are expected to learn the IO concepts (e.g., network effects, switching costs, economies of scope) and develop insights about how high-tech industries are organized, firm-level strategies, and valuations of firms. The course also investigates how major forces like the development of 5G networks are likely to change these industries.\n", + "GLBL 6590 Social Entrepreneurship Lab. Teresa Chahine. Social Entrepreneurship Lab is a practice-based course in which students from across campus form interdisciplinary teams to work on a social challenge of their choice. Teams include students from SOM, SPH, FES, YDS, Jackson School, and other Yale professional schools and programs. Students start by identifying a topic area of focus, then form teams based on shared interests and complementary skills. Over the course of thirteen weeks, student teams delve into understanding the challenge through root cause analysis, research on existing solutions and populations affected; then apply human centered design thinking and systems thinking to design, prototype, test, and iterate solutions. Using tools such as the theory of change, logframe, business canvas, and social marketing strategy, teams build and test their impact models, operational models, and revenue models. Readings and assignments from the textbook Introduction to Social Entrepreneurship are used to guide this journey. These include technical templates, case studies, and interviews with social entrepreneurs and thought leaders in different sectors and geographies around the world. The class meets twice a week for eighty minutes and includes in-class exercises along with social entrepreneur guests who join the class to share their experience, advice, and challenges. At the end of the semester, student teams pitch their ventures to a panel of judges including social venture funders and social entrepreneurs. Teams are encouraged, but not required, to submit their ventures to one of the campus wide startup prizes (see: city.yale.edu/funding). While there are no prerequisites, this course builds on the SOM core course Innovator, and electives including Principles of Entrepreneurship, Entrepreneurship & New Ventures, Public Health Entrepreneurship and Intrapreneurship, Global Social Entrepreneurship, Managing Social Enterprises, Business & the Environment Solutions. Limited enrollment. Course follows the School of Management academic calendar.\n", + "GLBL 6610 Artificial Intelligence, Emerging Technologies, and National Power I. Ted Wittenstein. This two-term course, featuring guest scholars and practitioners from across the university, examines how artificial intelligence (AI) has the potential to alter the fundamental building blocks of world order. Machines capable of sophisticated information processing, towards the frontier of autonomy, pose tremendous opportunities for economic growth and societal well-being. Yet the potential risks also are extraordinary.  How can we build AI systems that are reliable, transparent, safe, scalable, and aligned with human values? Following an introduction to AI and survey of current research challenges, the seminar focuses on seven core areas where AI and emergent technologies already pose significant security concerns: (1) lethal autonomous weapons and the nature of conflict, (2) disinformation and the future of democracy, (3) competition and conflict in U.S.-China relations, (4) AI ethics and safety, (5) AI governance, (6) nanotechnology and quantum computing, and (7) outer-space development. For each of these sub-units, the goal is to equip aspiring leaders with requisite technical fluency, and to bridge the divide across the law, technology, and policy communities at Yale.\n", + "GLBL 6620 Policy and Security Issues in International Macroeconomics. Marnix Amand. The objective of this course is to provide students with an intuitive but rigorous understanding of international macroeconomics and apply these insights to related policy and security issues. Given the increasingly integrated nature of global financial markets and the large speculative component of financial flows, monetary and financial policy choices in large economies can have globally destabilizing effects, often involuntary—fueling global imbalances and/or triggering crises in emerging economies—possibly voluntary e.g., sanctions. Understanding international macroeconomics is therefore relevant for a development, foreign policy, or security practitioner. Topics covered are central banks, monetary policy, domestic finance and financial regulation, exchange rate regimes, international capital flows, global imbalances, models of balance of payment crises and debt crises, financial sanctions.\n", + "GLBL 7005 Modern Foreign Assistance and Aid Effectiveness. Alix Zwane. Official Development Assistance from members of the OECD totaled $186 billion in 2021. Other emerging donors, including China, have provided even more. This course considers the question of whether and how aid \"works\", and what this metric means. How are these resources spent and why?  The political economy of aid is surely different than in 1960, 1990 or 2002, but have our institutions kept apace? This course examines aid effectiveness from a variety of angles, considering decolonization, climate change, the rise of development finance, and great power competition. Upon completion, the student has a better understanding of the role and potential role for development in the \"3Ds\" of development, defense, and diplomacy.\n", + "GLBL 7020 Negotiating International Agreements: The Case of Climate Change. Susan Biniaz. This class is a practical introduction to the negotiation of international agreements, with a focus on climate change. Through the climate lens, students explore cross-cutting features of international agreements, the process of international negotiations, the development of national positions, advocacy of national positions internationally, and the many ways in which differences among negotiating countries are resolved. The seminar also examines the history and substance of the climate change regime, including, inter alia, the 1992 UN Framework Convention on Climate Change, the 1997 Kyoto Protocol, the 2009 Copenhagen Accord, the 2015 Paris Agreement, and recent developments. There are two mock negotiations.\n", + "GLBL 7030 The Future of Global Finance. Jeffrey Garten. Finance can be likened to the circulatory system of the global economy, and we focus on the past, present, and future of that system. The course is designed to deal with questions such as these: What is the global financial system and how does it work? What are the pressures on that system including market, regulatory, political, and social dynamics? What are the key challenges to that system? How can the system be strengthened? In this course we are defining the global financial system (GFS) as encompassing central banks, commercial banks, and other financial institutions such as asset managers and private equity firms, financial regulators, and international organizations. Thus the course encompasses subjects such as the U.S. Federal Reserve and the European Central Bank, Goldman Sachs and the Hong Kong Shanghai Bank, the Carlyle Group and the BlackRock Investment Management Co., the Financial Stability Oversight Council and the Financial Stability Board, the Bank for International Settlements and the International Monetary Fund. We take a broad view of the GFS including its history, geopolitical framework, economic foundations, and legal underpinnings. We consider the GFS as a critical public good in the same way that clean air is a public good. We look at a number of other key issues such as how the GFS deals with economic growth, economic and financial stability, distributional questions, employment issues, and long-term investments in infrastructure. We discuss how new technologies are affecting several of the biggest issues in global finance. We examine the GFS as a large-scale complex network, thereby compelling us to see it in an interconnected and multidisciplinary way. The emphasis is on the practice of global finance more than the theory. The course is open to graduate students throughout Yale and to seniors in Yale College. It follows the SOM academic calendar.\n", + "GLBL 7055 Global Crises Response. Harry Thomas. With a special emphasis on the United States, this course explores how the international community responds to humanitarian crises and military interventions. We examine the roles and responsibilities of members of the diplomatic corps, senior military officials, nongovernmental organizations, and international financial organizations in order to understand the skill sets required for these organizations to be effective. Through readings, discussions, role-play, writing exercises, and other tools, we learn how organizations succeed and sometimes fail in assisting individuals and nations in peril. We examine emerging regional hot spots, with an emphasis on sub-Saharan Africa, Eastern Europe, the Middle East, and Southeast Asia. We explore the challenges facing the governments, civil society organizations, and businesses in the aftermath of crises and the impact on citizens. We review the effectiveness of regional organizations like the Association of Southeast Asian Nations (ASEAN), the Organisation of Islamic Cooperation (OIC), and the African Union (AU) in assisting governments rebuild and stabilize their societies. We have several role-playing simulations during which students play the role of an individual or organization responsible for briefing counterparts on key events.\n", + "GLBL 7070 Russian Intelligence, Information Warfare, and Social Media. Asha Rangappa. This course explores the evolution of information warfare as a national security threat to the United States and democratic countries around the world. Beginning with the KGB’s use of \"active measures\" during the Cold War, the course looks at how propaganda and disinformation campaigns became central to the Putin regime and how social media has facilitated their expansion. We examine the psychology of disinformation and how media \"bubbles\" and existing social fissures in the United States, such as racism and political polarization, provide ripe vulnerabilities for exploitation by foreign actors. Using Russia’s efforts in U.S. presidential elections, during COVID, and in Ukraine as examples of this new form of warfare, students explore potential policy solutions in the realm of Internet regulation, civic education, media literacy, and human \"social capital\" as defenses against this growing threat. Guest speakers with expertise in Russian intelligence, information warfare, psychology, and other disciplines complement the discussion.\n", + "GLBL 7095 Sexuality, Gender, Health, and Human Rights. Ali Miller. This course explores the application of human rights perspectives and practices to issues in regard to sexuality, gender, and health. Through reading, interactive discussion, paper presentation, and occasional outside speakers, students learn the tools and implications of applying rights and law to a range of sexuality and health-related topics. The overall goal is twofold: to engage students in the world of global sexual health and rights policy making as a field of social justice and public health action; and to introduce them to conceptual tools that can inform advocacy and policy formation and evaluation. Class participation, a book review, an OpEd, and a final paper required. Enrollment is  limited and permission of the instructor required. Also LAW 20568, course follows the Law School calendar.\n", + "GLBL 7115 Designing and Reforming Democracy. David Froomkin, Ian Shapiro. What is the best electoral system? Should countries try to limit the number of political parties? Should chief executives be independently elected? Should legislatures have powerful upper chambers? Should courts have the power to strike down democratically enacted laws? These and related questions are discussed in this course. Throughout the term, we engage in an ongoing dialogue with the Federalist Papers, contrasting the Madisonian constitutional vision with subsequent insights from democratic theory and empirical political science across the democratic world. Where existing practices deviate from what would be best, we also attend to the costs of these sub-optimal systems and types of reforms that would improve them.\n", + "GLBL 7125 Human Rights in the Americas and the Inter-American System. James Cavallaro. This course provides an in-depth introduction and overview of the main human rights challenges in the Americas through the study of the context leading to abuse, as well as the engagement of the Inter-American Human Rights System (IAHRS). We begin with readings focusing on the social conflicts, inequalities, and other social factors underlying situations of rights abuse. We then turn to the IAHRS, evaluating its doctrine and practice on particular rights, as well as through a review of case studies of situations of conflict and rights abuse and the engagement of the system. The Inter-American Human Rights system is composed of two bodies: the Inter-American Commission on Human Rights and the Inter-American Court of Human Rights. The seminar evaluates the jurisprudence and practice of both bodies. The course also examines the engagement, obstacles, and opportunities the system provides for civil society groups, victims, and advocates. Class sessions consider not only the norms of the system but also its internal dynamics: these present both challenges and opportunities for advocates. In addition, we explore the influence of the system, evaluating the impact of decisions and interventions by IAHRS bodies. Students also consider the Inter-American system from a comparative perspective, comparing rulings, implementation, and impact to those of regional and universal counterparts.\n", + "GLBL 7135 Just Energy Transitions. Andre de Ruyter. The necessity of accelerating decarbonisation of coal-based power systems to counteract anthropomorphic global warming is obvious from a rational and scientific perspective. Implementing this in practice is a major challenge having regard to the incumbency of coal-fired generation. In this course, using a combined framework of the energy trilemma and an ever-narrowing focus on geopolitical, regional, and local issues, including matters such as resource nationalism and perceived global iniquities, CBAM and historical emission and growth patterns, are explored. At an energy-system level, the need for dispatchable electricity to maintain a constant frequency on the grid, additional storage, and grid strengthening are explored to illustrate the complexity of greening a fossil-dominated electricity system. At a social level, challenges with reskilling and upskilling coal value chain workers are considered, as well as the challenges of legacy assets, and the cost of decommissioning and rehabilitation. A South African JET project is considered to understand the challenges at national, regional, and grassroots levels; how incumbent value chains have legitimate concerns; and what ameliorative steps can be taken to ensure that the transition is as just as possible. The impacts on employment, public health, water consumption, and regional development are considered. Deployment of renewable energy does not always coincide with the location of coal-fired assets and transmission grids, further complicating efforts to render the transition a just one.\n", + "GLBL 7150 Managing the Clean Energy Transition: Contemporary Energy and Climate Change Policy Making. Paul Simons. This seminar explores the principal challenges facing key global economies in managing their respective transitions to a clean energy future and the goals of the Paris agreement, while simultaneously meeting their energy security needs and keeping their economies competitive. By the end of the course, students should be familiar with key features of the global energy and climate change architecture, principal challenges facing policy makers around the world in balancing energy and climate goals, and prospects for the development of key fuels and technologies as we advance toward a net zero emissions world. After a solid grounding in energy and climate scenarios, the course explores the role of electricity and renewable energy, energy efficiency, and clean energy technologies in the clean energy transition; corporate and financial sector climate initiatives; economic tools including carbon pricing; and the shifting roles of fossil fuels in the clean energy transition.\n", + "GLBL 7165 Characterizing Complexity: Introduction to Earth System Science for Public Policy Professionals. Jessica Seddon. Environmental change is accelerating. Ongoing shifts in temperature, rainfall, storm intensity, seasonal patterns, species ranges and interactions, ecosystem health, and more already represent a profound shift in humans’ \"operating environment,\" to borrow a phrase from the authors of the planetary boundary’s framework. And the science suggests that the pace will not let up. If anything, we can expect more sudden and irreversible changes—tipping points—that will affect economies, polities, and societies as well as human health and wellbeing. This course seeks to build public policy professionals’ familiarity with policy-relevant aspects of earth system dynamics. It is no substitute for the kind of deeper collaboration between specialists that is needed for effective environmental governance, but it provides a foundation for identifying and framing such partnerships. This is a new and experimental course that attempts to address a gap that the instructor has encountered all too often in her twenty-five years working on the intersection of economics, public policy, and efforts to limit environmental damage. It draws on her interdisciplinary and global network of collaborators to attempt to provide selected depth as well as breadth.\n", + "GLBL 7205 Internationalism versus Isolationism in US Foreign Policy. Leslie Tsou. Should the United States act as the world’s security force? Should it stay out of world events? Or is there a balance between these two extremes and, if so, what factors should be considered in determining this balance? This course examines these questions primarily through the lens of the United States' engagement in the Middle East (including Iraq, Iran, Libya, the Israeli/Palestinian conflict, and Saudi Arabia).  We will consider these cases from the perspectives of both the United States and the affected countries, taking into account multiple factors including security, business and economic interests, and human rights. Students choose one real life example to examine in depth; class presentations inform a final written paper.\n", + "GLBL 7260 GSE India: Global Social Entrepreneurship. Asha Ghosh, Tony Sheldon. Launched in 2008 at the Yale School of Management, the Global Social Entrepreneurship (GSE) course links teams of Yale students with social enterprises based in India. GSE is committed to channeling the skills of Yale students to help Indian organizations expand their reach and impact on \"bottom of the pyramid\" communities. Yale students partner with mission-driven social entrepreneurs (SEs) to focus on a specific management challenge that the student/SE teams work together to address during the term. GSE has worked with thirty leading and emerging Indian social enterprises engaged in economic development, sustainable energy, women’s empowerment, education, environmental conservation, and affordable housing. The course covers both theoretical and practical issues, including case studies and discussions on social enterprise, developing a theory of change and related social metrics, financing social businesses, the role of civil society in India, framing a consulting engagement, managing team dynamics, etc. Enrollment is by application only. Also MGT 529.\n", + "GLBL 7280 Leadership. Christopher Fussell. This course is designed for students wanting to deeply reflect on what it means to be a leader, and to help them prepare for leading others in their future. Amongst the many pressures of the role, leaders affect the lives of those they lead, influence the health of the organization they oversee, and hold an important role in advancing social progress. Many learn these realities through trial and error but are rarely given the time to consider what leadership truly entails and how we, as individual leaders, will handle the challenges that lie ahead.  From heading up a small team to running a major organization, leadership is often an isolating and uncertain position, but is also full of opportunity to positively impact others, and to advance society broadly. Leadership is challenging, exciting, and sometimes terrifying; but most importantly, it is a choice to which one must recommit every day. This course is designed to offer a foundation in the practice of leadership for students who want to take on these challenges in their future. The course is divided into three main sections: historic perspectives on leadership, leadership in context, and personal reflections on leadership. Students finish the semester with a foundational understanding of leadership models throughout history, a range of case studies to refer to in the future, and most importantly, a personal framework that can be applied and expanded throughout their journey and growth as a leader. Students do not leave with all the answers they need to conquer the countless challenges that leaders face, but they instead leave with an understanding of how leaders work, every day, to improve themselves and better the lives of those they lead.\n", + "GLBL 7290 Ethical Choices in Public Leadership. Eric Braverman. All public leaders must make choices that challenge their code of ethics. Sometimes, a chance of life or death is literally at stake: how and when should a leader decide to let some people die, or explicitly ask people to die to give others a chance to live? At other times, while life or death may not be at stake, a leader must still decide difficult issues: when to partner with unsavory characters, when to admit failure, when to release information or make choices transparent. The pandemic, the war in Ukraine, and continued instability around the world all make clearer than ever the consequences of decisions in one community that can affect the entire world. This interdisciplinary seminar draws on perspectives from law, management, and public policy in exploring how leaders develop their principles, respond when their principles fail or conflict, and make real-world choices when, in fact, there are no good choices. Both permission of the instructor and application are required. Attendance at first session is mandatory.\n", + "GLBL 7535 Intelligence, Espionage, and American Foreign Policy. Ted Wittenstein. The discipline, theory, and practice of intelligence; the relationship of intelligence to American foreign policy and national security decision-making. Study of the tools available to analyze international affairs and to communicate that analysis to senior policy makers. Case studies of intelligence successes and failures from World War II to the present.\n", + "GLBL 7575 The Craft of Strategic Intelligence. Andrew Makridis. Intelligence work is both art and a science—with a little random chance thrown in. This is often made most clear when dealing with intelligence on weapons of mass destruction (WMD) and national policymaking. In this course students learn: the historical development of American intelligence, understand the role of various intelligence collection techniques, understand how the intelligence mission relates to national security, and understand intelligence successes and failures all through the lens of WMD threats from the Cold War to today. The course relies heavily on actual case studies (and intelligence professionals who worked those cases) to make key points on the insights strategic intelligence can provide and its limitations. The final class exercise is to write a National Intelligence Estimate (NIE)—the Intelligence Community’s authoritative assessment on intelligence related to a key national security issue.\n", + "GLBL 8000 Directed Reading with Senior Fellow. Directed reading or individual project option is designed for qualified students who wish to investigate an area not covered in regular graduate-level courses. The student must be supervised by a senior fellow, who sets the requirements and meets regularly with the student. Usually limited to one per semester, this option may involve reading the literature on a topic, attending a lecture or seminar series, and writing a substantial research paper. It is the student’s responsibility to make all the arrangements before the semester begins.\n", + "GLBL 9800 Directed Reading. Directed reading or individual project option is designed for qualified students who wish to investigate an area not covered in regular graduate-level courses. The student must be supervised by a faculty member, who sets the requirements and meets regularly with the student. Usually limited to one per semester, this option may involve reading the literature on a topic, attending a lecture or seminar series, and writing a substantial research paper. It is the student’s responsibility to make all the arrangements before the semester begins.\n", + "GLBL 9800 Directed Reading: Allied Power Shifts . Paul Kennedy. Directed reading or individual project option is designed for qualified students who wish to investigate an area not covered in regular graduate-level courses. The student must be supervised by a faculty member, who sets the requirements and meets regularly with the student. Usually limited to one per semester, this option may involve reading the literature on a topic, attending a lecture or seminar series, and writing a substantial research paper. It is the student’s responsibility to make all the arrangements before the semester begins.\n", + "GLBL 9800 Directed Reading: LDC Graduation Assessment. Ardina Hasanbasri. Directed reading or individual project option is designed for qualified students who wish to investigate an area not covered in regular graduate-level courses. The student must be supervised by a faculty member, who sets the requirements and meets regularly with the student. Usually limited to one per semester, this option may involve reading the literature on a topic, attending a lecture or seminar series, and writing a substantial research paper. It is the student’s responsibility to make all the arrangements before the semester begins.\n", + "GLBL 9800 Directed Reading: Peacebuild Thinking Practice. David Simon. Directed reading or individual project option is designed for qualified students who wish to investigate an area not covered in regular graduate-level courses. The student must be supervised by a faculty member, who sets the requirements and meets regularly with the student. Usually limited to one per semester, this option may involve reading the literature on a topic, attending a lecture or seminar series, and writing a substantial research paper. It is the student’s responsibility to make all the arrangements before the semester begins.\n", + "GLBL 9800 Directed Reading: US/China Semiconductor Policy. Ted Wittenstein. Directed reading or individual project option is designed for qualified students who wish to investigate an area not covered in regular graduate-level courses. The student must be supervised by a faculty member, who sets the requirements and meets regularly with the student. Usually limited to one per semester, this option may involve reading the literature on a topic, attending a lecture or seminar series, and writing a substantial research paper. It is the student’s responsibility to make all the arrangements before the semester begins.\n", + "GLBL 9800 Directed Reading: VC & Ethical Supply Chains. Song Ma. Directed reading or individual project option is designed for qualified students who wish to investigate an area not covered in regular graduate-level courses. The student must be supervised by a faculty member, who sets the requirements and meets regularly with the student. Usually limited to one per semester, this option may involve reading the literature on a topic, attending a lecture or seminar series, and writing a substantial research paper. It is the student’s responsibility to make all the arrangements before the semester begins.\n", + "GLBL 9990 Global Affairs Thesis. The thesis is an optional yearlong research project that is completed in the final academic year of the M.P.P. degree. It is intended for students who wish to make a major policy-oriented research project the culmination of the student’s educational experience in the program. M.P.P. theses involve independently performed research by the student under the supervision of a faculty adviser. Students work with faculty advisers in designing their project and in writing the thesis. Detailed guidelines for the thesis are outlined in the Jackson School of Global Affairs Bulletin.\n", + "GLBL 9990 Global Affairs Thesis: Do Neighbors Matter. David Engerman. The thesis is an optional yearlong research project that is completed in the final academic year of the M.P.P. degree. It is intended for students who wish to make a major policy-oriented research project the culmination of the student’s educational experience in the program. M.P.P. theses involve independently performed research by the student under the supervision of a faculty adviser. Students work with faculty advisers in designing their project and in writing the thesis. Detailed guidelines for the thesis are outlined in the Jackson School of Global Affairs Bulletin.\n", + "GLBL 9990 Global Affairs Thesis: Economic Complexity. Amit Khandelwal. The thesis is an optional yearlong research project that is completed in the final academic year of the M.P.P. degree. It is intended for students who wish to make a major policy-oriented research project the culmination of the student’s educational experience in the program. M.P.P. theses involve independently performed research by the student under the supervision of a faculty adviser. Students work with faculty advisers in designing their project and in writing the thesis. Detailed guidelines for the thesis are outlined in the Jackson School of Global Affairs Bulletin.\n", + "GLBL 9990 Global Affairs Thesis: International Macroeconomics. Amit Khandelwal. The thesis is an optional yearlong research project that is completed in the final academic year of the M.P.P. degree. It is intended for students who wish to make a major policy-oriented research project the culmination of the student’s educational experience in the program. M.P.P. theses involve independently performed research by the student under the supervision of a faculty adviser. Students work with faculty advisers in designing their project and in writing the thesis. Detailed guidelines for the thesis are outlined in the Jackson School of Global Affairs Bulletin.\n", + "GLBL 9990 Global Affairs Thesis: Politics of data driven policy. Ali Miller. The thesis is an optional yearlong research project that is completed in the final academic year of the M.P.P. degree. It is intended for students who wish to make a major policy-oriented research project the culmination of the student’s educational experience in the program. M.P.P. theses involve independently performed research by the student under the supervision of a faculty adviser. Students work with faculty advisers in designing their project and in writing the thesis. Detailed guidelines for the thesis are outlined in the Jackson School of Global Affairs Bulletin.\n", + "GLBL 9990 Global Affairs Thesis: Security Studies. Arne Westad. The thesis is an optional yearlong research project that is completed in the final academic year of the M.P.P. degree. It is intended for students who wish to make a major policy-oriented research project the culmination of the student’s educational experience in the program. M.P.P. theses involve independently performed research by the student under the supervision of a faculty adviser. Students work with faculty advisers in designing their project and in writing the thesis. Detailed guidelines for the thesis are outlined in the Jackson School of Global Affairs Bulletin.\n", + "GLBL 9990 Global Affairs Thesis: Time Series Forecasting. Jennifer Gandhi. The thesis is an optional yearlong research project that is completed in the final academic year of the M.P.P. degree. It is intended for students who wish to make a major policy-oriented research project the culmination of the student’s educational experience in the program. M.P.P. theses involve independently performed research by the student under the supervision of a faculty adviser. Students work with faculty advisers in designing their project and in writing the thesis. Detailed guidelines for the thesis are outlined in the Jackson School of Global Affairs Bulletin.\n", + "GMAN 110 Elementary German I. Janice Cheon. A beginning content- and task-based course that focuses on the acquisition of spoken and written communication skills, as well as on the development of cultural awareness and of foundations in grammar and vocabulary. Topics such as school, family life, and housing. Course materials include a variety of authentic readings, a feature film, and shorter video clips. Tutors are available for extra help.\n", + "GMAN 110 Elementary German I. Max Phillips. A beginning content- and task-based course that focuses on the acquisition of spoken and written communication skills, as well as on the development of cultural awareness and of foundations in grammar and vocabulary. Topics such as school, family life, and housing. Course materials include a variety of authentic readings, a feature film, and shorter video clips. Tutors are available for extra help.\n", + "GMAN 110 Elementary German I. Rebecca Riedel. A beginning content- and task-based course that focuses on the acquisition of spoken and written communication skills, as well as on the development of cultural awareness and of foundations in grammar and vocabulary. Topics such as school, family life, and housing. Course materials include a variety of authentic readings, a feature film, and shorter video clips. Tutors are available for extra help.\n", + "GMAN 110 Elementary German I: for Engineers and Scientists. Lieselotte Sippel. A beginning content- and task-based course that focuses on the acquisition of spoken and written communication skills, as well as on the development of cultural awareness and of foundations in grammar and vocabulary. Topics such as school, family life, and housing. Course materials include a variety of authentic readings, a feature film, and shorter video clips. Tutors are available for extra help.\n", + "GMAN 120 Elementary German II. Dominik Hetjens. Continuation of GMAN 110. A content- and task-based course that focuses on the acquisition of communicative competence in speaking and writing and on the development of strong cultural awareness. Topics such as multiculturalism, food, childhood, and travel; units on Switzerland and Austria. Course materials include a variety of authentic readings, a feature film, and shorter video clips. Tutors are available for extra help.\n", + "GMAN 130 Intermediate German I. Theresa Schenker. Builds on and expands knowledge acquired in GMAN 120. A content- and task-based course that helps students improve their oral and written linguistic skills and their cultural awareness through a variety of materials related to German literature, culture, history, and politics. Course materials include authentic readings, a feature film, and shorter video clips. Tutors are available for extra help.\n", + "GMAN 130 Intermediate German I. Dominik Hetjens. Builds on and expands knowledge acquired in GMAN 120. A content- and task-based course that helps students improve their oral and written linguistic skills and their cultural awareness through a variety of materials related to German literature, culture, history, and politics. Course materials include authentic readings, a feature film, and shorter video clips. Tutors are available for extra help.\n", + "GMAN 140 Intermediate German II. Theresa Kauder. Builds on and expands knowledge acquired in GMAN 130. A content- and task-based course that helps students improve their oral and written linguistic skills and their cultural awareness through a variety of materials related to German literature, culture, history, and politics. Course materials include authentic readings, a feature film, and shorter video clips. Tutors are available for extra help.\n", + "GMAN 151 Exploring Contemporary German Culture. Advanced German course focusing on vocabulary expansion through reading practice; stylistic development in writing; and development of conversational German. Critical analysis of selected aspects of contemporary German culture, such as Green Germany, social movements from the 60s to today, the changing \"Sozialstaat,\" and current events.\n", + "GMAN 152 Advanced German, Contemporary Germany. Lieselotte Sippel. An advanced language and culture course focusing on contemporary Germany. Analysis and discussion of current events in Germany and Europe through the lens of German media, including newspapers, books, TV, film radio, and modern electronic media formats. Focus on oral and written production to achieve advanced linguistic skills.\n", + "GMAN 155 Queer German Cultures: Writers, Artists and Social Movements in Germany and Austria. An advanced language and culture course focusing on the diverse queer communities in Germany and Austria. Students analyze and discuss the plurality of queer representations through topics such as queer literary and artistic production, queer urban spaces (Berlin, Frankfurt, Vienna), Afro-German and Turkish minorities, queer social movements since the 1960s, as well as the aesthetics of drag. Special emphasis on the historical conditions for queer culture in Germany and the LGBTQ+ terminology in German language. Focus on oral and written production to achieve advanced linguistic skills. Students watch and read a variety of authentic German, including newspapers, books, TV, film, songs, and modern electronic media formats.\n", + "GMAN 160 GermanCulture&HistyInText&Film: Die DDR - Culture & History. Theresa Schenker. Advanced language course about the history, politics, and culture of East Germany from 1945 to reunification. Analysis of life in the German Democratic Republic with literary and nonliterary texts and films. Includes oral and written assignments, with an emphasis on vocabulary building and increased cultural awareness. Taught in German.\n", + "GMAN 171 Introduction to German Prose Narrative. Study of key authors and works of the German narrative tradition, with a focus on the development of advanced reading comprehension, writing, and speaking skills. Readings from short stories, novellas, and at least one novel. Writings by exemplary storytellers of the German tradition, such as Goethe, Kleist, Hebel, Hoffmann, Stifter, Keller, Kafka, Mann, Musil, Bachmann, and Bernhard.\n", + "GMAN 173 Introduction to German Lyric Poetry. Austen Hinkley. The German lyric tradition, including classic works by Goethe, Schiller, Hölderlin, Eichendorff, Heine, Mörike, Droste-Hülshoff, Rilke, George, Brecht, Trakl, Celan, Bachmann, and Jandl. Attention to the German Lied (art song). Development of advanced reading, writing, speaking, and translation skills.\n", + "GMAN 174 Literature and Music. An advanced language course addressing the close connection between music and German and Austrian literature. Topics include: musical aesthetics (Hoffmann, Hanslick, Nietzsche, Schoenberg, Adorno); opera (Wagner, Strauss-Hofmansthal, Berg); the \"art song\" or Lied (Schubert, Mahler, Krenek); fictional narratives (Kleist, Hoffmann, Mörike, Doderer, Bernhard).\n", + "GMAN 200 How to Read. Hannan Hever. Introduction to techniques, strategies, and practices of reading through study of lyric poems, narrative texts, plays and performances, films, new and old, from a range of times and places. Emphasis on practical strategies of discerning and making meaning, as well as theories of literature, and contextualizing particular readings. Topics include form and genre, literary voice and the book as a material object, evaluating translations, and how literary strategies can be extended to read film, mass media, and popular culture. Junior seminar; preference given to juniors and majors.\n", + "GMAN 232 Paul Celan. Thomas Connolly. An undergraduate seminar in English exploring the life and work of Paul Celan (1920-1970), survivor of the Shoah, and one of the foremost European poets of the second half of the twentieth century. We will read from his early poems in both Romanian and German, and his published collections including Der Sand aus den Urnen, Mohn und Gedächtnis, Von Schelle zu Schelle, Sprachgitter, Die Niemandsrose, Atemwende, Fadensonnen, Lichtzwang, and Schneepart. We will also read from his rare pieces in prose and his correspondence with family, friends, and other intellectuals and poets including Bachmann, Sachs, Heidegger, Char, du Bouchet, Michaux, Ungaretti. A special focus on his poetic translations from French, but also Russian, English, American, Italian, Romanian, Portuguese, and Hebrew. Critical readings draw from Szondi, Adorno, Derrida, Agamben, and others. Readings in English translation or in the original languages, as the student desires. Discussions in English.\n", + "GMAN 254 Jewish Philosophy. Introduction to Jewish philosophy, including classical rationalism of Maimonides, classical kabbalah, and Franz Rosenzweig's inheritance of both traditions. Critical examination of concepts arising in and from Jewish life and experience, in a way that illuminates universal problems of leading a meaningful human life in a multicultural and increasingly globalized world. No previous knowledge of Judaism is required.\n", + "GMAN 270 Poetics of the Short Form. Austen Hinkley. This seminar investigates the rich German tradition of literary short forms, such as the aphorism, the fairy tale, and the joke. Our readings cover small works by major authors from the 18th through the early 20th century, including novellas by Goethe, Kleist, and Droste-Hülshoff, fantastic tales by the Brothers Grimm and Kafka, and short philosophical texts by Lichtenberg, Nietzsche, and Benjamin. We focus on the ways in which short forms not only challenge our understanding of literature and philosophy, but also interact with a wide range of other fields of knowledge like medicine, natural science, law, and history. By considering the possibilities of these mobile and dynamic texts, we explore their power to change how we think about and act in the world. What can be said in an anecdote, a case study, or a novella that could not be said otherwise? How can short forms illuminate the relationship between the literary and the everyday? How might these texts transform our relationship to the short forms that we interact with in our own lives?\n", + "GMAN 279 Romanticism: Poetics, Politics, and Economy. Anja Lemke. The epoch of Romanticism, situated between the French Revolution and the Restoration, is as long (ca. 1790-ca. 1830) as it is complex. Early romantics such as Schlegel, Hardenberg or (the young) Tieck seem to respond to completely different problems than for example authors like E.T.A. Hoffmann, Clemens Brentano, Eichendorff or Bettine von Arnim. Their texts provide an example of the various ways in which literature around 1800 deals with the modern experience of contingency, with social and epistemological differentiation, and political shock, and the poetic, aesthetic and genre-theoretical complexity that emerges from this process. The seminar explores this by examining key concepts of Romanticism – especially of early romantic aesthetics - such as transcendental poetry, irony, exponentiation, arabesque, the fragmentary and the (self-)reflexive, as well as considerations of imagination, perception, and sign theory, and by linking them to romantic positions in the field of philosophy, political and social theory and economics. We discuss programmatic writings, theoretical notes, and literary texts in different genres.\n", + "GMAN 288 The Mortality of the Soul: From Aristotle to Heidegger. Martin Hagglund. This course explores fundamental philosophical questions of the relation between matter and form, life and spirit, necessity and freedom, by proceeding from Aristotle's analysis of the soul in De Anima and his notion of practical agency in the Nicomachean Ethics. We study Aristotle in conjunction with seminal works by contemporary neo-Aristotelian philosophers (Korsgaard, Nussbaum, Brague, and McDowell). We in turn pursue the implications of Aristotle's notion of life by engaging with contemporary philosophical discussions of death that take their point of departure in Epicurus (Nagel, Williams, Scheffler). We conclude by analyzing Heidegger's notion of constitutive mortality, in order to make explicit what is implicit in the form of the soul in Aristotle.\n", + "GMAN 290 Politics of Performance. The stage is, and always has been, a political space. Ever since its beginnings, theatre has offered ways to rethink and criticize political systems, with the stage serving as a \"moral institution\" (Schiller) but also as a laboratory for models of representation. The stage also delineates the limits of representation for democratic societies (Rousseau), as it offers the space for experimentation and new modes of being together, being ensemble. The stage also raises the question of its own condition of possibility and the networks it depends on (Jackson). This course revisits the history of German and German speaking theatre since the Enlightenment, and discusses the stage in its relationship to war, the nation state, the social question, femicide and gender politics, the Holocaust, globalization, and 21st century migration. Readings include works by G.E. Lessing, Friedrich Schiller, Hugo v. Hofmannstahl, Georg Büchner, Peter Weiss, Ida Fink, Dea Lohar, Elfriede Jelinek, Christoph Schlingensief, Heiner Müller, and Elsa Bernstein.\n", + "GMAN 310 “Sprachkrise”—Philosophies & Language Crises. Sophie Schweiger. The crisis of language predates the invention of ChatGPT (who may or may not have helped write this syllabus). This course delves into the concept of language crises and its long history from a philosophical and literary perspective, examining how crises of language are represented in literature and how they reflect broader philosophical questions about language, identity, and power. We explore different philosophical approaches to language, such as the history of language and philology (Herder, Humboldt, Nietzsche), structuralism and post-structuralism (Saussure), analytical and pragmatic philosophies (Wittgenstein), phenomenology and deconstruction (Heidegger), and analyze how these theories shape our understanding of language while simultaneously evoking its crisis. The course also examines how such language crises are represented and produced in literature and the arts; how authors and artists approach the complexities of language loss, and how crises help birth alternative systems of signification. Through close readings of literary texts by Hofmannsthal, Musil, Bachmann, et. al., we analyze the symbolic and metaphorical significance of language crises, as well as the ethical and political implications of language loss for (cultural) identity. Experimental use of language such as DaDa artwork, performance cultures, and \"Sprachspiel\" poetry by the \"Wiener Gruppe,\" as well as contemporary KI/AI literature, further complement the theoretical readings. By exploring language crises through the lens of philosophy and literature, we gain a deeper understanding of the role of language—and its many crises—in shaping our understanding of ourselves and our communities.\n", + "GMAN 355 German Film from 1945 to the Present. Fatima Naqvi. Trauma, gender, media, transnationalism, terrorism, migration, precarity, neoliberalism, and environmental ethics are the issues we study in films from the German-speaking world. We begin in the immediate post-war period: How does the Second World War and its aftermath inflect these films? How does gender play an increasingly important role in the fiction films under discussion? What new collective identities do films articulate in the course of the politicized period from the late 1960s into the late 1970s, when home-grown terrorism contests the category of the West German nation? How do the predominant concerns shift with the passage of time and with the changing media formats? What is the role of genre in representing transnational problems like migration after 2000? How do economic issues come to the fore in the precarious economic conditions shown? When does violence seem like an  answer to political, economic, and social pressures and the legacies of colonialism? Particular attention is paid to film aesthetics. Films include those by Julian Radlmaier, Hubert Sauper, Sudabeh Mortezai, Fatih Akin, Wolfgang Staudte, Alexander Kluge, Werner Herzog, Rainer Werner Fassbinder, Werner Schroeter, Harun Farocki, Michael Haneke, Christian Petzold, Jessica Hausner, Mara Mattuschka, Ulrich Seidl, Nikolaus Geyrhalter, among others. Visiting directors Julian Radlmaier and Hubert Sauper will be integrated into the course.\n", + "GMAN 366 The Short Spring of German Theory. Kirk Wetters. Reconsideration of the intellectual microclimate of German academia 1945-1968. A German prelude to the internationalization effected by French theory, often in dialogue with German sources. Following Philipp Felsch's The Summer of Theory (English 2022): Theory as hybrid and successor to philosophy and sociology. Theory as the genre of the philosophy of history and grand narratives (e.g. \"secularization\"). Theory as the basis of academic interdisciplinarity and cultural-political practice. The canonization and aging of theoretical classics. Critical reflection on academia now and then. Legacies of the inter-War period and the Nazi past: M. Weber, Heidegger, Husserl, Benjamin, Kracauer, Adorno, Jaspers. New voices of the 1950s and 1960s: Arendt, Blumenberg, Gadamer, Habermas, Jauss, Koselleck, Szondi, Taubes.\n", + "GMAN 381 Kant's Critique of Pure Reason. Eric Watkins. An examination of the metaphysical and epistemological doctrines of Kant's Critique of Pure Reason.\n", + "GMAN 478 Directed Readings or Individual Research in Germanic Languages and Literatures. Individual study under faculty supervision. Applicants must submit a prospectus and bibliography approved by the faculty adviser to the director of undergraduate studies. The student meets with the adviser at least one hour each week and takes a final examination or writes a term paper.\n", + "GMAN 492 The Senior Essay Tutorial. Sophie Schweiger. Preparation of an original essay under the direction of a faculty adviser.\n", + "GMAN 510 “Sprachkrise”—Philosophies & Language Crises. Sophie Schweiger. The crisis of language predates the invention of ChatGPT (who may or may not have helped write this syllabus). This course delves into the concept of language crises and its long history from a philosophical and literary perspective, examining how crises of language are represented in literature and how they reflect broader philosophical questions about language, identity, and power. We explore different philosophical approaches to language, such as the history of language and philology (Herder, Humboldt, Nietzsche), structuralism and post-structuralism (Saussure), analytical and pragmatic philosophies (Wittgenstein), phenomenology and deconstruction (Heidegger), and analyze how these theories shape our understanding of language while simultaneously evoking its crisis. The course also examines how such language crises are represented and produced in literature and the arts, how authors and artists approach the complexities of language loss, and how crises help birth alternative systems of signification. Through close readings of literary texts by Hofmannsthal, Musil, Bachmann, et. al., we analyze the symbolic and metaphorical significance of language crises as well as the ethical and political implications of language loss for (cultural) identity. Experimental use of language such as DaDa artwork, performance cultures, and \"Sprachspiel\" poetry by the \"Wiener Gruppe,\" as well as contemporary KI/AI literature, further complement the theoretical readings. By exploring language crises through the lens of philosophy and literature, we gain a deeper understanding of the role of language—and its many crises—in shaping our understanding of ourselves and our communities.\n", + "GMAN 515 Zählen und Erzählen: On the Relation Between Mathematics and Literature. Anja Lemke. Mathematical and literary practices of signs have numerous connections, and despite current debates on digital humanities, algorithm and the \"end of the book\", the relation between calculus and writing can be traced back to around 3000 BC, when the graphé was split up into figure and character. The seminar explores this relationship by focusing on four different fields, which can be discussed separately but do exhibit numerous overlappings: a) Leibniz’ invention of infinitesimal calculus and its relation to the idea of narration from the Baroque to romanticism through to the twentieth century novel, (b) the relation between probability calculus, statistics, and novel writing in the nineteenth and early twentieth century, (c) the role of cypher for aesthetic and poetic questions starting with Schiller’s Letters on the esthetic education of men, to Robert Walser’s Jakob von Gunten, and Jenny Erpenpeck’s The old child, and (d) the economic impact of computation on poetic concepts, e.g. the role of double entry bookkeeping or models of circulation in romantic theories of money and signs. We discuss Leibniz’ Theodizee, texts on the infinitesimal calculus and his concept of an ars combinatoria, novels like The Fortunatus, Novalis’s Heinrich von Ofterdingen, Stifter’s \"The gentle law\", Gustav Freiytag’s Debit and Credit, and Musil’s Man without content, Novalis’s notes on mathematical questions of his time, and economic texts such as Adam Müller’s Attempt on a theory of money.\n", + "GMAN 531 The Short Spring of German Theory. Kirk Wetters. Reconsideration of the intellectual microclimate of German academia 1945–1968. A German prelude to the internationalization effected by French theory, often in dialogue with German sources. Following Philipp Felsch's The Summer of Theory (English 2022): Theory as hybrid and successor to philosophy and sociology. Theory as the genre of the philosophy of history and grand narratives (e.g. secularization). Theory as the basis of academic interdisciplinarity and cultural-political practice. The canonization and aging of theoretical classics. Critical reflection on academia now and then. Legacies of the inter-War period and the Nazi past: M. Weber, Heidegger, Husserl, Benjamin, Kracauer, Adorno, Jaspers. New voices of the 1950s and 1960s: Arendt, Blumenberg, Gadamer, Habermas, Jauss, Koselleck, Szondi, Taubes. German reading and some prior familiarity with European intellectual history will be helpful but not essential.\n", + "GMAN 535 Poetics of the Short Form. Austen Hinkley. This seminar investigates the rich German tradition of literary short forms, such as the aphorism, the fairy tale, and the joke. Our readings cover small works by major authors from the eighteenth through the early twentieth century, including novellas by Goethe, Kleist, and Droste-Hülshoff; fantastic tales by the Brothers Grimm and Kafka; and short philosophical texts by Lichtenberg, Nietzsche, and Benjamin. We focus on the ways in which short forms not only challenge our understanding of literature and philosophy, but also interact with a wide range of other fields of knowledge like medicine, natural science, law, and history. By considering the possibilities of these mobile and dynamic texts, we explore their power to change how we think about and act in the world. What can be said in an anecdote, a case study, or a novella that could not be said otherwise? How can short forms illuminate the relationship between the literary and the everyday? How might these texts transform our relationship to the short forms that we interact with in our own lives?\n", + "GMAN 595 German Film from 1945 to the Present. Fatima Naqvi. We look at a variety of German-language feature films from 1945 to the present in order to focus on issues of trauma, guilt, remembrance (and its counterpart: amnesia), gender, Heimat or \"homeland,\" national and transnational self-fashioning, terrorism, and ethics. How do the Second World War and its legacy inflect these films? What sociopolitical and economic factors influence the individual and collective identities that these films articulate? How do the predominant concerns shift with the passage of time and with changing media? How is the category of nation constructed and contested within the narratives themselves? Close attention is paid to the aesthetic issues and the concept of authorship. Films by Staudte, Wolf, Kluge, Radax, Wenders, Fassbinder, Schroeter, Farocki, Haneke, Petzold, Schanelec, Seidl, Hausner, and Geyrhalter, among others. This class has an optional German section (fifty minutes a week) for students interested in counting this class for the Advanced Language Certificate. A minimum of three students is required for the section to run.\n", + "GMAN 596 Politics of Performance. The stage is, and always has been, a political space. Ever since its beginnings, theatre has offered ways to rethink and criticize political systems, with the stage serving as a \"moral institution\" (Schiller) but also as a laboratory for models of representation. The stage also delineates the limits of representation for democratic societies (Rousseau), as it offers the space for experimentation and new modes of being together, being ensemble. The stage also raises the question of its own condition of possibility and the networks it depends on (Jackson). This course revisits the history of German and German-speaking theatre since the Enlightenment, and discusses the stage in its relationship to war, the nation state, the social question, femicide and gender politics, the Holocaust, globalization, and twenty-first-century migration. Readings include works by G.E. Lessing, Friedrich Schiller, Hugo v. Hofmannstahl, Georg Büchner, Peter Weiss, Ida Fink, Dea Lohar, Elfriede Jelinek, Christoph Schlingensief, Heiner Müller, and Elsa Bernstein.\n", + "GMAN 604 The Mortality of the Soul: From Aristotle to Heidegger. Martin Hagglund. This course explores fundamental philosophical questions of the relation between matter and form, life and spirit, necessity and freedom, by proceeding from Aristotle’s analysis of the soul in De Anima and his notion of practical agency in the Nicomachean Ethics. We study Aristotle in conjunction with seminal works by contemporary neo-Aristotelian philosophers (Korsgaard, Nussbaum, Brague, and McDowell). We in turn pursue the implications of Aristotle’s notion of life by engaging with contemporary philosophical discussions of death that take their point of departure in Epicurus (Nagel, Williams, Scheffler). We conclude by analyzing Heidegger’s notion of constitutive mortality, in order to make explicit what is implicit in the form of the soul in Aristotle.\n", + "GMAN 617 Psychoanalysis: Key Conceptual Differences between Freud and Lacan I. Moira Fradinger. This is the first section of a year-long seminar (second section: CPLT 914) designed to introduce the discipline of psychoanalysis through primary sources, mainly from the Freudian and Lacanian corpuses but including late twentieth-century commentators and contemporary interdisciplinary conversations. We rigorously examine key psychoanalytic concepts that students have heard about but never had the chance to study. Students gain proficiency in what has been called \"the language of psychoanalysis,\" as well as tools for critical practice in disciplines such as literary criticism, political theory, film studies, gender studies, theory of ideology, psychology medical humanities, etc. We study concepts such as the unconscious, identification, the drive, repetition, the imaginary, fantasy, the symbolic, the real, and jouissance. A central goal of the seminar is to disambiguate Freud's corpus from Lacan's reinvention of it. We do not come to the \"rescue\" of Freud. We revisit essays that are relevant for contemporary conversations within the international psychoanalytic community. We include only a handful of materials from the Anglophone schools of psychoanalysis developed in England and the US. This section pays special attention to Freud's \"three\" (the ego, superego, and id) in comparison to Lacan's \"three\" (the imaginary, the symbolic, and the real). CPLT 914 devotes, depending on the interests expressed by the group, the last six weeks to special psychoanalytic topics such as sexuation, perversion, psychosis, anti-asylum movements, conversations between psychoanalysis and neurosciences and artificial intelligence, the current pharmacological model of mental health, and/or to specific uses of psychoanalysis in disciplines such as film theory, political philosophy, and the critique of ideology. Apart from Freud and Lacan, we will read work by Georges Canguilhem, Roman Jakobson, Victor Tausk, Émile Benveniste, Valentin Volosinov, Guy Le Gaufey, Jean Laplanche, Étienne Balibar, Roberto Esposito, Wilfred Bion, Félix Guattari, Markos Zafiropoulos, Franco Bifo Berardi, Barbara Cassin, Renata Salecl, Maurice Godelier, Alenka Zupančič, Juliet Mitchell, Jacqueline Rose, Norbert Wiener, Alan Turing, Eric Kandel, and Lera Boroditsky among others. No previous knowledge of psychoanalysis is needed. Starting out from basic questions, we study how psychoanalysis, arguably, changed the way we think of human subjectivity. Graduate students from all departments and schools on campus are welcome. The final assignment is due by the end of the spring term and need not necessarily take the form of a twenty-page paper. Taught in English. Materials can be provided to cover the linguistic range of the group.\n", + "GMAN 646 Rise of the European Novel. Katie Trumpener, Rudiger Campe. In the eighteenth century, the novel became a popular literary form in many parts of Europe. Yet now-standard narratives of its \"rise\" often offer a temporally and linguistically foreshortened view. This seminar examines key early modern novels in a range of European languages, centered on the dialogue between highly influential eighteenth-century British and French novels (Montesquieu, Defoe, Sterne, Diderot, Laclos, Edgeworth). We begin by considering a sixteenth-century Spanish picaresque life history (Lazarillo de Tormes) and Madame de Lafayette’s seventeenth-century secret history of French court intrigue; contemplate a key sentimental Goethe novella; and end with Romantic fiction (an Austen novel, a Kleist novella, Pushkin’s historical novel fragment). These works raise important issues about cultural identity and historical experience, the status of women (including as readers and writers), the nature of society, the vicissitudes of knowledge—and novelistic form. We also examine several major literary-historical accounts of the novel’s generic evolution, audiences, timing, and social function, and historiographical debates about the novel’s rise (contrasting English-language accounts stressing the novel’s putatively British genesis, and alternative accounts sketching a larger European perspective). The course gives special emphasis to the improvisatory, experimental character of early modern novels, as they work to reground fiction in the details and reality of contemporary life. Many epistolary, philosophical, sentimental, and Gothic novels present themselves as collections of \"documents\"—letters, diaries, travelogues, confessions—carefully assembled, impartially edited, and only incidentally conveying stories as well as information. The seminar explores these novels’ documentary ambitions; their attempt to touch, challenge, and change their readers; and their paradoxical influence on \"realist\" conventions (from the emergence of omniscient, impersonal narrators to techniques for describing time and place).\n", + "GMAN 701 Theories of Freedom: Schelling and Hegel. Paul North. In 1764 Immanuel Kant noted in the margin of one of his published books that evil was \"the subjection of one being under the will of another,\" a sign that good was coming to mean freedom. But what is freedom? Starting with early reference to Kant, we study two major texts on freedom in post-Kantian German Idealism, Schelling's 1809 Philosophical Investigations into the Essence of Human Freedom and Related Objects and Hegel's 1820 Elements of the Philosophy of Right.\n", + "GMAN 900 Directed Reading. By arrangement with the faculty.\n", + "GREK 110 Beginning Greek: The Elements of Greek Grammar. Maria Ma. Introduction to ancient Greek. Emphasis on morphology and syntax within a structured program of readings and exercises. Prepares for GREK 120.\n", + "GREK 131 Greek Prose: An Introduction. Francesca Beretta. Close reading of selections from classical Greek prose with review of grammar.\n", + "GREK 443 Homer's Iliad. Egbert Bakker, Erynn Kim. Reading of selected books of the Iliad, with attention to Homeric language and style, the Homeric view of heroes and gods, and the reception of Homer in antiquity.\n", + "GREK 471 Plutarch's Lives. John Dillon. Close reading of selections from the Parallel Lives, including the lives of Pericles, Alcibiades, and Nicias. Plutarch's reception and mediation of Greco-Roman historical traditions; the nature and design of the Lives; ways in which genres such as biography, history, and historical fiction influenced and were influenced by Plutarch's work.\n", + "GREK 475 Lucian's Fiction and Comic Dialogues. Ray Lahiri. Reading of selections from Lucian of Samosata's comic dialogues and fictional writings. Focus on translation and interpretation of the text in relation to others in the rhetorical tradition. Attention to the work's intellectual, cultural, and historical contexts in the Second Sophistic. A bridge course between L4 and other L5 courses.\n", + "GREK 743 Homer’s Iliad. Egbert Bakker, Erynn Kim. Reading of selected books of the Iliad, with attention to Homeric language and style, the Homeric view of heroes and gods, and the reception of Homer in antiquity.\n", + "GREK 771 Plutarch's Lives. John Dillon. Close reading of selections from the Parallel Lives, including the lives of Pericles, Alcibiades, and Nicias. Plutarch's reception and mediation of Greco-Roman historical traditions; the nature and design of the Lives; ways in which genres such as biography, history, and historical fiction influenced and were influenced by Plutarch's work.\n", + "HEBR 110 Elementary Modern Hebrew I. Dina Roginsky. Introduction to the language of contemporary Israel, both spoken and written. Fundamentals of grammar; extensive practice in speaking, reading, and writing under the guidance of a native speaker.\n", + "HEBR 110 Elementary Modern Hebrew I. Dina Roginsky. Introduction to the language of contemporary Israel, both spoken and written. Fundamentals of grammar; extensive practice in speaking, reading, and writing under the guidance of a native speaker.\n", + "HEBR 130 Intermediate Modern Hebrew I. Shiri Goren. Review and continuation of grammatical study, leading to a deeper understanding of style and usage. Focus on selected readings and on writing, comprehension, and speaking skills.\n", + "HEBR 130 Intermediate Modern Hebrew I. Shiri Goren. Review and continuation of grammatical study, leading to a deeper understanding of style and usage. Focus on selected readings and on writing, comprehension, and speaking skills.\n", + "HEBR 150 Advanced Modern Hebrew: Daily Life in Israel. Orit Yeret. An examination of major controversies in Israeli society. Readings include newspaper editorials and academic articles as well as documentary and historical material. Advanced grammatical structures are introduced and practiced.\n", + "HEBR 167 Creative Writing in Hebrew. Orit Yeret. An advanced language course with focus on creative writing and self-expression. Students develop knowledge of modern Hebrew, while elevating writing skills based on special interests, and in various genres, including short prose, poetry, dramatic writing, and journalism. Students engage with diverse authentic materials, with emphasis on Israeli literature, culture, and society.\n", + "HEBR 169 Languages in Dialogue: Hebrew and Arabic. Dina Roginsky. Hebrew and Arabic are closely related as sister Semitic languages. They have a great degree of grammatical, morphological, and lexical similarity. Historically, Arabic and Hebrew have been in cultural contact in various places and in different aspects. This advanced Hebrew language class explores linguistic similarities between the two languages as well as cultural comparisons of the communities, built on mutual respect. Students benefit from a section in which they gain a basic exposure to Arabic, based on its linguistic similarity to Hebrew. Conducted in Hebrew.\n", + "HEBR 500 Elementary Modern Hebrew I. Dina Roginsky. A two-term introduction to the language of contemporary Israel, both spoken and written. Fundamentals of grammar; extensive practice in speaking, reading, writing, and comprehension under the guidance of a native speaker. No previous knowledge required. Successful completion of the fall term required to enroll in the spring term.\n", + "HEBR 500 Elementary Modern Hebrew I. Dina Roginsky. A two-term introduction to the language of contemporary Israel, both spoken and written. Fundamentals of grammar; extensive practice in speaking, reading, writing, and comprehension under the guidance of a native speaker. No previous knowledge required. Successful completion of the fall term required to enroll in the spring term.\n", + "HEBR 502 Intermediate Modern Hebrew I. Shiri Goren. A two-term review and continuation of grammatical study leading to a deeper comprehension of style and usage. Focus on selected readings, writing, comprehension, and speaking skills.\n", + "HEBR 502 Intermediate Modern Hebrew I. Shiri Goren. A two-term review and continuation of grammatical study leading to a deeper comprehension of style and usage. Focus on selected readings, writing, comprehension, and speaking skills.\n", + "HEBR 504 Advanced Modern Hebrew: Daily Life in Israel. Orit Yeret. An examination of major controversies in Israeli society. Readings include newspaper editorials and academic articles as well as documentary and historical material. Advanced grammatical structures are introduced and practiced.\n", + "HEBR 524 Creative Writing in Hebrew. Orit Yeret. An advanced language course with focus on creative writing and self-expression. Students develop knowledge of modern Hebrew, while elevating writing skills based on special interests, and in various genres, including short prose, poetry, dramatic writing, and journalism. Students engage with diverse authentic materials, with emphasis on Israeli literature, culture, and society.\n", + "HEBR 578 Languages in Dialogue: Hebrew and Arabic. Dina Roginsky. Hebrew and Arabic are closely related as sister Semitic languages. They have a great degree of grammatical, morphological, and lexical similarity. Historically, Arabic and Hebrew have been in cultural contact in various places and in different aspects. This advanced Hebrew language class explores linguistic similarities between the two languages as well as cultural comparisons of the communities, built on mutual respect. Students benefit from a section in which they gain a basic exposure to Arabic, based on its linguistic similarity to Hebrew. Conducted in Hebrew.\n", + "HGRN 110 Elementary Hungarian I. Introduction to the Hungarian language, with development of speaking, listening, reading, and writing skills. Fundamental grammar structures and vocabulary necessary for communicating on everyday topics, reading authentic texts, and writing simple texts; language features such as vowel harmony, agglutinative word formation mechanisms, the case system, and syntax; contemporary history and culture of Hungarian society.\n", + "HGRN 130 Intermediate Hungarian I. In Intermediate Hungarian you will continue to build upon your knowledge of speaking, listening, reading and writing in Hungarian.\n", + "HGRN 150 Advanced Hungarian. This advanced course aims to serve as both a review of the more advanced grammatical constructions of Hungarian and a brief chronological look at 20th century Hungarian literature. The course includes reading short stories, poetry and book chapters that reflect the political, economic, literary, and every-day trends and disturbances of the time.\n", + "HIST 002 Myth, Legend, and History in New England. This seminar explores the complex and multi-faceted process of remembering and representing the past, using the New England region as our laboratory and drawing on the resources of Yale and the surrounding region for our tools.  Human events are evanescent—as soon as they happen, they disappear.  Yet they live on in many forms, embodied in physical artifacts and the built environment, converted to songs, stories, and legends, inscribed in written records of a thousand sorts, depicted in graphic images from paintings and sketches to digital photographs and video.  From these many sources people form and reform their understanding of the past.  In this seminar, we examine a series of iconic events and patterns deeply embedded in New England’s past and analyze the contested processes whereby historians, artists, poets, novelists, and other \"remembrancers\" of the past have attempted to do this essential work.\n", + "HIST 006 Medicine and Society in American History. Rebecca Tannenbaum. Disease and healing in American history from colonial times to the present. The changing role of the physician, alternative healers and therapies, and the social impact of epidemics from smallpox to AIDS.\n", + "HIST 011 Capitalism and Inequality. Rising inequality is widely recognized as one of the biggest challenges of our time. This course looks at how we got to the current moment of spiking rates of wealth and other inequalities by turning to inequality’s history. We study past forms of inequality and importantly, how societies explained and justified the existence of often pronounced inequality, and then turn to the question what sustains inequality today. Topics covered are inequalities of income, of banking and money, housing, health, education, opportunity, among others. Each of these topics have readings that allow us to trace back the history of such issues as well as readings that deal with contemporary expressions of the same problem. We pay particular attention to the role that discrimination on the basis of race and gender plays in all of this.\n", + "HIST 012 Politics and Society in the United States after World War II. Jennifer Klein. Introduction to American political and social issues from the 1940s to the present, including political economy, civil rights, class politics, and gender roles. Legacies of the New Deal as they played out after World War II; the origins, agenda, and ramifications of the Cold War; postwar suburbanization and its racial dimensions; migration and immigration; cultural changes; social movements of the Right and Left; Reaganism and its legacies; the United States and the global economy.\n", + "HIST 016 Slavery in the Archives. Edward Rugemer. This first-year seminar explores the significance of racial slavery in the history of the Americas during the eighteenth and nineteenth centuries. We read the work of historians and we explore archival approaches to the study of history. Taught in the Beinecke Library with the assistance of curators and librarians, each week is organized around an archival collection that sheds light on the history of slavery. The course also includes visits to the Department of Manuscripts and Archives in the Sterling Library, the British Art Center, and the Yale University Art Gallery.  Each student writes a research paper grounded in archival research in one of the Yale Libraries. Topics include slavery and slaveholding, the transatlantic slave trade, resistance to slavery, the abolitionist movement, the coming of the American Civil War, the process of emancipation, and post-emancipation experiences.\n", + "HIST 020 Jews, Christians, and Muslims in Medieval Spain. Hussein Fancy. It is widely believed that Jews, Christians, Muslims lived together in relative harmony for significant periods of medieval Spanish history, that they experienced what has been called convivencia. What is more, the argument continues, because of this harmony, all benefited materially and culturally from diversity and interaction. Through careful reading of primary sources, students take a critical look at convivencia as both historical concept and practice. To what degree did tolerance exist in medieval Spain? And perhaps more critically, what do religious interactions in the distant past tell us about the possibilities for religious tolerance in the future.\n", + "HIST 022 What History Teaches. An introduction to the discipline of history. History viewed as an art, a science, and something in between; differences between fact, interpretation, and consensus; history as a predictor of future events. Focus on issues such as the interdependence of variables, causation and verification, the role of individuals, and to what extent historical inquiry can or should be a moral enterprise. Enrollment limited to first-year students. Preregistration required; see under First-Year Seminar Program.\n", + "HIST 030 Tokyo. Daniel Botsman. Four centuries of Japan's history explored through the many incarnations, destructions, and rebirths of its foremost city. Focus on the solutions found by Tokyo's residents to the material and social challenges of concentrating such a large population in one place. Tensions between continuity and impermanence, authenticity and modernity, and social order and the culture of play.\n", + "HIST 031 What Makes An American?: U.S. National Identity, Founding to Present. Alvita Akiboh. What makes someone an \"American\"? This question has plagued the United States since its inception. Most countries, in constructing their national identity, point to shared language, culture, or ethnicity. The United States, on the other hand, has been called a \"nation of immigrants,\" a \"melting pot,\" or a \"mosaic.\" These terms seek to describe how disparate groups of people from all over the globe have come together to form a nation. In this course, students grapple with questions of who has been considered \"American\" at different points in U.S. history, how the boundaries of this U.S national community have been policed, and why those boundaries have changed over time to allow some to become American while continuing to exclude others.\n", + "HIST 031 What Makes An American?: U.S. National Identity, Founding to Present. Alvita Akiboh. What makes someone an \"American\"? This question has plagued the United States since its inception. Most countries, in constructing their national identity, point to shared language, culture, or ethnicity. The United States, on the other hand, has been called a \"nation of immigrants,\" a \"melting pot,\" or a \"mosaic.\" These terms seek to describe how disparate groups of people from all over the globe have come together to form a nation. In this course, students grapple with questions of who has been considered \"American\" at different points in U.S. history, how the boundaries of this U.S national community have been policed, and why those boundaries have changed over time to allow some to become American while continuing to exclude others.\n", + "HIST 056 Women Who Ruled. Winston Hill. This course examines queens who ruled over hereditary monarchies in their own right. Each week spotlights a different queen or set of related queens. With the use of secondary works and primary sources, students gain some familiarity with the queens themselves, their struggles to use and retain power, and the cultures in which those queens were embedded. Over the duration of the course, students form a basic idea of what queenship has entailed across cultures, while simultaneously discovering how queenship varied in different cultures and material circumstances. The course thereby not only investigates queenship, but also serves as an introduction to the temporal, spatial, and conceptual breadth of world history. And, through watching recent film and television depictions of these queens, students come to grips with the problem of historical memory and the uses (or abuses) to which history can be put.\n", + "HIST 059 Asian Americans and STEM. Eun-Joo Ahn. As both objects of study and agents of discovery, Asian Americans have played an important yet often unseen role in fields of science, technology, engineering, and math (STEM) in the U.S. Now more than ever, there is a need to rethink and educate students on science’s role in society and its interface with society. This course unites the humanities fields of Asian American history and American Studies with the STEM fields of medicine, physics, and computer science to explore the ways in which scientific practice has been shaped by U.S. histories of imperialism and colonialism, migration and racial exclusion, domestic and international labor and economics, and war. The course also explores the scientific research undertaken in these fields and delves into key scientific principles and concepts to understand the impact of such work on the lives of Asians and Asian Americans, and how the migration of people may have impacted the migration of ideas and scientific progress. Using case students, students engage with fundamental scientific concepts in these fields. They explore key roles Asians and Asian Americans had in the development in science and technology in the United States and around the world as well as the impact of state policies regarding the migration of technical labor and the concerns over brain drains. Students also examine diversity and inclusion in the context of the experiences of Asians and Asian Americans in STEM.\n", + "HIST 068 The Global Gandhi: Histories of Nonviolent Resistance. Sunil Amrith. At a time of rising violence and polarization both within and between nations, what can we learn from the history of nonviolent political action? This course examines the life and the afterlives of Mohandas (\"Mahatma\") Gandhi, who led India’s struggle for independence from British colonial rule. Gandhi’s practice of nonviolent struggle was shaped by multiple influences—by reading Thoreau and Tolstoy, by his experiences as a migrant Indian lawyer and journalist in South Africa, as well as by multiple Indian religious traditions. In turn, after his death Gandhi became an icon and an inspiration for political movements around the world, including the Civil Rights movement in the US and the anti-Apartheid struggle in South Africa.\n", + "HIST 098 Little Ice Ages: Climate Crises and Human History. Fabian Drixler. Anthropogenic global warming is one of the defining crises of our time. Before the 20th century, it was cooling and drought that posed the greatest challenges to human flourishing. Temperatures could drop for centuries, such as in the Little Ice Age (ca. 1300-1850). Volcanic winters typically lasted only a year or two but rattled the ecological foundations of many societies. Through a focus on such periods of climatic disruption, this seminar serves as an introduction to the broader study of climate history. This is a rapidly developing field that combines methodologies across many disciplines, from ice core analysis and volcanology to tree rings and the analysis of written records. Our readings are often authored by multi-disciplinary teams, but our focus is on how historians understand the past interactions of human beings and the climate. The scope of the course is global and ranges from the collapse of ancient societies to the prospects for (deliberately) engineering the climate of the future. Our temporal center of gravity is the early modern period─already exquisitely documented but still highly vulnerable to changes in temperature.\n", + "HIST 101J History of Incarceration in the U.S.. Regina Kunzel. This course explores the history of incarceration in the U.S. over more than two centuries. Among the topics we explore are the carceral conditions of slavery; the rise of the penitentiary and racial control; convict leasing and other forms of prison labor; the prisoners’ rights movement in the late 1960s and early 1970s; the effects of \"welfare reform,\" the \"war on drugs\" and the \"war on crime\" on the mass incarceration of the late twentieth century; immigration detention; and the privatization and globalization of carceral practices.\n", + "HIST 104 The World Circa 2000. Daniel Magaziner, Samuel Moyn. The World Circa 2000 is a global history of the present since ~ 1960. The course moves thematically to consider topics including, decolonization and nation building in the global south, crises of nationalism and recurrent authoritarianism, the politics of aid, humanitarianism and neo-liberalism, technophilia, environmentalism and networked societies, climate change and ‘free trade,’ new religious fundamentalisms and imagined solidarities, celebrity, individuality, and consumerism in China, the United States, and beyond.\n", + "HIST 104 The World Circa 2000. The World Circa 2000 is a global history of the present since ~ 1960. The course moves thematically to consider topics including, decolonization and nation building in the global south, crises of nationalism and recurrent authoritarianism, the politics of aid, humanitarianism and neo-liberalism, technophilia, environmentalism and networked societies, climate change and ‘free trade,’ new religious fundamentalisms and imagined solidarities, celebrity, individuality, and consumerism in China, the United States, and beyond.\n", + "HIST 104 The World Circa 2000. The World Circa 2000 is a global history of the present since ~ 1960. The course moves thematically to consider topics including, decolonization and nation building in the global south, crises of nationalism and recurrent authoritarianism, the politics of aid, humanitarianism and neo-liberalism, technophilia, environmentalism and networked societies, climate change and ‘free trade,’ new religious fundamentalisms and imagined solidarities, celebrity, individuality, and consumerism in China, the United States, and beyond.\n", + "HIST 104 The World Circa 2000. The World Circa 2000 is a global history of the present since ~ 1960. The course moves thematically to consider topics including, decolonization and nation building in the global south, crises of nationalism and recurrent authoritarianism, the politics of aid, humanitarianism and neo-liberalism, technophilia, environmentalism and networked societies, climate change and ‘free trade,’ new religious fundamentalisms and imagined solidarities, celebrity, individuality, and consumerism in China, the United States, and beyond.\n", + "HIST 104 The World Circa 2000. The World Circa 2000 is a global history of the present since ~ 1960. The course moves thematically to consider topics including, decolonization and nation building in the global south, crises of nationalism and recurrent authoritarianism, the politics of aid, humanitarianism and neo-liberalism, technophilia, environmentalism and networked societies, climate change and ‘free trade,’ new religious fundamentalisms and imagined solidarities, celebrity, individuality, and consumerism in China, the United States, and beyond.\n", + "HIST 104 The World Circa 2000. The World Circa 2000 is a global history of the present since ~ 1960. The course moves thematically to consider topics including, decolonization and nation building in the global south, crises of nationalism and recurrent authoritarianism, the politics of aid, humanitarianism and neo-liberalism, technophilia, environmentalism and networked societies, climate change and ‘free trade,’ new religious fundamentalisms and imagined solidarities, celebrity, individuality, and consumerism in China, the United States, and beyond.\n", + "HIST 104 The World Circa 2000. The World Circa 2000 is a global history of the present since ~ 1960. The course moves thematically to consider topics including, decolonization and nation building in the global south, crises of nationalism and recurrent authoritarianism, the politics of aid, humanitarianism and neo-liberalism, technophilia, environmentalism and networked societies, climate change and ‘free trade,’ new religious fundamentalisms and imagined solidarities, celebrity, individuality, and consumerism in China, the United States, and beyond.\n", + "HIST 104 The World Circa 2000. The World Circa 2000 is a global history of the present since ~ 1960. The course moves thematically to consider topics including, decolonization and nation building in the global south, crises of nationalism and recurrent authoritarianism, the politics of aid, humanitarianism and neo-liberalism, technophilia, environmentalism and networked societies, climate change and ‘free trade,’ new religious fundamentalisms and imagined solidarities, celebrity, individuality, and consumerism in China, the United States, and beyond.\n", + "HIST 104 The World Circa 2000. The World Circa 2000 is a global history of the present since ~ 1960. The course moves thematically to consider topics including, decolonization and nation building in the global south, crises of nationalism and recurrent authoritarianism, the politics of aid, humanitarianism and neo-liberalism, technophilia, environmentalism and networked societies, climate change and ‘free trade,’ new religious fundamentalisms and imagined solidarities, celebrity, individuality, and consumerism in China, the United States, and beyond.\n", + "HIST 104 The World Circa 2000. The World Circa 2000 is a global history of the present since ~ 1960. The course moves thematically to consider topics including, decolonization and nation building in the global south, crises of nationalism and recurrent authoritarianism, the politics of aid, humanitarianism and neo-liberalism, technophilia, environmentalism and networked societies, climate change and ‘free trade,’ new religious fundamentalisms and imagined solidarities, celebrity, individuality, and consumerism in China, the United States, and beyond.\n", + "HIST 104 The World Circa 2000. The World Circa 2000 is a global history of the present since ~ 1960. The course moves thematically to consider topics including, decolonization and nation building in the global south, crises of nationalism and recurrent authoritarianism, the politics of aid, humanitarianism and neo-liberalism, technophilia, environmentalism and networked societies, climate change and ‘free trade,’ new religious fundamentalisms and imagined solidarities, celebrity, individuality, and consumerism in China, the United States, and beyond.\n", + "HIST 109 Climate & Environment in American History: From Columbian Exchange to Closing of the Frontier. Mark Peterson. This lecture course explores the crucial role that climate and environmental conditions have played in American history from the period of European colonization to the end of the 19th century. Its focus is on the dramatic changes brought about by the encounters among Indigenous, European, and African peoples in this period, the influence of climate and climate change on these encounters, and the environmental transformations brought about by European colonization and conquest and the creation of new economies and polities (including chattel slavery). The lectures offer a new framework for organizing and periodizing North American history, based on geographical and environmental conditions rather than traditional national and political frameworks. The course provides a historical foundation for understanding contemporary American (and global) climate and environmental issues.\n", + "HIST 109 Climate & Environment in American History: From Columbian Exchange to Closing of the Frontier. This lecture course explores the crucial role that climate and environmental conditions have played in American history from the period of European colonization to the end of the 19th century. Its focus is on the dramatic changes brought about by the encounters among Indigenous, European, and African peoples in this period, the influence of climate and climate change on these encounters, and the environmental transformations brought about by European colonization and conquest and the creation of new economies and polities (including chattel slavery). The lectures offer a new framework for organizing and periodizing North American history, based on geographical and environmental conditions rather than traditional national and political frameworks. The course provides a historical foundation for understanding contemporary American (and global) climate and environmental issues.\n", + "HIST 109 Climate & Environment in American History: From Columbian Exchange to Closing of the Frontier. This lecture course explores the crucial role that climate and environmental conditions have played in American history from the period of European colonization to the end of the 19th century. Its focus is on the dramatic changes brought about by the encounters among Indigenous, European, and African peoples in this period, the influence of climate and climate change on these encounters, and the environmental transformations brought about by European colonization and conquest and the creation of new economies and polities (including chattel slavery). The lectures offer a new framework for organizing and periodizing North American history, based on geographical and environmental conditions rather than traditional national and political frameworks. The course provides a historical foundation for understanding contemporary American (and global) climate and environmental issues.\n", + "HIST 109 Climate & Environment in American History: From Columbian Exchange to Closing of the Frontier. This lecture course explores the crucial role that climate and environmental conditions have played in American history from the period of European colonization to the end of the 19th century. Its focus is on the dramatic changes brought about by the encounters among Indigenous, European, and African peoples in this period, the influence of climate and climate change on these encounters, and the environmental transformations brought about by European colonization and conquest and the creation of new economies and polities (including chattel slavery). The lectures offer a new framework for organizing and periodizing North American history, based on geographical and environmental conditions rather than traditional national and political frameworks. The course provides a historical foundation for understanding contemporary American (and global) climate and environmental issues.\n", + "HIST 109 Climate & Environment in American History: From Columbian Exchange to Closing of the Frontier. This lecture course explores the crucial role that climate and environmental conditions have played in American history from the period of European colonization to the end of the 19th century. Its focus is on the dramatic changes brought about by the encounters among Indigenous, European, and African peoples in this period, the influence of climate and climate change on these encounters, and the environmental transformations brought about by European colonization and conquest and the creation of new economies and polities (including chattel slavery). The lectures offer a new framework for organizing and periodizing North American history, based on geographical and environmental conditions rather than traditional national and political frameworks. The course provides a historical foundation for understanding contemporary American (and global) climate and environmental issues.\n", + "HIST 111J Race and Mental Health in New Haven. Marco Ramos. Recent scholarship in the humanities has critically examined the violence that the mental health care system has inflicted on marginalized communities in the United States. This advanced research seminar explores race, mental health, and harm through the local history of New Haven. We interrogate the past and present of Yale University’s relationship to the surrounding community by unearthing the history of \"community mental health\" at Yale in the 1960s. In particular, the seminar is built around a newly discovered archive in the Connecticut Mental Health Center (CMHC), an institution that was developed as an urban renewal project that displaced citizens from their homes and jobs in the Hill Neighborhood. The archive details, among other things, the contentious relationship between Yale University and activist community organizations in New Haven during this period, including the Black Panthers and Hill Neighborhood Parents Association. Students develop original research papers based on archival materials. The seminar touches on historical methodology, archiving practices, and how to circulate knowledge about community healing and harm within and beyond the academy. Organizers in New Haven will be invited to reflect on our work at the end of the seminar.\n", + "HIST 112 \"None Dare Call It Conspiracy:\" Paranoia and Conspiracy Theories in 20th and 21st C. America. In this course we examine the development and growth of conspiracy theories in American politics and culture in the 20th and 21st centuries. We look at texts from a variety of different analytical and political traditions to develop an understanding of how and why conspiracy theories develop, their structural dynamics, and how they function as a narrative. We examine a variety of different conspiracy theories and conspiratorial groups from across the political spectrum, but we pay particular attention to anti-Semitism as a foundational form of conspiracy theorizing, as well as the particular role of conspiracy theories in far-right politics, ranging from the John Birch Society in the 1960s to the Tea Party, QAnon, and beyond in the 21st century. We also look at how real conspiracies shape and reinforce conspiracy theorizing as a mode of thought, and formulate ethical answers on how to address conspiracy as a mode of politics.\n", + "HIST 112J Early Histories of Sexuality. Caleb Knapp. This course examines histories of sexuality across a range of colonial and national contexts, including the British Caribbean, colonial Hawai’i, Mexico, and India, the U.S. South, and the North American West. It tracks how people thought about, regulated, and engaged in sex prior to the emergence of sexuality as a category of knowledge and explores the historiographical challenges of narrating histories of sex before sexuality.\n", + "HIST 123 Muslims in the United States. Zareena Grewal. Since 9/11, cases of what has been termed \"home-grown terrorism\" have cemented the fear that \"bad\" Islam is not just something that exists far away, in distant lands. As a result, there has been an urgent interest to understand who American Muslims are by officials, experts, journalists, and the public. Although Muslims have been part of America’s story from its founding, Muslims have alternated from an invisible minority to the source of national moral panics, capturing national attention during political crises, as a cultural threat or even a potential fifth column. Today the stakes are high to understand what kinds of meanings and attachments connect Muslims in America to the Muslim world and to the US as a nation. Over the course of the semester, students grapple with how to define and apply the slippery concept of diaspora to different dispersed Muslim populations in the US, including racial and ethnic diasporas, trading diasporas, political diasporas, and others. By focusing on a range of communities-in-motion and a diverse set of cultural texts, students explore the ways mobility, loss, and communal identity are conceptualized by immigrants, expatriates, refugees, guest-workers, religious seekers, and exiles. To this end, we read histories, ethnographies, essays, policy papers, novels, poetry, memoirs; we watch documentary and fictional films; we listen to music, speeches, spoken word performances, and prayers. Our aim is to deepen our understanding of the multiple meanings and conceptual limits of homeland and diaspora for Muslims in America, particularly in the Age of Terror.\n", + "HIST 123J Reagan’s America. This course examines U.S. politics in the 20th century through the life and times of Ronald Reagan. This is not a course about biography. Instead, the course uses the major political events of Reagan’s lifetime−from his years as a New Deal-era labor leader to his presidency in the 1980s−in order to explore the political history of the era. The course emphasizes intersections between domestic and foreign policy, as well as between high politics (the White House, Congress, the Supreme Court) and grassroots social movements. Topics include liberalism, conservatism, civil rights, communism and anticommunism, California politics, presidential power, AIDS activism, abortion politics, immigration, foreign policy, and the Cold War.\n", + "HIST 125 American Architecture and Urbanism. Elihu Rubin. Introduction to the study of buildings, architects, architectural styles, and urban landscapes, viewed in their economic, political, social, and cultural contexts, from precolonial times to the present. Topics include: public and private investment in the built environment; the history of housing in America; the organization of architectural practice; race, gender, ethnicity and the right to the city; the social and political nature of city building; and the transnational nature of American architecture.\n", + "HIST 128 Origins of U.S. Global Power. David Engerman. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "HIST 128 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "HIST 128 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "HIST 128 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "HIST 128 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "HIST 128 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "HIST 128 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "HIST 128 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "HIST 128 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "HIST 128 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "HIST 128 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "HIST 128 Origins of U.S. Global Power. This course examines the causes and the consequences of American global power in the \"long 20th century,\" peeking back briefly into the 19th century as well as forward into the present one. The focus is on foreign relations, which includes but is not limited to foreign policy; indeed, America’s global role was rooted as much in its economic and cultural power as it was in diplomacy and military strength. We study events like wars, crises, treaties, and summits—but also trade shows and movie openings. Our principal subjects include plenty of State Department officials, but also missionaries, business people, and journalists. We pay close attention also to conceptions of American power; how did observers in and beyond the United States understand the nature, origins, and operations of American power?\n", + "HIST 131J Urban History in the United States, 1870 to the Present. Jennifer Klein. The history of work, leisure, consumption, and housing in American cities. Topics include immigration, formation and re-formation of ethnic communities, the segregation of cities along the lines of class and race, labor organizing, the impact of federal policy, the growth of suburbs, the War on Poverty and Reaganism, and post-Katrina New Orleans.\n", + "HIST 133J The Creation of the American Politician, 1789–1820. Joanne Freeman. The creation of an American style of politics: ideas, political practices, and self-perceptions of America's first national politicians. Topics include national identity, the birth of national political parties, methods of political combat, early American journalism, changing conceptions of leadership and citizenship, and the evolving political culture of the early republic.\n", + "HIST 136 The Long Civil Rights Movement. Political, social, and artistic aspects of the U.S. civil rights movement from the 1920s through the 1980s explored in the context of other organized efforts for social change. Focus on relations between the African American freedom movement and debates about gender, labor, sexuality, and foreign policy. Changing representations of social movements in twentieth-century American culture; the politics of historical analysis.\n", + "HIST 139J Fetal Histories: Pregnancy, Life, and Personhood in the American Cultural Imagination. Megann Licskai. In our twenty-first-century historical moment, the fetus is a powerful political and cultural symbol. One’s fetal politics likely predicts a lot about how they live their life, vote, worship, and even about how they understand themselves. How, then, has the fetus come to carry the cultural significance that it does? Are there other ways one might think of the fetus? And what is happening in the background when we center the fetus up front? This course examines the many cultural meanings of the fetus in American life: from a clump of cells, to a beloved family member, to political litmus test, and considers the way that these different meanings are connected to questions of human and civil rights, gender relations, bodily autonomy, and political life. We look at the history of our very idea of the fetus and consider how we got here. Each of us may have a different idea of what the fetus is, but every one of those ideas has a particular history. We work to understand those histories, their contexts, and their possible implications for the future of American political life.\n", + "HIST 140 Public Health in America, 1793 to the Present. Naomi Rogers. A survey of public health in the United States from the yellow fever epidemic of 1793 to AIDS, breast cancer activism, bioterrorism and COVID. Focusing on medicine and the state, topics include epidemics and quarantines, struggles for reproductive and environmental justice, the experiences of healers and patients, and organized medicine and its critics.\n", + "HIST 140 Public Health in America, 1793 to the Present. A survey of public health in the United States from the yellow fever epidemic of 1793 to AIDS, breast cancer activism, bioterrorism and COVID. Focusing on medicine and the state, topics include epidemics and quarantines, struggles for reproductive and environmental justice, the experiences of healers and patients, and organized medicine and its critics.\n", + "HIST 140 Public Health in America, 1793 to the Present. A survey of public health in the United States from the yellow fever epidemic of 1793 to AIDS, breast cancer activism, bioterrorism and COVID. Focusing on medicine and the state, topics include epidemics and quarantines, struggles for reproductive and environmental justice, the experiences of healers and patients, and organized medicine and its critics.\n", + "HIST 140 Public Health in America, 1793 to the Present. A survey of public health in the United States from the yellow fever epidemic of 1793 to AIDS, breast cancer activism, bioterrorism and COVID. Focusing on medicine and the state, topics include epidemics and quarantines, struggles for reproductive and environmental justice, the experiences of healers and patients, and organized medicine and its critics.\n", + "HIST 140 Public Health in America, 1793 to the Present. A survey of public health in the United States from the yellow fever epidemic of 1793 to AIDS, breast cancer activism, bioterrorism and COVID. Focusing on medicine and the state, topics include epidemics and quarantines, struggles for reproductive and environmental justice, the experiences of healers and patients, and organized medicine and its critics.\n", + "HIST 140 Public Health in America, 1793 to the Present. A survey of public health in the United States from the yellow fever epidemic of 1793 to AIDS, breast cancer activism, bioterrorism and COVID. Focusing on medicine and the state, topics include epidemics and quarantines, struggles for reproductive and environmental justice, the experiences of healers and patients, and organized medicine and its critics.\n", + "HIST 140 Public Health in America, 1793 to the Present. A survey of public health in the United States from the yellow fever epidemic of 1793 to AIDS, breast cancer activism, bioterrorism and COVID. Focusing on medicine and the state, topics include epidemics and quarantines, struggles for reproductive and environmental justice, the experiences of healers and patients, and organized medicine and its critics.\n", + "HIST 142J Collecting Bodies: Historical Approaches to Specimen Collection. Megann Licskai. Why is there a room full of brains in the basement of Yale’s medical school, and why does it welcome hundreds of visitors every year? What compels us about the macabre spectacle of human remains, and what is their place in medical history? What kinds of stories can and should a museum space tell, and what are the multivalent functions of a collection like this in a university setting? Using Yale’s Cushing Center as a center of discussion, this class examines the ethics of collecting and viewing human specimens. The course ties these practices to histories of colonialism, racism, medicine, anthropology, and natural history while considering the cultural specificity of the collectors and the collected. Students analyze the kinds of stories that museum spaces can tell and imagine possibilities for ethical storytelling through both academic analysis and creative engagement. In doing so, we prioritize hands-on historical work while reading theory to address broader ethical and epistemological questions.\n", + "HIST 149 The Crisis of Liberalism. Bryan Garsten, Ross Douthat, Samuel Moyn. Is there a \"crisis of liberalism\" occurring in the United States and around the world? What is liberalism? If it is in crisis, what are the features of the disorder and what are possible responses? Is it possible to believe in the further progress of liberal societies, or have they fallen into a decadent condition?\n", + "HIST 149 The Crisis of Liberalism. Is there a \"crisis of liberalism\" occurring in the United States and around the world? What is liberalism? If it is in crisis, what are the features of the disorder and what are possible responses? Is it possible to believe in the further progress of liberal societies, or have they fallen into a decadent condition?\n", + "HIST 149 The Crisis of Liberalism. Is there a \"crisis of liberalism\" occurring in the United States and around the world? What is liberalism? If it is in crisis, what are the features of the disorder and what are possible responses? Is it possible to believe in the further progress of liberal societies, or have they fallen into a decadent condition?\n", + "HIST 149 The Crisis of Liberalism. Is there a \"crisis of liberalism\" occurring in the United States and around the world? What is liberalism? If it is in crisis, what are the features of the disorder and what are possible responses? Is it possible to believe in the further progress of liberal societies, or have they fallen into a decadent condition?\n", + "HIST 149 The Crisis of Liberalism. Is there a \"crisis of liberalism\" occurring in the United States and around the world? What is liberalism? If it is in crisis, what are the features of the disorder and what are possible responses? Is it possible to believe in the further progress of liberal societies, or have they fallen into a decadent condition?\n", + "HIST 149 The Crisis of Liberalism. Is there a \"crisis of liberalism\" occurring in the United States and around the world? What is liberalism? If it is in crisis, what are the features of the disorder and what are possible responses? Is it possible to believe in the further progress of liberal societies, or have they fallen into a decadent condition?\n", + "HIST 149 The Crisis of Liberalism. Is there a \"crisis of liberalism\" occurring in the United States and around the world? What is liberalism? If it is in crisis, what are the features of the disorder and what are possible responses? Is it possible to believe in the further progress of liberal societies, or have they fallen into a decadent condition?\n", + "HIST 149J A History of the Border Wall: From the Frontier to the Border Wall in US History. Ever since the US’s founding, the idea of an open and ever-expanding frontier has been central to United States identity. Symbolizing a future of endless promise, the frontier made possible the United States’ belief in itself as an exceptional nation—democratic, individualistic, forward-looking. Today, the country has a new symbol: the border wall. This course focuses on both the current crisis at the U.S.-Mexican border, which has consumed the country’s attention and challenged its public morality and national identity, and the long history that has led to the crisis. After an introductory period focused mostly on the history of the U.S. border (with indigenous peoples, Spain, and Mexico), we alternate between issues pertaining to the current moment and the larger historical context. We read about and discuss events of the moment, related to the immediate causes of migration, the rise of nativism in the U.S., along with calls for building a border wall, family separation and child detention policies, and the activity of the Border Patrol and the Immigration and Customs Enforcement Agency, as we continue to set the current crisis in historical context.\n", + "HIST 150J Healthcare for the Urban Underserved. Exploration of the institutions, movements, and policies that have attempted to provide healthcare for the urban underserved in America from the late nineteenth century to the present, with emphasis on the ideas (about health, cities, neighborhoods, poverty, race, gender, difference, etc) that shaped them. Topics include hospitals, health centers, public health programs, the medical civil rights movement, the women’s health movement, and national healthcare policies such as Medicare and Medicaid.\n", + "HIST 151J Writing Tribal Histories. Ned Blackhawk. Historical overview of American Indian tribal communities, particularly since the creation of the United States. Challenges of working with oral histories, government documents, and missionary records.\n", + "HIST 154J Neighboring Democracies: Representative Politics in the United States and Canada, 1607-Present. Brendan Shanahan. This seminar examines how representative politics have evolved in the United States and Canada from the turn of the seventeenth century to the present. Students learn diverse ways in which forms of liberal democracy—republicanism and constitutional monarchy in particular—have emerged in North America, how processes of democratization have operated, and the degree to which representative governments in Canada and the U.S. borrow from and emerge out of common and/or disparate contexts. Special emphasis is placed on—but is not limited to—the history of suffrage and voting rights in the United States and Canada.\n", + "HIST 158 American Indian Law and Policy. Ned Blackhawk. Survey of the origins, history, and legacies of federal Indian law and policy during two hundred years of United States history. The evolution of U.S. constitutional law and political achievements of American Indian communities over the past four decades.\n", + "HIST 164J Foxes, Hedgehogs, and History. Application of Isaiah Berlin’s distinction between foxes and hedgehogs to selected historical case studies extending from the classical age through the recent past.\n", + "HIST 167 Congress in the Light of History. David Mayhew. This reading and discussion class offers an overview of U.S. congressional history and politics from 1789 through today, including separation-of-powers relations with the executive branch. Topics include elections, polarization, supermajority processes, legislative productivity, and classic showdowns with the presidency.  Emphasized is Congress's participation in a sequence of policymaking enterprises that have taken place from the launch of the nation through recent budget difficulties and handling of climate change. Undergrads in political science and history are the course's typical students, but anyone is welcome to apply.\n", + "HIST 168J Quebec and Canada from 1791 to the Present. Jay Gitlin. The history of Quebec and its place within Canada from the Constitutional Act of 1791 to the present. Topics include the Rebellion of 1837, confederation, the Riel Affair, industrialization and emigration to New England, French-Canadian nationalism and culture from Abbé Groulx to the Parti Québécois and Céline Dion, and the politics of language. Readings include plays by Michel Tremblay and Antonine Maillet in translation.\n", + "HIST 183 Asian American History, 1800 to the Present. Mary Lui. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "HIST 183 Asian American History, 1800 to the Present. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "HIST 183 Asian American History, 1800 to the Present. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "HIST 183 Asian American History, 1800 to the Present. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "HIST 183 Asian American History, 1800 to the Present. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "HIST 183 Asian American History, 1800 to the Present. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "HIST 183 Asian American History, 1800 to the Present. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "HIST 183 Asian American History, 1800 to the Present. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "HIST 183 Asian American History, 1800 to the Present. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "HIST 184 Rise &Fall of Atlantic Slavery: WR. The history of peoples of African descent throughout the Americas, from the first African American societies of the sixteenth century through the century-long process of emancipation.\n", + "HIST 184 The Rise and Fall of Atlantic Slavery. Edward Rugemer. The history of peoples of African descent throughout the Americas, from the first African American societies of the sixteenth century through the century-long process of emancipation.\n", + "HIST 184 The Rise and Fall of Atlantic Slavery. The history of peoples of African descent throughout the Americas, from the first African American societies of the sixteenth century through the century-long process of emancipation.\n", + "HIST 184 The Rise and Fall of Atlantic Slavery. The history of peoples of African descent throughout the Americas, from the first African American societies of the sixteenth century through the century-long process of emancipation.\n", + "HIST 190J Technology in American Medicine from Leeches to Surgical Robots. From leeches to robot-assisted surgery, technology has both driven and served as a marker of change in the history of medicine. Using technology as our primary frame of analysis, this course focuses on developments in modern medicine and healing practices in the United States, from the nineteenth century through the present day. How have technologies, tools, and techniques altered medical practice? Are medical technologies necessarily \"advances?\" How are technologies used to \"medicalize\" certain aspects of the human experience? In this class we focus on this material culture of medicine, particularly emphasizing themes of consumerism, expertise, professional authority, and gender relations.\n", + "HIST 205 Introduction to Ancient Greek History. Introduction to Greek history, tracing the development of Greek civilization as manifested in the political, military, intellectual, and creative achievements from the Bronze Age through the end of the Classical period. Students read original sources in translation as well as secondary scholarship to better understand the rise and fall of the ancient Greeks—the civilization at the very heart of Western Civilization.\n", + "HIST 205 Introduction to Ancient Greek History. Introduction to Greek history, tracing the development of Greek civilization as manifested in the political, military, intellectual, and creative achievements from the Bronze Age through the end of the Classical period. Students read original sources in translation as well as secondary scholarship to better understand the rise and fall of the ancient Greeks—the civilization at the very heart of Western Civilization.\n", + "HIST 205 Introduction to Ancient Greek History. Introduction to Greek history, tracing the development of Greek civilization as manifested in the political, military, intellectual, and creative achievements from the Bronze Age through the end of the Classical period. Students read original sources in translation as well as secondary scholarship to better understand the rise and fall of the ancient Greeks—the civilization at the very heart of Western Civilization.\n", + "HIST 205 Introduction to Ancient Greek History. Introduction to Greek history, tracing the development of Greek civilization as manifested in the political, military, intellectual, and creative achievements from the Bronze Age through the end of the Classical period. Students read original sources in translation as well as secondary scholarship to better understand the rise and fall of the ancient Greeks—the civilization at the very heart of Western Civilization.\n", + "HIST 205 Introduction to Ancient Greek History. Jessica Lamont. Introduction to Greek history, tracing the development of Greek civilization as manifested in the political, military, intellectual, and creative achievements from the Bronze Age through the end of the Classical period. Students read original sources in translation as well as secondary scholarship to better understand the rise and fall of the ancient Greeks—the civilization at the very heart of Western Civilization.\n", + "HIST 210 Early Middle Ages, 284-1000. Paul Freedman. Major developments in the political, social, and religious history of western Europe from the accession of Diocletian to the feudal transformation. Topics include the conversion of Europe to Christianity, the fall of the Roman Empire, the rise of Islam and the Arabs, the \"Dark Ages,\" Charlemagne and the Carolingian renaissance, and the Viking and Hungarian invasions.\n", + "HIST 210 Early Middle Ages, 284-1000. Major developments in the political, social, and religious history of western Europe from the accession of Diocletian to the feudal transformation. Topics include the conversion of Europe to Christianity, the fall of the Roman Empire, the rise of Islam and the Arabs, the \"Dark Ages,\" Charlemagne and the Carolingian renaissance, and the Viking and Hungarian invasions.\n", + "HIST 210 Early Middle Ages, 284-1000. Major developments in the political, social, and religious history of western Europe from the accession of Diocletian to the feudal transformation. Topics include the conversion of Europe to Christianity, the fall of the Roman Empire, the rise of Islam and the Arabs, the \"Dark Ages,\" Charlemagne and the Carolingian renaissance, and the Viking and Hungarian invasions.\n", + "HIST 210 Early Middle Ages, 284-1000. Major developments in the political, social, and religious history of western Europe from the accession of Diocletian to the feudal transformation. Topics include the conversion of Europe to Christianity, the fall of the Roman Empire, the rise of Islam and the Arabs, the \"Dark Ages,\" Charlemagne and the Carolingian renaissance, and the Viking and Hungarian invasions.\n", + "HIST 210 Early Middle Ages, 284-1000. Major developments in the political, social, and religious history of western Europe from the accession of Diocletian to the feudal transformation. Topics include the conversion of Europe to Christianity, the fall of the Roman Empire, the rise of Islam and the Arabs, the \"Dark Ages,\" Charlemagne and the Carolingian renaissance, and the Viking and Hungarian invasions.\n", + "HIST 212 The Ancient Economy. Joseph Manning. A survey of the economies of the ancient Mediterranean world, with emphasis on economic institutions, the development of the economies over time, ancient economic thought, and the interrelationships between institutions and economic growth. Material evidence for studying the economies of the ancient world, including coinage, documentary material, and archaeology.\n", + "HIST 212 The Ancient Economy. A survey of the economies of the ancient Mediterranean world, with emphasis on economic institutions, the development of the economies over time, ancient economic thought, and the interrelationships between institutions and economic growth. Material evidence for studying the economies of the ancient world, including coinage, documentary material, and archaeology.\n", + "HIST 212 The Ancient Economy. A survey of the economies of the ancient Mediterranean world, with emphasis on economic institutions, the development of the economies over time, ancient economic thought, and the interrelationships between institutions and economic growth. Material evidence for studying the economies of the ancient world, including coinage, documentary material, and archaeology.\n", + "HIST 212 The Ancient Economy. A survey of the economies of the ancient Mediterranean world, with emphasis on economic institutions, the development of the economies over time, ancient economic thought, and the interrelationships between institutions and economic growth. Material evidence for studying the economies of the ancient world, including coinage, documentary material, and archaeology.\n", + "HIST 212 The Ancient Economy. A survey of the economies of the ancient Mediterranean world, with emphasis on economic institutions, the development of the economies over time, ancient economic thought, and the interrelationships between institutions and economic growth. Material evidence for studying the economies of the ancient world, including coinage, documentary material, and archaeology.\n", + "HIST 212 The Ancient Economy. A survey of the economies of the ancient Mediterranean world, with emphasis on economic institutions, the development of the economies over time, ancient economic thought, and the interrelationships between institutions and economic growth. Material evidence for studying the economies of the ancient world, including coinage, documentary material, and archaeology.\n", + "HIST 212 The Ancient Economy. A survey of the economies of the ancient Mediterranean world, with emphasis on economic institutions, the development of the economies over time, ancient economic thought, and the interrelationships between institutions and economic growth. Material evidence for studying the economies of the ancient world, including coinage, documentary material, and archaeology.\n", + "HIST 212 The Ancient Economy. A survey of the economies of the ancient Mediterranean world, with emphasis on economic institutions, the development of the economies over time, ancient economic thought, and the interrelationships between institutions and economic growth. Material evidence for studying the economies of the ancient world, including coinage, documentary material, and archaeology.\n", + "HIST 212 The Ancient Economy. A survey of the economies of the ancient Mediterranean world, with emphasis on economic institutions, the development of the economies over time, ancient economic thought, and the interrelationships between institutions and economic growth. Material evidence for studying the economies of the ancient world, including coinage, documentary material, and archaeology.\n", + "HIST 217 The Roman Republic. The origins, development, and expansion of Rome from the earliest times to the deaths of Caesar and Cicero. Cultural identity and interaction; slavery, class, and the family; politics, rhetoric, and propaganda; religion; imperialism; monumentality and memory; and the perception and writing of history. Application of literary and archaeological evidence.\n", + "HIST 217 The Roman Republic. The origins, development, and expansion of Rome from the earliest times to the deaths of Caesar and Cicero. Cultural identity and interaction; slavery, class, and the family; politics, rhetoric, and propaganda; religion; imperialism; monumentality and memory; and the perception and writing of history. Application of literary and archaeological evidence.\n", + "HIST 217 The Roman Republic. The origins, development, and expansion of Rome from the earliest times to the deaths of Caesar and Cicero. Cultural identity and interaction; slavery, class, and the family; politics, rhetoric, and propaganda; religion; imperialism; monumentality and memory; and the perception and writing of history. Application of literary and archaeological evidence.\n", + "HIST 217 The Roman Republic. The origins, development, and expansion of Rome from the earliest times to the deaths of Caesar and Cicero. Cultural identity and interaction; slavery, class, and the family; politics, rhetoric, and propaganda; religion; imperialism; monumentality and memory; and the perception and writing of history. Application of literary and archaeological evidence.\n", + "HIST 217 The Roman Republic. Andrew Johnston. The origins, development, and expansion of Rome from the earliest times to the deaths of Caesar and Cicero. Cultural identity and interaction; slavery, class, and the family; politics, rhetoric, and propaganda; religion; imperialism; monumentality and memory; and the perception and writing of history. Application of literary and archaeological evidence.\n", + "HIST 217 The Roman Republic. The origins, development, and expansion of Rome from the earliest times to the deaths of Caesar and Cicero. Cultural identity and interaction; slavery, class, and the family; politics, rhetoric, and propaganda; religion; imperialism; monumentality and memory; and the perception and writing of history. Application of literary and archaeological evidence.\n", + "HIST 217 The Roman Republic. The origins, development, and expansion of Rome from the earliest times to the deaths of Caesar and Cicero. Cultural identity and interaction; slavery, class, and the family; politics, rhetoric, and propaganda; religion; imperialism; monumentality and memory; and the perception and writing of history. Application of literary and archaeological evidence.\n", + "HIST 219 Jews and the World: From the Bible through 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. Counts toward either European or non-Western distributional credit within the History major, upon application to the director of undergraduate studies.\n", + "HIST 220J Grand Strategy and the Origins of the Second World War. Paul Kennedy. A survey of the most important literature and debates concerning the coming of the Second World War in both Europe and the Pacific. Emphasis on the comparative approach to international history and on the interplay of domestic politics, economics, and strategy.\n", + "HIST 221 Military History of the West since 1500. A study of the military history of the West since 1500, with emphasis on the relationship between armies and navies on the one hand, and technology, economics, geography, and the rise of the modern nation-state on the other. The coming of airpower in its varied manifestations.\n", + "HIST 221 Military History of the West since 1500. A study of the military history of the West since 1500, with emphasis on the relationship between armies and navies on the one hand, and technology, economics, geography, and the rise of the modern nation-state on the other. The coming of airpower in its varied manifestations.\n", + "HIST 221 Military History of the West since 1500. A study of the military history of the West since 1500, with emphasis on the relationship between armies and navies on the one hand, and technology, economics, geography, and the rise of the modern nation-state on the other. The coming of airpower in its varied manifestations.\n", + "HIST 221 Military History of the West since 1500. A study of the military history of the West since 1500, with emphasis on the relationship between armies and navies on the one hand, and technology, economics, geography, and the rise of the modern nation-state on the other. The coming of airpower in its varied manifestations.\n", + "HIST 221 Military History of the West since 1500. A study of the military history of the West since 1500, with emphasis on the relationship between armies and navies on the one hand, and technology, economics, geography, and the rise of the modern nation-state on the other. The coming of airpower in its varied manifestations.\n", + "HIST 221J Russia in the Age of Tolstoy and Dostoevsky, 1850-1905. Russian politics, culture, and society ca. 1850 to 1905. Tsars’ personalities and ruling styles, political culture under autocracy. Reform from above and revolutionary terror. Serfdom and its abolition, problem of \"traditional\" Russian culture. Growth of industrial and financial capitalism, middle-class culture, and daily life. Foreign policy and imperial conquest, including the Caucasus and the Crimean War (1853-56). Readings combine key scholarly articles, book chapters, and representative primary sources. All readings and discussions in English.\n", + "HIST 224J Empires and Imperialism Since 1840. Arne Westad. Empire has been a main form of state structure throughout much of human history. Many of the key challenges the world faces today have their origins in imperial structures and policies, from wars and terror to racism and environmental destruction. This seminar looks at the transformation empires and imperialisms went through from the middle part of the nineteenth century and up to today. Our discussions center on how and why imperialisms moved from strategies of territorial occupation and raw exploitation, the \"smash and grab\" version of empire, and on to policies of racial hierarchies, social control and reform, and colonial concepts of civilizational progress, many of which are still with us today. The seminar also covers anti-colonial resistance, revolutionary organizations and ideas, and processes of decolonization.\n", + "HIST 225 Roman Law. Basic principles of Roman law and their applications to the social and economic history of antiquity and to the broader history of international law. Topics include the history of persons and things, inheritance, crime and tort, and legal procedure. Questions of social and economic history and the history of jurisprudence from the fifth century B.C.E. to the present.\n", + "HIST 225 Roman Law. Basic principles of Roman law and their applications to the social and economic history of antiquity and to the broader history of international law. Topics include the history of persons and things, inheritance, crime and tort, and legal procedure. Questions of social and economic history and the history of jurisprudence from the fifth century B.C.E. to the present.\n", + "HIST 225 Roman Law. Noel Lenski. Basic principles of Roman law and their applications to the social and economic history of antiquity and to the broader history of international law. Topics include the history of persons and things, inheritance, crime and tort, and legal procedure. Questions of social and economic history and the history of jurisprudence from the fifth century B.C.E. to the present.\n", + "HIST 225 Roman Law. Basic principles of Roman law and their applications to the social and economic history of antiquity and to the broader history of international law. Topics include the history of persons and things, inheritance, crime and tort, and legal procedure. Questions of social and economic history and the history of jurisprudence from the fifth century B.C.E. to the present.\n", + "HIST 225 Roman Law. Basic principles of Roman law and their applications to the social and economic history of antiquity and to the broader history of international law. Topics include the history of persons and things, inheritance, crime and tort, and legal procedure. Questions of social and economic history and the history of jurisprudence from the fifth century B.C.E. to the present.\n", + "HIST 225J Perfect Worlds? Utopia and Dystopia in Western Cultures. Maria Jordan. This course explores the history of utopia and the ways in which societies at different times defined and conceived alternative or ideal worlds. It explores the relationship between real historical conditions and the models of utopia that were elaborated. By examining classic texts like Plato and Thomas More, as well as fictional accounts, students discuss the relationship between utopias and dystopias. The course also discusses how the crises of the last century, with WWII, the fall of the Soviet Union, and the difficulties of global capitalism provoked what some people now consider to be a crisis of utopian thought or, a moment of a redefinition of utopias as more pragmatic, inclusive, and egalitarian of societies.\n", + "HIST 232J Medieval Jews, Christians, and Muslims In Conversation. Ivan Marcus. How members of Jewish, Christian, and Muslim communities thought of and interacted with members of the other two cultures during the Middle Ages. Cultural grids and expectations each imposed on the other; the rhetoric of otherness—humans or devils, purity or impurity, and animal imagery; and models of religious community and power in dealing with the other when confronted with cultural differences. Counts toward either European or Middle Eastern distributional credit within the History major, upon application to the director of undergraduate studies.\n", + "HIST 234J History of the Supernatural from Antiquity to Modernity. Carlos Eire. This survey course aims to provide an introduction to ancient, medieval, and early modern Western beliefs in supernatural forces, as manifested in saints, mystics, demoniacs, ghosts, witches, relics, miracles, magic, charms, folk traditions, fantastic creatures and sacred places. Using a wide range of primary sources and various historical methodologies, our aim is to better understand how beliefs and worldviews develop and change and the ways in which they shape and determine human behavior.\n", + "HIST 236J Truth and Sedition. William Klein. The truth can set you free, but of course it can also get you into trouble. How do the constraints on the pursuit and expression of \"truth\" change with the nature of the censoring regime, from the family to the church to the modern nation-state? What causes regimes to protect perceived vulnerabilities in the systems of knowledge they privilege? What happens when conflict between regimes implicates modes of knowing? Are there types of truth that any regime would—or should—find dangerous? What are the possible motives and pathways for self-censorship?  We begin with the revolt of the Hebrews against polytheistic Egypt and the Socratic questioning of democracy, and end with various contemporary cases of censorship within and between regimes. We consider these events and texts, and their reverberations and reversals in history, in relation to select analyses of the relations between truth and power, including Hobbes, Locke, Kant, Brecht, Leo Strauss, Foucault, Chomsky, Waldron, Zizek, and Xu Zhongrun.\n", + "HIST 239 Britain's Empire since 1763. Stuart Semmel. The varieties of rule in different parts of Britain's vast empire, from India to Africa to the West Indies. Ways in which events in one region could redirect policy in distant ones; how British observers sought to reconcile empire's often authoritarian nature with liberalism and an expanding democracy at home; the interaction of economic, cultural, political, and environmental factors in shaping British imperial development.\n", + "HIST 239 Britain's Empire since 1763. The varieties of rule in different parts of Britain's vast empire, from India to Africa to the West Indies. Ways in which events in one region could redirect policy in distant ones; how British observers sought to reconcile empire's often authoritarian nature with liberalism and an expanding democracy at home; the interaction of economic, cultural, political, and environmental factors in shaping British imperial development.\n", + "HIST 239 Britain's Empire since 1763. The varieties of rule in different parts of Britain's vast empire, from India to Africa to the West Indies. Ways in which events in one region could redirect policy in distant ones; how British observers sought to reconcile empire's often authoritarian nature with liberalism and an expanding democracy at home; the interaction of economic, cultural, political, and environmental factors in shaping British imperial development.\n", + "HIST 240 Sexual Minorities from Plato to the Enlightenment. Igor De Souza. This interdisciplinary course surveys the history of homosexuality from a cross-cultural, comparative  perspective. Students study contexts where homosexuality and sodomy were categorized, regulated, and persecuted and examine ancient and medieval constructions of same-sex desire in light of post-modern developments, challenging ideas around what is considered normal and/or natural. Ultimately, we ask: what has changed, and what has remained the same, in the history of homosexuality? What do gays and lesbians today have in common with pre-modern sodomites? Can this history help us ground or rethink our sexual selves and identities? Primary and secondary historical sources, some legal and religious sources, and texts in intellectual history are studied. Among the case studies for the course are ancient attitudes among Jews, early Christians, and Greeks; Christian theologians of the Middle Ages; Renaissance Florence; the Inquisition in Iberia; colonial Latin America; and the Enlightenment’s condemnation of sodomy by Montesquieu and Voltaire, and its defense by Bentham.\n", + "HIST 240 Sexual Minorities from Plato to the Enlightenment. This interdisciplinary course surveys the history of homosexuality from a cross-cultural, comparative  perspective. Students study contexts where homosexuality and sodomy were categorized, regulated, and persecuted and examine ancient and medieval constructions of same-sex desire in light of post-modern developments, challenging ideas around what is considered normal and/or natural. Ultimately, we ask: what has changed, and what has remained the same, in the history of homosexuality? What do gays and lesbians today have in common with pre-modern sodomites? Can this history help us ground or rethink our sexual selves and identities? Primary and secondary historical sources, some legal and religious sources, and texts in intellectual history are studied. Among the case studies for the course are ancient attitudes among Jews, early Christians, and Greeks; Christian theologians of the Middle Ages; Renaissance Florence; the Inquisition in Iberia; colonial Latin America; and the Enlightenment’s condemnation of sodomy by Montesquieu and Voltaire, and its defense by Bentham.\n", + "HIST 240 Sexual Minorities from Plato to the Enlightenment. This interdisciplinary course surveys the history of homosexuality from a cross-cultural, comparative  perspective. Students study contexts where homosexuality and sodomy were categorized, regulated, and persecuted and examine ancient and medieval constructions of same-sex desire in light of post-modern developments, challenging ideas around what is considered normal and/or natural. Ultimately, we ask: what has changed, and what has remained the same, in the history of homosexuality? What do gays and lesbians today have in common with pre-modern sodomites? Can this history help us ground or rethink our sexual selves and identities? Primary and secondary historical sources, some legal and religious sources, and texts in intellectual history are studied. Among the case studies for the course are ancient attitudes among Jews, early Christians, and Greeks; Christian theologians of the Middle Ages; Renaissance Florence; the Inquisition in Iberia; colonial Latin America; and the Enlightenment’s condemnation of sodomy by Montesquieu and Voltaire, and its defense by Bentham.\n", + "HIST 245J War and Peace in Northern Ireland. Examination of theoretical and empirical literature in response to questions about the insurgency and uneasy peace in Northern Ireland following the peace agreement of 1998 which formally ended the three-decade long civil conflict known widely as The Troubles and was often lauded as the most successful of its kind in modern history. Consideration of how both the conflict and the peace have been messier and arguably more divisive than most outside observers realize.\n", + "HIST 247 The Making of Modern Ukraine. Timothy Snyder. Study of the Ukraine from the Cossack rebellions of 1648 to the democratic revolution of 2004. Topics include the decadence of the Polish-Lithuanian Republic, Russian and Austrian imperial rule, the collapse of traditional Jewish and Polish social life, the attraction of Russian culture, the emergence of a Ukrainian national movement, civil war, modernization, terror, the consequences of Nazi occupation (including genocide and ethnic cleansing), problems of democratic reform, and European integration since 1991.\n", + "HIST 247 The Making of Modern Ukraine. Study of the Ukraine from the Cossack rebellions of 1648 to the democratic revolution of 2004. Topics include the decadence of the Polish-Lithuanian Republic, Russian and Austrian imperial rule, the collapse of traditional Jewish and Polish social life, the attraction of Russian culture, the emergence of a Ukrainian national movement, civil war, modernization, terror, the consequences of Nazi occupation (including genocide and ethnic cleansing), problems of democratic reform, and European integration since 1991.\n", + "HIST 247 The Making of Modern Ukraine. Study of the Ukraine from the Cossack rebellions of 1648 to the democratic revolution of 2004. Topics include the decadence of the Polish-Lithuanian Republic, Russian and Austrian imperial rule, the collapse of traditional Jewish and Polish social life, the attraction of Russian culture, the emergence of a Ukrainian national movement, civil war, modernization, terror, the consequences of Nazi occupation (including genocide and ethnic cleansing), problems of democratic reform, and European integration since 1991.\n", + "HIST 247 The Making of Modern Ukraine. Study of the Ukraine from the Cossack rebellions of 1648 to the democratic revolution of 2004. Topics include the decadence of the Polish-Lithuanian Republic, Russian and Austrian imperial rule, the collapse of traditional Jewish and Polish social life, the attraction of Russian culture, the emergence of a Ukrainian national movement, civil war, modernization, terror, the consequences of Nazi occupation (including genocide and ethnic cleansing), problems of democratic reform, and European integration since 1991.\n", + "HIST 247 The Making of Modern Ukraine. Study of the Ukraine from the Cossack rebellions of 1648 to the democratic revolution of 2004. Topics include the decadence of the Polish-Lithuanian Republic, Russian and Austrian imperial rule, the collapse of traditional Jewish and Polish social life, the attraction of Russian culture, the emergence of a Ukrainian national movement, civil war, modernization, terror, the consequences of Nazi occupation (including genocide and ethnic cleansing), problems of democratic reform, and European integration since 1991.\n", + "HIST 247 The Making of Modern Ukraine: HIST 247 WR Section. Study of the Ukraine from the Cossack rebellions of 1648 to the democratic revolution of 2004. Topics include the decadence of the Polish-Lithuanian Republic, Russian and Austrian imperial rule, the collapse of traditional Jewish and Polish social life, the attraction of Russian culture, the emergence of a Ukrainian national movement, civil war, modernization, terror, the consequences of Nazi occupation (including genocide and ethnic cleansing), problems of democratic reform, and European integration since 1991.\n", + "HIST 247 The Making of Modern Ukraine: HIST 247 WR Section. Study of the Ukraine from the Cossack rebellions of 1648 to the democratic revolution of 2004. Topics include the decadence of the Polish-Lithuanian Republic, Russian and Austrian imperial rule, the collapse of traditional Jewish and Polish social life, the attraction of Russian culture, the emergence of a Ukrainian national movement, civil war, modernization, terror, the consequences of Nazi occupation (including genocide and ethnic cleansing), problems of democratic reform, and European integration since 1991.\n", + "HIST 262J Union and Empire in the History of Political Thought. Isaac Nakhimovsky. This course explores the relationship between the history of political thought and European imperial expansion from the sixteenth through nineteenth centuries, with a focus on the development of ideas of the nation state and forms of federation as putative alternatives to (or alternate forms of) empire. Readings and class discussions aim to define a historical and conceptual framework for investigating a wide variety of other primary sources that illuminate the history of union and empire as a economic, social, religious, political, and legal process.\n", + "HIST 268J The Global Right: From the French Revolution to the American Insurrection. Elli Stern. This seminar explores the history of right-wing political thought from the late eighteenth century to the present, with an emphasis on the role played by religious and pagan traditions. This course seeks to answer the question, what constitutes the right? What are the central philosophical, religious, and pagan, principles of those groups associated with this designation? How have the core ideas of the right changed over time? We do this by examining primary tracts written by theologians, political philosophers, and social theorists as well as secondary literature written by scholars interrogating movements associated with the right in America, Europe, Middle East and Asia. Though touching on specific national political parties, institutions, and think tanks, its focus is on mapping the intellectual overlap and differences between various right-wing ideologies. While the course is limited to the modern period, it adopts a global perspective to better understand the full scope of right-wing politics.\n", + "HIST 269J History and Holocaust Testimony. Carolyn Dean. The history and memoirs of Holocaust testimony. How victims' experiences are narrated and assessed by historians. Questions regarding memory and history.\n", + "HIST 271 European Intellectual History since Nietzsche. Marci Shore. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "HIST 271 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "HIST 271 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "HIST 271 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "HIST 271 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "HIST 271 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "HIST 271 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "HIST 271 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "HIST 271 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "HIST 271 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "HIST 271 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "HIST 271 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "HIST 271 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "HIST 277J Memory and History in Modern Europe. Jennifer Allen. An interdisciplinary study of memory as both a tool in and an agent of modern European history. Collective memory; the media of memory; the organization and punctuation of time through commemorative practices. Specific themes vary but may include memory of the French Revolution, the rise of nationalism, World Wars I and II, the Holocaust, decolonization, the revolution of 1968, the fall of the Berlin Wall, and the end of the Cold War.\n", + "HIST 280 The Catholic Intellectual Tradition. Carlos Eire. Introductory survey of the interaction between Catholicism and Western culture from the first century to the present, with a focus on pivotal moments and crucial developments that defined both traditions. Key beliefs, rites, and customs of the Roman Catholic Church, and the ways in which they have found expression; interaction between Catholics and the institution of the Church; Catholicism in its cultural and sociopolitical matrices. Close reading of primary sources.\n", + "HIST 280 The Catholic Intellectual Tradition. Introductory survey of the interaction between Catholicism and Western culture from the first century to the present, with a focus on pivotal moments and crucial developments that defined both traditions. Key beliefs, rites, and customs of the Roman Catholic Church, and the ways in which they have found expression; interaction between Catholics and the institution of the Church; Catholicism in its cultural and sociopolitical matrices. Close reading of primary sources.\n", + "HIST 280 The Catholic Intellectual Tradition. Introductory survey of the interaction between Catholicism and Western culture from the first century to the present, with a focus on pivotal moments and crucial developments that defined both traditions. Key beliefs, rites, and customs of the Roman Catholic Church, and the ways in which they have found expression; interaction between Catholics and the institution of the Church; Catholicism in its cultural and sociopolitical matrices. Close reading of primary sources.\n", + "HIST 280 The Catholic Intellectual Tradition. Introductory survey of the interaction between Catholicism and Western culture from the first century to the present, with a focus on pivotal moments and crucial developments that defined both traditions. Key beliefs, rites, and customs of the Roman Catholic Church, and the ways in which they have found expression; interaction between Catholics and the institution of the Church; Catholicism in its cultural and sociopolitical matrices. Close reading of primary sources.\n", + "HIST 280 The Catholic Intellectual Tradition. Introductory survey of the interaction between Catholicism and Western culture from the first century to the present, with a focus on pivotal moments and crucial developments that defined both traditions. Key beliefs, rites, and customs of the Roman Catholic Church, and the ways in which they have found expression; interaction between Catholics and the institution of the Church; Catholicism in its cultural and sociopolitical matrices. Close reading of primary sources.\n", + "HIST 290 Russia from the Ninth Century to 1801. Paul Bushkovitch. The mainstream of Russian history from the Kievan state to 1801. Political, social, and economic institutions and the transition from Eastern Orthodoxy to the Enlightenment.\n", + "HIST 290 Russia from the Ninth Century to 1801. The mainstream of Russian history from the Kievan state to 1801. Political, social, and economic institutions and the transition from Eastern Orthodoxy to the Enlightenment.\n", + "HIST 290 Russia from the Ninth Century to 1801. The mainstream of Russian history from the Kievan state to 1801. Political, social, and economic institutions and the transition from Eastern Orthodoxy to the Enlightenment.\n", + "HIST 293 Ten Eurasian Cities. Nari Shelekpayev. This course explores histories and identities of ten cities in Northern and Central Eurasia. Its approach is based on an assumption that studying cities is crucial for an understanding of how societies developed on the territory of the Russian Empire, the Soviet Union, and post-Soviet states. The course is structured around the study of ten cities—Kyiv, Saint Petersburg, Moscow, Odesa, Baku, Magnitogorsk, Kharkiv, Tashkent, Semey (former Semipalatinsk), and Nur-Sultan (former Astana)—that are located on the territory of modern Ukraine, Russia, Central Asia, and the Caucasus. We study these cities through the prism of various scholarly approaches, as well as historical and visual sources. Literary texts are used not only as a means to illustrate certain historical processes but as artifacts that were instrumental in creating the identity of these cities within and beyond their territories. The ultimate goal of the course is to acquaint all participants with the dynamics of social, cultural, and political development of the ten Eurasian cities, their urban layout and architectural features. The course also provides an overview of basic conceptual approaches to the study of cities and ongoing urbanization in Northern and Central Eurasia.\n", + "HIST 294 The Age of Revolution. Paris Aslanidis. The course is a comparative examination of the international dimensions of several revolutions from 1776 to 1848. It aims to explore mechanisms of diffusion, shared themes, and common visions between the revolutionary upheavals in the United States, France, Haiti, South America, Greece, and Italy. How similar and how different were these episodes? Did they emerge against a common structural and societal backdrop? Did they equally serve their ideals and liberate their people against tyranny? What was the role of women and the position of ethnic minorities in the fledgling nation-states? As the year 2021 marks the bicentennial of the Greek Revolution of 1821, special attention is given to the intricate links forged between Greek revolutionary intellectuals and their peers in Europe and other continents\n", + "HIST 303 Japan's Modern Revolution. A survey of Japan's transformation over the course of the nineteenth century from an isolated, traditional society on the edge of northeast Asia to a modern imperial power. Aspects of political, social, and cultural history.\n", + "HIST 305 Introduction to Latin American Studies: History, Culture and Society. Maria Aguilar Velasquez. What is Latin America? The large area we refer to as Latin America is not unified by a single language, history, religion, or type of government. Nor is it unified by a shared geography or by the prevalence of a common language or ethnic group. Yet Latin America does, obviously, exist. It is a region forged from the merging of diverse cultures, historical experiences, and processes of resistance. This course provides an overview of Latin America and the Caribbean from the 16th century up to the present. While the class aims to provide students with an understanding of the region, due to time constraints, it focuses primarily on the experiences and histories of selected countries. The course introduces students to some of the most important debates about the region’s history, politics, society, and culture. The course follows a chronological structure while also highlighting thematic questions. Drawing on academic readings, films, music, art, literature, testimony, oral histories, and writings from local voices the class explores the political transformation of the region, as well as topics related to ethnic and racial identity, revolution, social movements, religion, violence, military rule, democracy, transition to democracy, and migration.\n", + "HIST 311 Egypt of the Pharaohs. Joseph Manning, Nadine Moeller. Egypt was among the first centralized territorial states in the world, and, because Egyptian history offers us 4000 years of institutional development and change, the focus of this course is on the long-term development of the ancient Egyptian state, its institutions, and its culture. The course introduces students to the history and culture of ancient Egypt from the rise of the central state to the early Christian period. General historical trends, the relationship of Egyptian history to other contemporary ancient cultures, and the legacy of Egypt to the \"West\" are also considered. At the end of the course, students have an understanding of the material culture and the historical development of ancient Egypt, and an appreciation for the relationship of the ancient sources to the construction of ancient Egyptian history.\n", + "HIST 311 Egypt of the Pharaohs. Egypt was among the first centralized territorial states in the world, and, because Egyptian history offers us 4000 years of institutional development and change, the focus of this course is on the long-term development of the ancient Egyptian state, its institutions, and its culture. The course introduces students to the history and culture of ancient Egypt from the rise of the central state to the early Christian period. General historical trends, the relationship of Egyptian history to other contemporary ancient cultures, and the legacy of Egypt to the \"West\" are also considered. At the end of the course, students have an understanding of the material culture and the historical development of ancient Egypt, and an appreciation for the relationship of the ancient sources to the construction of ancient Egyptian history.\n", + "HIST 311 Egypt of the Pharaohs. Egypt was among the first centralized territorial states in the world, and, because Egyptian history offers us 4000 years of institutional development and change, the focus of this course is on the long-term development of the ancient Egyptian state, its institutions, and its culture. The course introduces students to the history and culture of ancient Egypt from the rise of the central state to the early Christian period. General historical trends, the relationship of Egyptian history to other contemporary ancient cultures, and the legacy of Egypt to the \"West\" are also considered. At the end of the course, students have an understanding of the material culture and the historical development of ancient Egypt, and an appreciation for the relationship of the ancient sources to the construction of ancient Egyptian history.\n", + "HIST 311 Egypt of the Pharaohs. Egypt was among the first centralized territorial states in the world, and, because Egyptian history offers us 4000 years of institutional development and change, the focus of this course is on the long-term development of the ancient Egyptian state, its institutions, and its culture. The course introduces students to the history and culture of ancient Egypt from the rise of the central state to the early Christian period. General historical trends, the relationship of Egyptian history to other contemporary ancient cultures, and the legacy of Egypt to the \"West\" are also considered. At the end of the course, students have an understanding of the material culture and the historical development of ancient Egypt, and an appreciation for the relationship of the ancient sources to the construction of ancient Egyptian history.\n", + "HIST 311 Egypt of the Pharaohs. Egypt was among the first centralized territorial states in the world, and, because Egyptian history offers us 4000 years of institutional development and change, the focus of this course is on the long-term development of the ancient Egyptian state, its institutions, and its culture. The course introduces students to the history and culture of ancient Egypt from the rise of the central state to the early Christian period. General historical trends, the relationship of Egyptian history to other contemporary ancient cultures, and the legacy of Egypt to the \"West\" are also considered. At the end of the course, students have an understanding of the material culture and the historical development of ancient Egypt, and an appreciation for the relationship of the ancient sources to the construction of ancient Egyptian history.\n", + "HIST 311 Egypt of the Pharaohs. Egypt was among the first centralized territorial states in the world, and, because Egyptian history offers us 4000 years of institutional development and change, the focus of this course is on the long-term development of the ancient Egyptian state, its institutions, and its culture. The course introduces students to the history and culture of ancient Egypt from the rise of the central state to the early Christian period. General historical trends, the relationship of Egyptian history to other contemporary ancient cultures, and the legacy of Egypt to the \"West\" are also considered. At the end of the course, students have an understanding of the material culture and the historical development of ancient Egypt, and an appreciation for the relationship of the ancient sources to the construction of ancient Egyptian history.\n", + "HIST 311 Egypt of the Pharaohs. Egypt was among the first centralized territorial states in the world, and, because Egyptian history offers us 4000 years of institutional development and change, the focus of this course is on the long-term development of the ancient Egyptian state, its institutions, and its culture. The course introduces students to the history and culture of ancient Egypt from the rise of the central state to the early Christian period. General historical trends, the relationship of Egyptian history to other contemporary ancient cultures, and the legacy of Egypt to the \"West\" are also considered. At the end of the course, students have an understanding of the material culture and the historical development of ancient Egypt, and an appreciation for the relationship of the ancient sources to the construction of ancient Egyptian history.\n", + "HIST 315 State of War: Conflict, Conquest, and Consolidation in Late Imperial China. Maura Dykstra. This course explores the many ways in which the functions of the state are intertwined with, determine, and develop with the making of war in the Ming (1368-1644) and Qing (1644-1912) dynasties. Students explore the manifold concerns of the throne in not only conducting war, but also financing it, consolidating its gains, and handling its political consequences. The role of evolving frontier strategies, ruler-subject relations, administrative institutions, and resource dilemmas will be foregrounded in a history of warfare and its impact on the development of the late imperial state.\n", + "HIST 315 State of War: Conflict, Conquest, and Consolidation in Late Imperial China. This course explores the many ways in which the functions of the state are intertwined with, determine, and develop with the making of war in the Ming (1368-1644) and Qing (1644-1912) dynasties. Students explore the manifold concerns of the throne in not only conducting war, but also financing it, consolidating its gains, and handling its political consequences. The role of evolving frontier strategies, ruler-subject relations, administrative institutions, and resource dilemmas will be foregrounded in a history of warfare and its impact on the development of the late imperial state.\n", + "HIST 315 State of War: Conflict, Conquest, and Consolidation in Late Imperial China. This course explores the many ways in which the functions of the state are intertwined with, determine, and develop with the making of war in the Ming (1368-1644) and Qing (1644-1912) dynasties. Students explore the manifold concerns of the throne in not only conducting war, but also financing it, consolidating its gains, and handling its political consequences. The role of evolving frontier strategies, ruler-subject relations, administrative institutions, and resource dilemmas will be foregrounded in a history of warfare and its impact on the development of the late imperial state.\n", + "HIST 317J History of Infrastructure in Asia. Nurfadzilah Yahaya. This seminar looks at the history of infrastructure throughout Asia from ancient times till the 21st century. How did human beings aim to achieve sustainability through time? What were the differences between pre-colonial, colonial, and postcolonial infrastructure? The areas we delve into include urban planning, agriculture, military communications, waste management, transportation, and energy.\n", + "HIST 321 China from Present to Past. Valerie Hansen. Underlying causes of current issues facing China traced back to their origins in the premodern period. Topics include economic development, corruption, environmental crises, gender, and Pacific island disputes. Selected primary-source readings in English, images, videos, and Web resources. Preference given to first years and sophomores.\n", + "HIST 321 China from Present to Past: HIST 321 WR Section. Underlying causes of current issues facing China traced back to their origins in the premodern period. Topics include economic development, corruption, environmental crises, gender, and Pacific island disputes. Selected primary-source readings in English, images, videos, and Web resources. Preference given to first years and sophomores.\n", + "HIST 321 China from Present to Past: HIST 321 WR Section. Underlying causes of current issues facing China traced back to their origins in the premodern period. Topics include economic development, corruption, environmental crises, gender, and Pacific island disputes. Selected primary-source readings in English, images, videos, and Web resources. Preference given to first years and sophomores.\n", + "HIST 321 China from Present to Past: HIST 321 WR Section. Underlying causes of current issues facing China traced back to their origins in the premodern period. Topics include economic development, corruption, environmental crises, gender, and Pacific island disputes. Selected primary-source readings in English, images, videos, and Web resources. Preference given to first years and sophomores.\n", + "HIST 321 China from Present to Past: HIST 321 WR Section FacultyLed. Underlying causes of current issues facing China traced back to their origins in the premodern period. Topics include economic development, corruption, environmental crises, gender, and Pacific island disputes. Selected primary-source readings in English, images, videos, and Web resources. Preference given to first years and sophomores.\n", + "HIST 334J Ethnicity, Nationalism, and the Politics of Knowledge in Latin America. Marcela Echeverri Munoz. Examination of ethnicity and nationalism in Latin America through the political lens of social knowledge. Comparative analysis of the evolution of symbolic, economic, and political perspectives on indigenous peoples, peasants, and people of African descent from the nineteenth century to the present. Consideration of the links between making ethnic categories in the social sciences and in literature and the rise of political mechanisms of participation and representation that have characterized the emergence of cultural politics.\n", + "HIST 345J Gender and the State in Latin America and the Caribbean. Anne Eller. This seminar offers an introduction to historical constructions of gender identity and gendered polities in Latin America and the Caribbean from pre-colonial native societies into the twentieth century. We begin with an analysis of gender in the Inca empire and several lowland societies, focusing on spirituality, agriculture, and land tenure particularly. The arrival of Spanish colonialism brings tremendous and complex transformations to the societies that we consider; we analyze discourses of honor, as well as how various subjects navigated the violence and the transforming colonial state. Our readings turn to Caribbean slavery, where studies of gendered experiences of enslavement and resistance have grown considerably in recent decades. Building on these insights, we analyze the gendered experiences of abolition and inclusion into contentious new Latin American and Caribbean nations of the nineteenth century. In the twentieth century, we consider some of the most salient analyses of the growth of state power, including dictatorships, in multiple sites. Throughout we maintain an eye for principle questions about representation, reproduction, inclusion, political consciousness, sexuality, migration, kinship, and revolutionary struggle through a gendered lens.\n", + "HIST 355 Colonial Latin America. Stuart Schwartz. A survey of the conquest and colonization of Latin America from pre-Columbian civilizations through the movements for independence. Emphasis on social and economic themes and the formation of identities in the context of multiracial societies.\n", + "HIST 355 Colonial Latin America. A survey of the conquest and colonization of Latin America from pre-Columbian civilizations through the movements for independence. Emphasis on social and economic themes and the formation of identities in the context of multiracial societies.\n", + "HIST 355 Colonial Latin America. A survey of the conquest and colonization of Latin America from pre-Columbian civilizations through the movements for independence. Emphasis on social and economic themes and the formation of identities in the context of multiracial societies.\n", + "HIST 364 Modern China. Today’s China is one of the world’s great powers, and the relationship between the United States and China is one of the most consequential of our times. Yet we cannot understand China without examining the historical context of its rise. How have the Chinese searched for modernity in the recent past? How were the dramatic changes of the late imperial period, the twentieth century, and after experienced by the Chinese people? This introductory course examines the political, social, and cultural revolutions that have shaped Chinese history since late imperial times. The emphasis of this course is on the analysis of primary sources in translation and the discussion of these texts within the context of the broader historical narrative. It assumes no prior knowledge of Chinese history.\n", + "HIST 367 Bureaucracy in Africa: Revolution, Genocide, and Apartheid. Jonny Steinberg. A study of three major episodes in modern African history characterized by ambitious projects of bureaucratically driven change—apartheid and its aftermath, Rwanda’s genocide and post-genocide reconstruction, and Ethiopia’s revolution and its long aftermath. Examination of Weber’s theory bureaucracy, Scott’s thesis on high modernism, Bierschenk’s attempts to place African states in global bureaucratic history. Overarching theme is the place of bureaucratic ambitions and capacities in shaping African trajectories.\n", + "HIST 370J The Arabic Atlantic. Alan Mikhail, Beshouy Botros. This course begins with advent of colonialism in the Americas in order to rethink the ways in which race and religion comingled in histories of conquest, genocide, and slavery that bridge, but also to sort through the differences between the Atlantic, Caribbean and Mediterranean worlds. The course examines and conceptualizes how the Middle East figured in European imperial projects in the Western Hemisphere. It starts with the Papal sanction of Spanish and Portuguese colonial projects in the Americas as a continuation of their expulsion of the Moors from Iberia and proceeds to examine the histories of enslaved Black Muslims. A visit to the Beinecke Library and the Yale Archives to examine Ezra Stiles’ collection of Hebrew and Arabic texts and the ‘moorish’ identity of the boy he enslaved brings our inquiry closer to home. Additional visits to the archives of American missionary societies active in the Middle East, which are housed at the Yale Divinity School, invites students to examine primary sources linking Yale and New Haven to the Middle East. Our class ends in 1887 with Frederick Douglass’ visit to Egypt and the concurrent histories of officers in the US Confederacy who served in the Egyptian military. By examining how the Middle East came to appear in European imperial projects in the Americas, we can more critically understand how American and European colonizers, missionaries, and travelers came to appear in the Middle East. Topics include toleration and violence, women and gender, settler colonialism, slavery, ecological and climatic changes, and the birth of financial capitalism. The study of the Mediterranean, Caribbean, and the Americas.\n", + "HIST 380J Revolutionary Mexico. The Mexican revolution erupted as a rebellion to overthrow president Porfirio Diaz after thirty years of oppressive rule, but it soon grew into a fierce conflict between warring factions to define the country's future. For certain revolutionaries, like Emiliano Zapata, this was a battle for the survival of their villages and the recovery of ancestral lands claimed by wealthy elites. For urban liberals, it was a fight to establish a democratic and secular state. Others yet- including industrial laborers, Indigenous leaders, and feminist activists-understood the revolution as a struggle against global capitalism and structures of power, like those of race and gender. As the defining event of modern Mexican history, the revolution casts a long shadow. Engaging in our own process of historical investigation, we ask: How did the revolution transform Mexican society? How do we make sense of the multiplicity of revolutionary experiences? How have Mexicans from across all sectors of society constructed their own historical narratives about the revolution, and what is at stake with their competing interpretations?\n", + "HIST 388J Slavery and the Slave Trade in Africa. Robert Harms. The slave trade from the African perspective. Analysis of why slavery developed in Africa and how it operated. The long-term social, political, and economic effects of the Atlantic slave trade.\n", + "HIST 391 Pandemics in Africa: From the Spanish Influenza to Covid-19. Jonny Steinberg. The overarching aim of the course is to understand the unfolding Covid-19 pandemic in Africa in the context of a century of pandemics, their political and administrative management, the responses of ordinary people, and the lasting changes they wrought. The first eight meetings examine some of the best social science-literature on 20th-century African pandemics before Covid-19. From the Spanish Influenza to cholera to AIDS, to the misdiagnosis of yaws as syphilis, and tuberculosis as hereditary, the social-science literature can be assembled to ask a host of vital questions in political theory: on the limits of coercion, on the connection between political power and scientific expertise, between pandemic disease and political legitimacy, and pervasively, across all modern African epidemics, between infection and the politics of race. The remaining four meetings look at Covid-19. We chronicle the evolving responses of policymakers, scholars, religious leaders, opposition figures, and, to the extent that we can, ordinary people. The idea is to assemble sufficient information to facilitate a real-time study of thinking and deciding in times of radical uncertainty and to examine, too, the consequences of decisions on the course of events. There are of course so many moving parts: health systems, international political economy, finance, policing, and more. We also bring guests into the classroom, among them frontline actors in the current pandemic as well as veterans of previous pandemics well placed to share provisional comparative thinking. This last dimension is especially emphasized: the current period, studied in the light of a century of epidemic disease, affording us the opportunity to see path dependencies and novelties, the old and the new.\n", + "HIST 404 What is the University?. Mordechai Levy-Eichel. The University is one of the most influential—and underexamined—kinds of corporations in the modern world. It is responsible both for mass higher education and for elite training. It aims to produce and disseminate knowledge, and to prepare graduates for work in all different kinds of fields. It functions both as a symbol and repository of learning, if not ideally wisdom, and functions as one of the most important sites of networking, patronage, and socialization today. It is, in short, one of the most alluring and abused institutions in our culture today, often idolized as a savior or a scapegoat. And while the first universities were not founded in the service of research, today’s most prestigious schools claim to be centrally dedicated to it. But what is research? Where does our notion of research and the supposed ability to routinely produce it come from? This seminar is a high-level historical and structural examination of the rise of the research university. We cover both the origins and the modern practices of the university, from the late medieval world to the modern day, with an eye toward critically examining the development of the customs, practices, culture, and work around us, and with a strong comparative perspective. Topics include: tenure, endowments, the committee system, the growth of degrees, the aims of research, peer-review, the nature of disciplinary divisions, as well as a host of other issues.\n", + "HIST 407J Textual Technologies in the Early Modern Globe. Devin Fitzgerald. In this methodology seminar, students are invited to explore different aspects of textual technologies to: (1) consider the relationship between textual objects and the societies that produce them; and (2) illustrate how direct engagement with material texts found across many pre-modern and modern societies facilitates a comparative approach to similarities and differences across world regions. Participants deepen and broaden their knowledge while also exploring individual research interests and how they fit within an inclusive vision of global history. By balancing specific knowledge and examples of issues in textual-material history, we endeavor to develop comparative and connected sensitivities that allow for formations of research questions that decenter the hegemonic narratives of the historical discipline.\n", + "HIST 413 The Historical Documentary. Charles Musser. This course looks at the historical documentary as a method for carrying out historical work in the public humanities. It investigates the evolving discourse sand resonances within such topics as the Vietnam War, the Holocaust and African American history. It is concerned with their relationship of documentary to traditional scholarly written histories as well as the history of the genre and what is often called the \"archival turn.\"\n", + "HIST 420J Urban Laboratories: Early Modern Citymaking. This interdisciplinary seminar explores the diverse forms of urbanism that emerged in Europe, the Americas, Africa, and Asia before the modern era. Course readings probe the ideas of writers, travellers, politicians, and social reformers on topics including commerce, migration, policing, citizenship, and sexuality. The aspirations and setbacks that emerge from these sources offer a long timescale of evidence of the different ways in which urban societies operated and structured day-to-day life. At the end of term, we look at urban environments of our time. In doing so we articulate comparative perspectives, identifying how today’s cities have mirrored, advanced, and built upon the actions, designs, and errors that early modern cities gave rise to.\n", + "HIST 435J Colonial Cities: A Global Seminar. Hannah Shepherd. Cities of empire, both imperial capitals and colonial outposts, played crucial roles in the reinforcement of racial hierarchies, the flow of goods, people, and capital, and the representation of imperial power. This course looks at histories of cities around the world in the age of empire, and how they were shaped by these forces. Students gain visual analysis and mapping skills, and learn about the history and theory of imperial, colonial and postcolonial cities, and how they still inform debates over the urban environment today.\n", + "HIST 459 Climate Change and the Humanities. Katja Lindskog. What can the Humanities tell us about climate change? The Humanities help us to better understand the relationship between everyday individual experience, and our rapidly changing natural world. To that end, students read literary, political, historical, and religious texts to better understand how individuals both depend on, and struggle against, the natural environment in order to survive.\n", + "HIST 465J Scientific Instruments & the History of Science. Paola Bertucci. What do scientific instruments from the past tell us about science and its history? This seminar foregrounds historical instruments and technological devices to explore how experimental cultures have changed over time. Each week students focus on a specific instrument from the History of Science and Technology Division of the Peabody Museum: magic lantern, telescope, telegraph, astrolabe, sundial, and more!\n", + "HIST 467J Cartography, Territory, and Identity. Bill Rankin. Exploration of how maps shape assumptions about territory, land, sovereignty, and identity. The relationship between scientific cartography and conquest, the geography of statecraft, religious cartographies, encounters between Western and non-Western cultures, and reactions to cartographic objectivity. Students make their own maps.\n", + "HIST 483J Studies in Grand Strategy II. Arne Westad, Jing Tsu, Michael Brenes. The study of grand strategy, of how individuals and groups can accomplish large ends with limited means. During the fall term, students put into action the ideas studied in the spring term by applying concepts of grand strategy to present day issues. Admission is by application only; the cycle for the current year is closed. This course does not fulfill the history seminar requirement, but may count toward geographical distributional credit within the History major for any region studied, upon application to the director of undergraduate studies.\n", + "HIST 485 Biomedical Futures and Michael Crichton's Monsters. Joanna Radin. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HIST 485 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HIST 485 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HIST 485 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HIST 485 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HIST 485 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HIST 485 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HIST 485 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HIST 485 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HIST 485 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HIST 485 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HIST 494 Individual Writing Tutorial. Daniel Magaziner. For students who wish, under the supervision of a member of the faculty, to investigate an area of history not covered by regular departmental offerings. The course may be used for research or for directed reading. It is normally taken only once. The emphasis of the tutorial is on writing a long essay or several short ones. To apply for admission, a student should present the following materials to the director of undergraduate studies on the Friday before schedules are due: a prospectus of the work proposed, a bibliography, and a letter of support from a member of the History department faculty who will direct the tutorial. A form to simplify this process is available from the office of the director of undergraduate studies.\n", + "HIST 495 The Senior Essay. Hussein Fancy. All senior History majors should attend the mandatory senior essay meeting in early September at a time and location to be announced in the online Senior Essay Handbook.\n", + "The senior essay is a required one- or two-term independent research project conducted under the guidance of a faculty adviser. As a significant work of primary-source research, it serves as the capstone project of the History major. Students writing the one-term senior essay enroll in HIST 497 (see description), not HIST 495 and 496. The two-term essay takes the form of a substantial article, not longer than 12,500 words (approximately forty to fifty double-spaced typewritten pages). This is a maximum limit; there is no minimum requirement. Length will vary according to the topic and the historical techniques employed. Students writing the two-term senior essay who expect to graduate in May enroll in HIST 495 during the fall term and complete their essays in HIST 496 in the spring term. December graduates enroll in HIST 495 in the spring term and complete their essays in HIST 496 during the following fall term; students planning to begin their essay in the spring term should notify the senior essay director by early December. Each student majoring in History must present a completed Statement of Intention, signed by a department member who has agreed to serve as adviser, to the History Department Undergraduate Registrar by the dates indicated in the Senior Essay Handbook. Blank statement forms are available from the History Undergraduate Registrar and in the Senior Essay handbook. Students enrolled in HIST 495 submit to the administrator in 237 HGS a two-to-three-page analysis of a single primary source, a draft bibliographic essay, and at least ten pages of the essay by the deadlines listed in the Senior Essay Handbook. Those who meet these requirements receive a temporary grade of SAT for the fall term, which will be changed to the grade received by the essay upon its completion. Failure to meet any requirement may result in the student’s being asked to withdraw from HIST 495. Students enrolled in HIST 496 must submit a completed essay to 211 HGS no later than 5 p.m. on the dates indicated in the Senior Essay Handbook. Essays submitted after 5 p.m. will be considered as having been turned in on the following day. If the essay is submitted late without an excuse from the student's residential college dean, the penalty is one letter grade for the first day and one-half letter grade for each of the next two days past the deadline. No essay that would otherwise pass will be failed because it is late, but late essays will not be considered for departmental or Yale College prizes. All senior departmental essays will be judged by members of the faculty other than the adviser. In order to graduate from Yale College, a student majoring in History must achieve a passing grade on the departmental essay.\n", + "HIST 496 The Senior Essay. Hussein Fancy. All senior History majors should attend the mandatory senior essay meeting in early September at a time and location to be announced in the online Senior Essay Handbook.\n", + "The senior essay is a required one- or two-term independent research project conducted under the guidance of a faculty adviser. As a significant work of primary-source research, it serves as the capstone project of the History major. Students writing the one-term senior essay enroll in HIST 497 (see description), not HIST 495 and 496. The two-term essay takes the form of a substantial article, not longer than 12,500 words (approximately forty to fifty double-spaced typewritten pages). This is a maximum limit; there is no minimum requirement. Length will vary according to the topic and the historical techniques employed. Students writing the two-term senior essay who expect to graduate in May enroll in HIST 495 during the fall term and complete their essays in HIST 496 in the spring term. December graduates enroll in HIST 495 in the spring term and complete their essays in HIST 496 during the following fall term; students planning to begin their essay in the spring term should notify the senior essay director by early December. Each student majoring in History must present a completed Statement of Intention, signed by a department member who has agreed to serve as adviser, to the History Department Undergraduate Registrar by the dates indicated in the Senior Essay Handbook. Blank statement forms are available from the History Undergraduate Registrar and in the Senior Essay handbook. Students enrolled in HIST 495 submit to the administrator in 237 HGS a two-to-three-page analysis of a single primary source, a draft bibliographic essay, and at least ten pages of the essay by the deadlines listed in the Senior Essay Handbook. Those who meet these requirements receive a temporary grade of SAT for the fall term, which will be changed to the grade received by the essay upon its completion. Failure to meet any requirement may result in the student’s being asked to withdraw from HIST 495. Students enrolled in HIST 496 must submit a completed essay to 211 HGS no later than 5 p.m. on the dates indicated in the Senior Essay Handbook. Essays submitted after 5 p.m. will be considered as having been turned in on the following day. If the essay is submitted late without an excuse from the student's residential college dean, the penalty is one letter grade for the first day and one-half letter grade for each of the next two days past the deadline. No essay that would otherwise pass will be failed because it is late, but late essays will not be considered for departmental or Yale College prizes. All senior departmental essays will be judged by members of the faculty other than the adviser. In order to graduate from Yale College, a student majoring in History must achieve a passing grade on the departmental essay.\n", + "HIST 497 One-Term Senior Essay. Hussein Fancy. All senior History majors should attend the mandatory senior essay meeting in early September at a time and location to be announced in the online Senior Essay Handbook.\n", + "The senior essay is a required one- or two-term independent research project conducted under the guidance of a faculty adviser. As a significant work of primary-source research, it serves as the capstone project of the History major. Seniors writing a two-term senior essay do not register for HIST 497; instead, they register for HIST 495 and HIST 496 (see description). History majors may choose to write a one-term independent senior essay in the first term of their senior year and register for HIST 497; however, students who choose the one-term senior essay option are not eligible for Distinction in the Major. The one-term essay must include a substantial research paper of no more than 6,250 words (approximately twenty-five pages) based on primary sources, along with a bibliographic essay and bibliography. Seniors enroll during the fall term of senior year; only History majors graduating in December may enroll during the spring term (or seventh term of enrollment). In rare circumstances, with the permission of the adviser and the Senior Essay Director, a student enrolled in HIST 497 during the fall term may withdraw from the course according to Yale College regulations on course withdrawal and enroll in the spring term. Each student enrolled in HIST 497 must present a completed Statement of Intention, signed by a department member who has agreed to serve as adviser, to the History Department Undergraduate Registrar by the dates indicated in the Senior Essay Handbook. Blank statement forms are available from the History Undergraduate Registrar and in the Senior Essay Handbook, available on the History department Web site. Additional details about the senior essay, including the submission deadlines are included in the Senior Essay Handbook. Essays submitted after 5 p.m. on the due date will be considered as having been turned in on the following day. If the essay is submitted late without an excuse from the student's residential college dean, the penalty is one letter grade for the first day and one-half letter grade for each of the next two days past the deadline. No essay that would otherwise pass will be failed because it is late. All senior departmental essays will be judged by members of the faculty other than the adviser. In order to graduate from Yale College, a student majoring in History must achieve a passing grade on the departmental essay. Permission of the departmental Senior Essay Director and of the student’s faculty adviser is required for enrollment.\n", + "HIST 500 Approaching History: Problems, Methods, and Theory. Greg Grandin, Omnia El Shakry. An introduction to the professional study of history, which offers new doctoral students an opportunity to explore (and learn from each other about) the diversity of the field, while also addressing issues of shared concern and importance for the future of the discipline. By the end of the term participants have been exposed to some of the key methodological and theoretical approaches historians have developed for studying different time periods, places, and aspects of the human past. Required of and restricted to first-term History Ph.D. students.\n", + "HIST 521 Roman Law. Noel Lenski. A graduate-level extension of CLCV 236/HIST 225. The course inculcates the basic principles of Roman law while training students in advanced topics in the subject and initiating them into research methods.\n", + "HIST 525 Field Studies. Deborah Coen, Hussein Fancy, Lauren Benton, Nurfadzilah Yahaya. This course does not count toward the coursework requirements for the Ph.D. or M.A.\n", + "HIST 541 Medieval Iberia. This course is a practical studio, introducing students to the historical debates and the range of historical sources for the study of medieval Iberia, including Latin, Arabic, Judeo-Arabic, and Spanish material. Reading knowledge of Latin and/or Arabic is required. Reading knowledge of Spanish is preferred.\n", + "HIST 574 Methods and Sources of Religious History. Bruce Gordon. This course introduces students to the historiography of religious history; to the history of methods, approaches, and problems in the field; and to techniques for using and citing primary and secondary sources in the study of religion. Seminars include lectures, common readings, writing exercises, and presentations by students and visiting scholars. Students develop research proposals related to their specific areas of interest.\n", + "HIST 596 Jews and the World: From the Bible through 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.\n", + "HIST 616 History of British Empire. Nurfadzilah Yahaya. This reading and discussion seminar focuses on the history of British Empire in the nineteenth and twentieth centuries. We explore recently published works and older texts that have significantly shaped the field. Major themes include law, mobility, race, labor, and gender across time and space.\n", + "HIST 622 Global Cross-Cultural Encounters in the Early Modern Era. Stuart Schwartz. An examination of the encounters between Europeans and other peoples of the world, c. 1450–1850, with attention to the role of perception, preconceptions, and events on both sides of such meetings. Both the history of such encounters as well as the historical methods best used for the study of a global history of alterity and cultural perceptions are discussed.\n", + "HIST 654 Readings in Modern European Cultural History. Carolyn Dean. This course covers readings in European cultural history from 1789 to the present, with a focus on Western Europe.\n", + "HIST 669 European Empires and Law. Lauren Benton. Empires used law to structure conquest, establish the legitimacy of rule, justify violence, and absorb new populations and territories. Imperial interactions with conquered populations developed in important ways through the medium of law. The conflicts in and among empires helped to shape the global legal order and to mold the contents of international law. This course considers these and other topics and problems. Readings include selections from the works of key European jurists but focus mainly on providing students with a firm grasp of trends in the secondary literature on empire and law. The emphasis is on the legal history of European empires between 1500 and 1900, but students are encouraged to explore topics and interests in other imperial historiographies.\n", + "HIST 677 Russia in the Age of Peter the Great. Paul Bushkovitch. An introduction to the principal events and issues during the transformation of Russia in the years 1650 to 1725. Topics include political change and the court; Russia in Europe and Asia; religion and the revolution in Russian culture.\n", + "HIST 683 Global History of Eastern Europe. Timothy Snyder. A thematic survey of major issues in modern east European history, with emphasis on recent historiography. A reading course with multiple brief writing assignments.\n", + "HIST 688 New Approaches to Russian and Eurasian History: The Archival Revolution. Sergei Antonov. A reading seminar addressing recent work on Russian and Soviet history grounded in the ongoing \"archival revolution\" that began in the late 1980s. After reviewing the major earlier paradigms, we examine how they were overturned or significantly modified by archival-based evidence. Topics include the development of government and the law; historical actors and places marginalized by the earlier historiography, such as non-capital regions, the middle classes, conservatism, religion, and (more generally) non-state structures; and Russia’s position in the imperial, Soviet, and post-Soviet periods as a vast and complex multiethnic political entity. Class discussions in English. Readings in English with Russian options available.\n", + "HIST 711 Readings in African American Women’s History. 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.\n", + "HIST 715 Readings in Nineteenth-Century America. David Blight. The course explores recent trends and historiography on several problems through the middle of the nineteenth century: sectionalism, expansion; slavery and the Old South; northern society and reform movements; Civil War causation; the meaning of the Confederacy; why the North won the Civil War; the political, constitutional, and social meanings of emancipation and Reconstruction; violence in Reconstruction society; the relationships between social/cultural and military/political history; problems in historical memory; the tension between narrative and analytical history writing; and the ways in which race and gender have reshaped research and interpretive agendas.\n", + "HIST 725 Topics, Themes, and Methods in U.S. History. Mark Peterson, Paul Sabin. Exploring key readings in U.S. history, this seminar introduces important areas of research, members of the Yale faculty, and resources for research at Yale and beyond. Highly recommended for first and second year doctoral students in US History. Open to other interested graduate students with permission of the instructors.\n", + "HIST 729 The American Carceral State. Elizabeth Hinton. This readings course examines the historical development of the U.S. carceral state, focusing on policing practices, crime control policies, prison conditions, and the production of scientific knowledge in the twentieth century. Key works are considered to understand the connections between race and the development of legal and penal systems over time, as well as how scholars have explained the causes and consequences of mass incarceration in America. Drawing from key insights from new histories in the field of American carceral studies, we trace the multifaceted ways in which policymakers and officials at all levels of government have used criminal law, policing, and imprisonment as proxies for exerting social control in communities of color throughout U.S. history.\n", + "HIST 738 Writing Political History. Joanne Freeman. A graduate research seminar focused on the craft of writing political history (writ large—chronologically and otherwise), geared at producing an academic journal-friendly article.  Early weeks focus on the ins and outs, inclusions and exclusions, challenges, cultures, styles, modes, and strengths of political history; later weeks center on workshopping student articles in process.\n", + "HIST 739 Communism and Anticommunism in the U.S.. A readings course in twentieth century U.S. history as examined through the intertwined issues of communism and anticommunism. Topics include Marxism, labor, civil rights, the Cold War, U.S. foreign policy, McCarthyism, national politics, the Popular Front, and the security state. Emphasis on intersections between domestic and global politics.\n", + "HIST 746 Introduction to Public Humanities. What is the relationship between knowledge produced in the university and the circulation of ideas among a broader public, between academic expertise on the one hand and nonprofessionalized ways of knowing and thinking on the other? What is possible? This seminar provides an introduction to various institutional relations and to the modes of inquiry, interpretation, and presentation by which practitioners in the humanities seek to invigorate the flow of information and ideas among a public more broadly conceived than the academy, its classrooms, and its exclusive readership of specialists. Topics include public history, museum studies, oral and community history, public art, documentary film and photography, public writing and educational outreach, the socially conscious performing arts, and fundraising. In addition to core readings and discussions, the seminar includes presentations by several practitioners who are currently engaged in different aspects of the Public Humanities. With the help of Yale faculty and affiliated institutions, participants collaborate in developing and executing a Public Humanities project of their own definition and design. Possibilities might include, but are not limited to, an exhibit or installation, a documentary, a set of walking tours, a website, a documents collection for use in public schools.\n", + "HIST 751 Race in American Studies. Matthew Jacobson. This reading-intensive seminar examines influential scholarship across disciplines on \"the race concept\" and racialized relations in American culture and society. Major topics include the cultural construction of race; race as both an instrument of oppressions and an idiom of resistance in American politics; the centrality of race in literary, anthropological, and legal discourse; the racialization of U.S. foreign policy; \"race mixing\" and \"passing,\" vicissitudes of \"whiteness\" in American politics; the centrality of race in American political culture; and \"race\" in the realm of popular cultural representation. Writings under investigation include classic formulations by such scholars as Lawrence Levine and Ronald Takaki, as well as more recent work by Saidiya Hartman, Robin Kelley, and Ann Fabian. Seminar papers give students an opportunity to explore in depth the themes, periods, and methods that most interest them.\n", + "HIST 758 Advanced Property and Legal History: Directed Research. Claire Priest. This course is an opportunity for students individually to write research papers on topics of their choice within the areas of property (broadly defined) or legal history. Students have periodic individual meetings with the instructor through the fall to develop their projects. Students meet as a group between three to five times during the term to brainstorm topics and workshop each other’s drafts. Admission to the course is by permission of the instructor. Course Application Information: In addition to listing this course among permission-of-instructor selections, students should submit a one- to two-paragraph statement explaining their topic for the research paper. Please do not email the instructor about the course prior to August 15.\n", + "HIST 763 Readings in Latinx History. Stephen Pitti. Histories of Mexican American, Puerto Rican, Central American, Dominican, and Cuban American communities in the United States, with a focus on transnational and labor politics, cultural expression, print culture, and social movements. Many readings locate Latinx historical experiences alongside African American and Asian American histories and within broader patterns of U.S. and Latin American history.\n", + "HIST 779 Readings in Economic History, Capitalism, and Political Economy. Vanessa Ogle. In this graduate reading seminar, we explore different actors and institutions that shaped the formation of the global economy since the early modern period. The readings focus on a number of forces and their interplay with the economic lives of both ordinary men and women and more elite figures: states/political institutions, the environment, law, war, empire, companies, and capitalists. The seminar provides students with a solid knowledge of the questions currently discussed in the burgeoning subfield of the so-called \"new history of capitalism.\" We pay particular attention to the contours of these debates beyond the history of the United States, and to the international and global dimensions of economic history. No familiarity with economics or economic history required. While this is a reading seminar, students looking to write a research paper on related topics are welcome to pursue this option as part of the course. The course is designed for history Ph.D. students and others who have had previous exposure to history classes at the university level. Basic familiarity with broader historical developments since the eighteenth century is expected.\n", + "HIST 789 Research in International History and Political Economy. Graduate research seminar in international history and political economy This class offers graduate students interested in international/global history and the history of capitalism and political economy the opportunity to craft research papers. The emphasis is on learning and honing essential research and writing skills that are ultimately meant to guide students towards their dissertation research. The class is open to students with different regional and language expertises as long as some aspect of the paper project they plan to pursue is, broadly speaking, internationally oriented.\n", + "HIST 798 Global and International History Workshop. Vanessa Ogle. This workshop offers graduate students opportunities for guided interactions with a community of scholars in global and international history. Students comment on the research of leading scholars and refine their abilities in historical analysis and research presentation. The seminar runs in conjunction with the Global and International History Workshop (GIHW), which brings between six and eight scholars to present their work each year. Presenters represent different temporal and geographical specializations but share an international orientation and methodology in their work. The workshop is open to any student whose research is, broadly speaking, situated within global and international history.\n", + "HIST 804 Latin American History Speaker Series. Marcela Echeverri Munoz. The Latin American History Speaker Series meets eight times per year and aims to showcase ongoing research by leading historians of Latin America and create a space for dialogue about the future of the field. The series is made possible by the generous support of the Yale Council on Latin American and Iberian Studies (CLAIS) at the MacMillan Center. This course does not count toward the coursework requirements in History.\n", + "HIST 808 Readings in Modern Latin American History. Greg Grandin. A readings course for doctoral students. It is geared especially for students in preparation for their exams or who are writing their prospectuses. Readings are selected according to the students' interests, geared to help them move forward in the program.\n", + "HIST 821 A Greater Caribbean: New Approaches to Caribbean History. Anne Eller. We engage with new work emerging about the Greater Caribbean in the context of Latin America, the African diaspora, Atlantic history, global history, comparative emancipation from chattel slavery, and the study of global revolutions. Students make in-class presentations that locate these titles in a deeper historiography with classic texts. This course crosses imperial boundaries of archives and historiography in order to consider the intersecting allegiances, identities, itineraries, and diaspora of peoples, in local, hemispheric, and global context. Some central questions include: What is the lived geography of the Caribbean at different moments, and how does using different geographic and temporary frameworks help approach the region’s history? What role did people living in this amorphously demarcated region play in major historical transformations of the eighteenth and nineteenth centuries? How did the varied but interconnected processes of Caribbean emancipation impact economic and political systems throughout the Atlantic and beyond?\n", + "HIST 833 Agrarian History of Africa. Robert Harms. The course examines changes in African rural life from precolonial times to the present. Issues to be examined include land use systems, rural modes of production, gender roles, markets and trade, the impact of colonialism, cash cropping, rural-urban migration, and development schemes.\n", + "HIST 868 Documents in Tang, Song, and Yuan Dynasties. Valerie Hansen. A survey of the historical genres of premodern China: the dynastic histories, other chronicles, gazetteers, literati notes, and Buddhist and Daoist canons. How to determine what different information these sources contain for research topics in different fields.\n", + "HIST 872 Sources and Methods in the History of the People's Republic of China. Denise Ho. This graduate research seminar introduces students to archival and other sources used in PRC history. Students learn how to read and use such sources and complete an independent research paper. Chinese reading knowledge and instructor permission required.\n", + "HIST 876 Empires of the Ming and Qing. Maura Dykstra. This seminar is an introduction to the logistics, strategy, and rationale of the China's late empires. Readings on the political economy, organization, and administration of the Ming Empire and former Ming territories later ruled by the Qing will introduce participants to the general considerations of the last two dynasties to rule over the territory now known as China. A working knowledge of both classical Chinese and modern academic Chinese will be necessary to participate in the course.\n", + "HIST 878 Readings in Japanese History to 1900. Fabian Drixler. A critical introduction to debates in the history of Japan up to about 1900, with particular emphasis on the Tokugawa period but some coverage of earlier times as well. Readings are in English but, depending on student interest, supplemental materials may also be assigned in Japanese.\n", + "HIST 883 Urban Japan Workshop: Cities and Society, c. 1500–2000. Daniel Botsman. Japan is not only home to the largest and, by some measures, most livable, city in the world today, but also it boasts one of the richest archives for the study of urban history.  The Urban Japan Workshop offers graduate students and advanced undergraduates the opportunity to explore the rich scholarly literature on Japanese cities across time, while also developing their own individual research projects.\n", + "HIST 884 Readings in the History of Modern Japan. Hannah Shepherd. This course offers students an opportunity to explore recent English-language scholarship on the history of modern Japan (post-1868).\n", + "HIST 925 Visual and Material Cultures of Science. Paola Bertucci. The seminar discusses recent works that address the visual and material cultures of science. Visits to Yale collections, with a particular emphasis on the History of Science and Technology Division of the Peabody Museum. Students may take the course as a reading or research seminar.\n", + "HIST 930 Problems in the History of Medicine and Public Health. John Warner. An examination of the variety of approaches to the social and cultural history of medicine and public health. Readings are drawn from recent literature in the field, sampling writings on health care, illness experiences, and medical cultures in Asia, Latin America, Europe, and the United States from antiquity through the twenty-first century. Topics include the role of gender, class, ethnicity, race, religion, and region in the experience of sickness and healing; the intersection of lay and professional understandings of the body; and the role of the marketplace in shaping cultural authority, professional identities, and patient expectations.\n", + "HIST 931 Problems in the History of Science. Deborah Coen. Surveys current methodologies through key theoretical and critical works. Students encounter major twentieth-century methodological moments that have left lasting imprints on the field: positivism and anti-positivism, the sociology of knowledge, actor-network theory, and historical epistemology, as well as newer approaches focusing on space, infrastructure, translation, and exchange. We also consider central conceptual problems for the field, such as the demarcation of science from pseudoscience; the definition of modernity and the narrative of the Scientific Revolution; vernacular science, the colonial archive, and non-textual sources.\n", + "HIST 943 Health Politics, Body Politics. A reading seminar on struggles to control, pathologize, and normalize human bodies, with a particular focus on science, medicine, and the state, both in North America and in a broader global health context. Topics include disease, race, and politics; repression and regulation of birth control; the politics of adoption; domestic and global population control; feminist health movements; and the pathologizing and identity politics of disabled people.\n", + "HIST 963 Topics in the Environmental Humanities. Paul Sabin, Sunil Amrith. This is the required workshop for the Graduate Certificate in Environmental Humanities. The workshop meets six times per term to explore concepts, methods, and pedagogy in the environmental humanities, and to share student and faculty research. Each student pursuing the Graduate Certificate in Environmental Humanities must complete both a fall term and a spring term of the workshop, but the two terms of student participation need not be consecutive. The fall term each year emphasizes key concepts and major intellectual currents. The spring term each year emphasizes pedagogy, methods, and public practice. Specific topics vary each year. Students who have previously enrolled in the course may audit the course in a subsequent year. This course does not count toward the coursework requirement in history.\n", + "HIST 965 Agrarian Societies: Culture, Society, History, and Development. Jonathan Wyrtzen, Marcela Echeverri Munoz. An interdisciplinary examination of agrarian societies, contemporary and historical, Western and non-Western. Major analytical perspectives from anthropology, economics, history, political science, and environmental studies are used to develop a meaning-centered and historically grounded account of the transformations of rural society. Team-taught.\n", + "HIST 967 Intellectual History as Storytelling. This seminar explores the discipline of intellectual history from the perspective of the historian’s role as author of that history. Topics include the challenges of working with highly personal and subjective sources; the moral dilemmas of relativism; and the relationship between voyeurism and empathy. How do historians relate to novelists grappling with similar material? How can we narrate the history of ideas? How can we write nonfiction about people whose worldviews involved elaborate fantasies about the past, present, and future? How can we situate abstract ideas in concrete times, places, and lives? How do we integrate narrative and analysis? When is it justified to write about the present? The relationship between lunacy and genius is often very intimate; we discuss how historians can approach morally ambiguous historical protagonists be they communist poets, surrealist novelists, fascist philosophers, or others. We focus on storytelling, on history as both art and Wissenschaft. Readings include novels, essays, narrative nonfiction, and the genres in between.\n", + "HIST 971 Research Seminar in Intellectual History. Isaac Nakhimovsky. The primary aim of this seminar is to provide a venue for writing research papers on individually chosen topics. While most of the term is devoted to the research and writing process, discussion of select readings will examine approaches to intellectual history methodologically but also historiographically, asking when and why inquiries into ways of thinking in the past have taken the forms they have. The seminar is intended not only for those with direct interests in early modern or modern intellectual history but also for those pursuing other areas of historical inquiry who would like to explore further conceptual resources for interpreting their sources.\n", + "HIST 997 Pedagogy Seminar. Faculty members instruct their Teaching Fellows on the pedagogical methods for teaching specific subject matter.\n", + "HIST 998 Directed Reading: Caribbean Plant History. Stuart Schwartz. Offered by permission of the instructor and DGS to meet special requirements not covered by regular courses. Graded Satisfactory/Unsatisfactory.\n", + "HIST 998 Directed Reading: CommunityNationCulture AfrHist. Daniel Magaziner. Offered by permission of the instructor and DGS to meet special requirements not covered by regular courses. Graded Satisfactory/Unsatisfactory.\n", + "HIST 998 Directed Reading: Global Urban Hist and Theory. Hannah Shepherd. Offered by permission of the instructor and DGS to meet special requirements not covered by regular courses. Graded Satisfactory/Unsatisfactory.\n", + "HIST 998 Directed Reading: Intro to Demotic. Joseph Manning. Offered by permission of the instructor and DGS to meet special requirements not covered by regular courses. Graded Satisfactory/Unsatisfactory.\n", + "HIST 998 Directed Reading: Modern Middle East and Islam. Omnia El Shakry. Offered by permission of the instructor and DGS to meet special requirements not covered by regular courses. Graded Satisfactory/Unsatisfactory.\n", + "HIST 998 Directed Reading: Origins of World War I. Paul Kennedy. Offered by permission of the instructor and DGS to meet special requirements not covered by regular courses. Graded Satisfactory/Unsatisfactory.\n", + "HIST 998 Directed Readings. Offered by permission of the instructor and DGS to meet special requirements not covered by regular courses. Graded Satisfactory/Unsatisfactory.\n", + "HIST 999 Directed Research. Offered by arrangement with the instructor and permission of DGS to meet special requirements.\n", + "HIST 999 Directed Research: Central Asian Steppe & Russia. Paul Bushkovitch. Offered by arrangement with the instructor and permission of DGS to meet special requirements.\n", + "HIST 999 Directed Research: Diaspora-India1975Emergency. Mary Lui. Offered by arrangement with the instructor and permission of DGS to meet special requirements.\n", + "HIST 999 Directed Research: Introductory Demotic. Joseph Manning. Offered by arrangement with the instructor and permission of DGS to meet special requirements.\n", + "HIST 999 Directed Research: PRC History. Denise Ho. Offered by arrangement with the instructor and permission of DGS to meet special requirements.\n", + "HLTH 081 Current Issues in Medicine and Public Health. Robert Bazell. Analysis of issues in public health and medicine that get extensive media attention and provoke policy debates. The Covid-19 pandemic has revealed severe challenges in the communication between science and health experts and the public. Thus, a prime focus is a survey of epidemiology and related topics such as vaccination attitudes. The class covers other topics including (but not limited to) the value of cancer screening, genetic testing, the U.S. role in global health, physician assisted suicide and the cost of health care. Students learn to understand the scientific literature and critique its coverage in popular media–as well as producing science and medical journalism themselves.\n", + "HLTH 140 Health of the Public. Introduction to the field of public health. The social causes and contexts of illness, death, longevity, and health care in the United States today. How social scientists, biologists, epidemiologists, public health experts, and doctors use theory to understand issues and make causal inferences based on observational or experimental data. Biosocial science and techniques of big data as applied to health.\n", + "HLTH 155 Biology of Malaria, Lyme, and Other Vector-Borne Diseases. Alexia Belperron. Introduction to the biology of pathogen transmission from one organism to another by insects; special focus on malaria, dengue, and Lyme disease. Biology of the pathogens including modes of transmission, establishment of infection, and immune responses; the challenges associated with vector control, prevention, development of vaccines, and treatments.\n", + "HLTH 250 Evolution and Medicine. Brandon Ogbunu. Introduction to the ways in which evolutionary science informs medical research and clinical practice. Diseases of civilization and their relation to humans' evolutionary past; the evolution of human defense mechanisms; antibiotic resistance and virulence in pathogens; cancer as an evolutionary process. Students view course lectures on line; class time focuses on discussion of lecture topics and research papers.\n", + "HLTH 251 Biological and Physiological Determinants of Health. Overview of the biological and physiological functions that lead to a state of health in an individual and in a population. Cellular and molecular mechanisms of health explored in the context of major sources of global disease burden. Key physiological systems that contribute to health, including the endocrine, reproductive, cardiovascular, and respiratory systems. The development of technologies that enhance health and of those that harm it.\n", + "HLTH 385 Pandemics in Africa: From the Spanish Influenza to Covid-19. Jonny Steinberg. The overarching aim of the course is to understand the unfolding Covid-19 pandemic in Africa in the context of a century of pandemics, their political and administrative management, the responses of ordinary people, and the lasting changes they wrought. The first eight meetings examine some of the best social science-literature on 20th-century African pandemics before Covid-19. From the Spanish Influenza to cholera to AIDS, to the misdiagnosis of yaws as syphilis, and tuberculosis as hereditary, the social-science literature can be assembled to ask a host of vital questions in political theory: on the limits of coercion, on the connection between political power and scientific expertise, between pandemic disease and political legitimacy, and pervasively, across all modern African epidemics, between infection and the politics of race. The remaining four meetings look at Covid-19. We chronicle the evolving responses of policymakers, scholars, religious leaders, opposition figures, and, to the extent that we can, ordinary people. The idea is to assemble sufficient information to facilitate a real-time study of thinking and deciding in times of radical uncertainty and to examine, too, the consequences of decisions on the course of events. There are of course so many moving parts: health systems, international political economy, finance, policing, and more. We also bring guests into the classroom, among them frontline actors in the current pandemic as well as veterans of previous pandemics well placed to share provisional comparative thinking. This last dimension is especially emphasized: the current period, studied in the light of a century of epidemic disease, affording us the opportunity to see path dependencies and novelties, the old and the new.\n", + "HLTH 490 Global Health Research Colloquium. Catherine Panter-Brick. This course is designed for Global Health Scholars in their senior year as they synthesize their academic studies and practical experiences during their time in the Global Health Studies MAP. In this weekly seminar, Global Health Scholars analyze central challenges in global health and discuss methodological approaches that have responded to these pressing global health concerns. In addition to close reading and discussion, students present on a topic of their choosing and contribute to shaping the agenda for innovative methods in global health research and policy.\n", + "HLTH 490 Global Health Research Colloquium. Cara Fallon. This course is designed for Global Health Scholars in their senior year as they synthesize their academic studies and practical experiences during their time in the Global Health Studies MAP. In this weekly seminar, Global Health Scholars analyze central challenges in global health and discuss methodological approaches that have responded to these pressing global health concerns. In addition to close reading and discussion, students present on a topic of their choosing and contribute to shaping the agenda for innovative methods in global health research and policy.\n", + "HLTH 495 Interdisciplinary Health Research Topics. Carolyn Mazure. Empirical research project or literature review. A faculty member who establishes requirements and oversees the student’s progress must sponsor each student. Registration requires the completion of the tutorial form with faculty sponsor. Tutorial forms must be submitted to the director of undergraduate studies within five business days from the start of the term. The standard minimum requirement is a written report detailing the completed research or literature review. However, alternate equivalent requirements may be set by faculty sponsors. May be elected for one or two terms.\n", + "HMRT 400 Advanced Human Rights Colloquium. Jim Silk. This course is the culminating seminar for Yale College seniors in the Multidisciplinary Academic Program in Human Rights (Human Rights Scholars). The goal of the colloquium is to help students conceive and produce a meaningful capstone project as a culmination of their work in the program. It is a singular opportunity for students to pursue in-depth research in human rights.\n", + "HNDI 110 Elementary Hindi I. Swapna Sharma. An in-depth introduction to modern Hindi, including the Devanagari script. A combination of graded texts, written assignments, audiovisual material, and computer-based exercises provides cultural insights and increases proficiency in understanding, speaking, reading, and writing Hindi. Emphasis on spontaneous self-expression in the language.\n", + "HNDI 110 Elementary Hindi I. An in-depth introduction to modern Hindi, including the Devanagari script. A combination of graded texts, written assignments, audiovisual material, and computer-based exercises provides cultural insights and increases proficiency in understanding, speaking, reading, and writing Hindi. Emphasis on spontaneous self-expression in the language.\n", + "HNDI 130 Intermediate Hindi I. Mansi Bajaj. The first half of a two-term sequence designed to develop proficiency in the four language skills. 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 Hindi literary traditions. Emphasis on spontaneous self-expression in the language.\n", + "HNDI 132 Accelerated Hindi I. Mansi Bajaj. A fast-paced course designed for students who are able to understand basic conversational Hindi but who have minimal or no literacy skills. Introduction to the Devanagari script; development of listening and speaking skills; vocabulary enrichment; attention to sociocultural rules that affect language use. Students learn to read simple texts and to converse on a variety of everyday personal and social topics.\n", + "HNDI 150 Advanced Hindi. Swapna Sharma. 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.\n", + "HNDI 198 Advanced Tutorial. Mansi Bajaj. For students with advanced Hindi language skills who wish to engage in concentrated reading and research on material not otherwise offered by the department. Work must be supervised by an adviser and must terminate in a term paper or the equivalent. Permission to enroll requires submission of a detailed project proposal and its approval by the language studies coordinator.\n", + "HNDI 198 Advanced Tutorial. Swapna Sharma. For students with advanced Hindi language skills who wish to engage in concentrated reading and research on material not otherwise offered by the department. Work must be supervised by an adviser and must terminate in a term paper or the equivalent. Permission to enroll requires submission of a detailed project proposal and its approval by the language studies coordinator.\n", + "HNDI 510 Elementary Hindi. 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.\n", + "HNDI 530 Intermediate Hindi I. Mansi Bajaj. 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.\n", + "HNDI 532 Accelerated Hindi I. Mansi Bajaj. 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.\n", + "HNDI 550 Advanced Hindi. Swapna Sharma. 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.\n", + "HNDI 598 Advanced Tutorial. Swapna Sharma. 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.\n", + "HNDI 598 Advanced Tutorial. Mansi Bajaj. 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.\n", + "HPM 500 Independent Study in Health Policy and Management. Jason Hockenberry. Student-initiated directed readings or supervised research under the direction of a Health Policy and Management faculty member. Enrollment requires the development of a term plan approved by a primary faculty mentor and the HPM independent study director. A term plan for directed readings shall include (a) topic and objectives, (b) applicable YSPH or departmental competencies, (c) 13 weeks of readings, (d) a schedule for meetings between the student and supervising faculty mentor, and (e) a description of a culminating written assignment to be completed by the conclusion of the term. A term plan for a research project shall include (a) a project description, (b) weekly benchmarks and activities for 13 weeks, and (c) a description of a final project or other written product to be produced by the conclusion of the term. The student and faculty mentor are expected to meet regularly throughout the term. This course is designed for M.P.H. students but is also open to other students at Yale with approval of a supervising HPM faculty mentor and the HPM independent study director. M.P.H. students may enroll in this course no more than twice for credit; each independent study must meet all requirements described above.\n", + "HPM 514 Health Politics, Governance, and Policy. Mark Schlesinger. This course is designed to familiarize students with the various processes by which governmental health policy is made in the United States, and with current policy debates. One focus of the course is to understand the politics underlying the successes and failures of health policy making during the course of the twentieth century. This includes a discussion of the relevant governmental institutions, political actors, the major national programs that have been established, and how political actors use resources and set their strategies.\n", + "HPM 541E Leading Healthcare Transformation. Laurie Graham. Leading transformational change within institutions and organizations is one of the most challenging and critically important endeavors of our time. This course provides real-life examples, experience-based insights, and practical guidance on how to maneuver through the minefields and effect positive disruptive change within health care organizations.\n", + "HPM 556 Advanced Health Policy Practicum. Shelley Geballe. This course is designed for students who wish to deepen their practice-based learning and develop additional research, communication, and advocacy skills through continuing work in a particular practicum placement and/or on a particular health policy topic. Students are placed with state and/or local legislative or executive agency policy makers, or with senior staff at nonprofit health policy or advocacy groups.\n", + "HPM 570 Cost-Effectiveness Analysis and Decision-Making. A. Paltiel. This course introduces students to the methods of decision analysis and cost-effectiveness analysis in health-related technology assessment, resource allocation, and clinical decision-making. The course aims to develop technical competence in the methods used; practical skills in applying these tools to case-based studies of medical decisions and public health choices; and an appreciation of the uses and limitations of these methods at the levels of national policy, health care organizations, and individual patient care.\n", + "HPM 571 Designing Health Systems of Tomorrow: Sharp Strategy and Fierce Execution. Zerrin Cetin. Taught from a practitioner perspective, the course draws on real case studies of hospitals across the country to teach strategic planning and critical thinking skills. We utilize case discussions, teamwork, interactive lectures, and other methods of applied learning to illustrate how to build and execute business strategy for the future. Hospital examples ground us in the arc of developing a well thought-out and executionable strategic plan. We simulate a boardroom management discussion during our classes to practice synthesis and concise, impactful communication.\n", + "HPM 580 Reforming Health Systems: Using Data to Improve Health in Low- and Middle-Income Countries. Robert Hecht. Health systems in low- and middle-income countries are in constant flux in the face of myriad pressures and demands, including those emanating from the current COVID-19 pandemic. Under such conditions, how can senior country officials and their international partners make the best decisions to reform health systems to achieve universal coverage and improve the allocation and use of resources to maximize health gains, including on scale-up of programs to fight infectious diseases and address other health problems? The course provides students with a thorough understanding of health systems, health reforms, and scaling up—their components, performance, and impacts—by teaching the key tools and data sources needed to assess options and make coherent and effective policy and financing choices. Using these frameworks, students analyze case examples of major country reforms and of scaling up of national disease programs (e.g., AIDS treatment, immunization, safe motherhood, mental health services, cardiovascular illness prevention, etc.) and prepare a paper applying what they have learned to real-world health systems challenges. This course is open to all Yale students with interest in the topic.\n", + "HPM 586 Microeconomics for Health Policy and Health Management. Anna Chorniy. This course introduces students to microeconomics, with an emphasis on topics of particular relevance to the health care sector. Attention is paid to issues of equity and distribution, uncertainty and attitudes toward risk, and alternatives to price competition. This course is designed for students with minimal previous exposure to economics.\n", + "HPM 587 Advanced Health Economics. Jason Hockenberry. This course applies the principles learned in HPM 586 to the health of individuals, to health care institutions and markets, as well as to health care policy. The economic aspects of health behaviors, hospital markets, cost-benefit analysis, regulation, and the market for physician services are covered.\n", + "HPM 588 Public Health Law. Shelley Geballe. This course provides an introduction to the multiple ways the law acts as a structural and social determinant of health and health inequity, as well as ways the law can be used as a tool to promote health in individuals and health justice among populations. It is designed specifically for students with no legal training. The course first provides background on the powers and duties of federal, state, and local governments to equitably promote and protect community health, as well as structural constraints on those powers, such as protection of individuals’ constitutional rights. Then, using case examples, it focuses on law as a tool to promote population health, including through direct and indirect regulation to alter the information and built environments, through measures to control communicable disease and reduce chronic disease and injury, and through the use of governments’ \"power of the purse\" to fund public health programs and services and influence individual and corporate behavior. Throughout the term, the course examines the role of courts in interpreting law and resolving disputes among branches and levels of government as well as among individuals, businesses, and government. Students gain basic proficiency in finding and interpreting primary legal sources, applying the law to public health problems, and identifying ways to most effectively influence the legislative, administrative, and judicial lawmaking processes.\n", + "HPM 588 Public Health Law. Shelley Geballe. This course provides an introduction to the multiple ways the law acts as a structural and social determinant of health and health inequity, as well as ways the law can be used as a tool to promote health in individuals and health justice among populations. It is designed specifically for students with no legal training. The course first provides background on the powers and duties of federal, state, and local governments to equitably promote and protect community health, as well as structural constraints on those powers, such as protection of individuals’ constitutional rights. Then, using case examples, it focuses on law as a tool to promote population health, including through direct and indirect regulation to alter the information and built environments, through measures to control communicable disease and reduce chronic disease and injury, and through the use of governments’ \"power of the purse\" to fund public health programs and services and influence individual and corporate behavior. Throughout the term, the course examines the role of courts in interpreting law and resolving disputes among branches and levels of government as well as among individuals, businesses, and government. Students gain basic proficiency in finding and interpreting primary legal sources, applying the law to public health problems, and identifying ways to most effectively influence the legislative, administrative, and judicial lawmaking processes.\n", + "HPM 600 Directed Readings HPM: Found. Social Strat. on Health. Mark Schlesinger. Independent study or directed readings on a specific research topic agreed upon by faculty and student. By arrangement with faculty. For Ph.D. students only.\n", + "HPM 600 Independent Study or Directed Readings. Independent study or directed readings on a specific research topic agreed upon by faculty and student. By arrangement with faculty. For Ph.D. students only.\n", + "HPM 617 Colloquium in Health Services Research. Jason Hockenberry. This seminar focuses on the analysis of current issues in health policy and on state-of-the-art methodological issues in health services research. The format includes guest speakers and presentations of ongoing research projects by YSPH and other faculty and graduate students. Students participate in critical discussions of the issues that arise in both types of sessions.\n", + "HPM 697 Health Policy Leadership Seminar. Shelley Geballe. This seminar introduces students to innovative health policy leaders working in federal, state, and local government, nonprofit policy/advocacy organizations, business, and/or health policy-oriented foundations. The speakers present on a variety of current health policy issues and also reflect on their own career paths. The seminar, required of Health Policy students, meets biweekly at the end of the day with a light dinner served. Although no credit or grade is awarded, satisfactory performance will be noted on the student’s transcript.\n", + "HSAR 016 Chinese Painting and Culture. Quincy Ngan. This course focuses on important works of Chinese painting and major painters from the fourth century CE to the twentieth century. Through close readings of the pictorial contents and production contexts of such works of art, this course investigates the works’ formats, meanings, and innovations from social, historical, and art-historical perspectives. In this course, students become familiar with the traditional Chinese world and acquire the knowledge necessary to be an informed viewer of Chinese painting. Discussions of religion, folkloric beliefs, literature, relationships between men and women, the worship of mountains, the laments of scholars, and the tastes of emperors and wealthy merchants also allow students to understand the cultural roots of contemporary China. Enrollment limited to first-year students. Preregistration required; see under First-Year Seminar Program.\n", + "HSAR 019 Matters of Color/Color Matters. Cynthia Roman, Jae Rossman. Color is a powerful element of visual representation. It can convey symbolic meaning, descriptive content, aesthetic values, and cultural connotations. This seminar seeks to explore practical, aesthetic, and conceptual facets of \"color.\" A series of weekly modules are structured around the strengths of the rich special collections at Yale libraries and museums. Students are introduced to Yale librarians, curators, and conservators whose expertise will be an invaluable resource throughout their undergraduate years. The course incorporates hands-on sessions in keeping with making as a learning tool.\n", + "HSAR 021 Twelve Works of Western Art. Carol Armstrong. This course consists of close encounters with twelve works of art from the Western tradition. Instead of a Renaissance-to-modern survey, we delve deeply into each of the twelve works that form our \"canon,\" chosen both for their extraordinariness and for their capacity to represent different times and places, as well as different media and themes.  We ask what makes these works extraordinary and/or representative, and debate whether or not they properly belong in our \"canon.\" We also address the changing notions of what art is and what functions it fulfills. Each of these twelve works of art are looked at in relation to relevant art objects in Yale’s collections (and in the Metropolitan Museum in New York), as well as corollary works of poetry, literature and film. This is done through readings, seminar discussions, presentations in the galleries, and three research papers. By the end of the semester, each of the students in the class will form their own canon of six to twelve works, and argue for it according to their own values, reasoning and judgment.\n", + "HSAR 110 Introduction to the History of Art: Global Decorative Arts. Edward Cooke. Global history of the decorative arts from antiquity to the present. The materials and techniques of ceramics, textiles, metals, furniture, and glass. Consideration of forms, imagery, decoration, and workmanship. Themes linking geography and time, such as trade and exchange, simulation, identity, and symbolic value.\n", + "HSAR 110 Introduction to the History of Art: Global Decorative Arts. Global history of the decorative arts from antiquity to the present. The materials and techniques of ceramics, textiles, metals, furniture, and glass. Consideration of forms, imagery, decoration, and workmanship. Themes linking geography and time, such as trade and exchange, simulation, identity, and symbolic value.\n", + "HSAR 110 Introduction to the History of Art: Global Decorative Arts. Global history of the decorative arts from antiquity to the present. The materials and techniques of ceramics, textiles, metals, furniture, and glass. Consideration of forms, imagery, decoration, and workmanship. Themes linking geography and time, such as trade and exchange, simulation, identity, and symbolic value.\n", + "HSAR 110 Introduction to the History of Art: Global Decorative Arts. Global history of the decorative arts from antiquity to the present. The materials and techniques of ceramics, textiles, metals, furniture, and glass. Consideration of forms, imagery, decoration, and workmanship. Themes linking geography and time, such as trade and exchange, simulation, identity, and symbolic value.\n", + "HSAR 110 Introduction to the History of Art: Global Decorative Arts. Global history of the decorative arts from antiquity to the present. The materials and techniques of ceramics, textiles, metals, furniture, and glass. Consideration of forms, imagery, decoration, and workmanship. Themes linking geography and time, such as trade and exchange, simulation, identity, and symbolic value.\n", + "HSAR 110 Introduction to the History of Art: Global Decorative Arts. Global history of the decorative arts from antiquity to the present. The materials and techniques of ceramics, textiles, metals, furniture, and glass. Consideration of forms, imagery, decoration, and workmanship. Themes linking geography and time, such as trade and exchange, simulation, identity, and symbolic value.\n", + "HSAR 110 Introduction to the History of Art: Global Decorative Arts. Global history of the decorative arts from antiquity to the present. The materials and techniques of ceramics, textiles, metals, furniture, and glass. Consideration of forms, imagery, decoration, and workmanship. Themes linking geography and time, such as trade and exchange, simulation, identity, and symbolic value.\n", + "HSAR 219 American Architecture and Urbanism. Elihu Rubin. Introduction to the study of buildings, architects, architectural styles, and urban landscapes, viewed in their economic, political, social, and cultural contexts, from precolonial times to the present. Topics include: public and private investment in the built environment; the history of housing in America; the organization of architectural practice; race, gender, ethnicity and the right to the city; the social and political nature of city building; and the transnational nature of American architecture.\n", + "HSAR 243 Greek Art and Architecture. Milette Gaifman. Monuments of Greek art and architecture from the late Geometric period (c. 760 B.C.) to Alexander the Great (c. 323 B.C.). Emphasis on social and historical contexts.\n", + "HSAR 252 The Mexican Codices: Art and Knowledge. Allison Caplan. This lecture course examines painted manuscripts (or codices) among the Nahua, Mixtec, and Maya people of Mexico, from the 15th through 16th centuries. We explore the Mexican codices as carriers of social, historical, and divinatory knowledge; the role of painted almanacs, histories, and maps in Mesoamerican thought and societies; and how Indigenous and European book traditions shaped the colonial encounter.\n", + "HSAR 266 Introduction to Islamic Architecture. Kishwar Rizvi. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "HSAR 266 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "HSAR 266 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "HSAR 266 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "HSAR 266 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "HSAR 266 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "HSAR 266 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "HSAR 266 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "HSAR 266 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "HSAR 266 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "HSAR 266 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "HSAR 293 Baroque Rome: Painting, Sculpture, Architecture. Nicola Suthor. Analyses of masterpieces by prominent artists in baroque Rome. Caravaggio’s \"baroque\" differentiated from the path of the classicist artists. Works by Gian Lorenzo Bernini, who dominated the art scene in Rome as sculptor and architect half a century after Caravaggio’s death.\n", + "HSAR 326 History of Architecture to 1750. Kyle Dugdale. Introduction to the history of architecture from antiquity to the dawn of the Enlightenment, focusing on narratives that continue to inform the present. The course begins in Africa and Mesopotamia, follows routes from the Mediterranean into Asia and back to Rome, Byzantium, and the Middle East, and then circulates back to mediaeval Europe, before juxtaposing the indigenous structures of Africa and America with the increasingly global fabrications of the Renaissance and Baroque. Emphasis on challenging preconceptions, developing visual intelligence, and learning to read architecture as a story that can both register and transcend place and time, embodying ideas within material structures that survive across the centuries in often unexpected ways.\n", + "HSAR 326 History of Architecture to 1750. Introduction to the history of architecture from antiquity to the dawn of the Enlightenment, focusing on narratives that continue to inform the present. The course begins in Africa and Mesopotamia, follows routes from the Mediterranean into Asia and back to Rome, Byzantium, and the Middle East, and then circulates back to mediaeval Europe, before juxtaposing the indigenous structures of Africa and America with the increasingly global fabrications of the Renaissance and Baroque. Emphasis on challenging preconceptions, developing visual intelligence, and learning to read architecture as a story that can both register and transcend place and time, embodying ideas within material structures that survive across the centuries in often unexpected ways.\n", + "HSAR 326 History of Architecture to 1750. Introduction to the history of architecture from antiquity to the dawn of the Enlightenment, focusing on narratives that continue to inform the present. The course begins in Africa and Mesopotamia, follows routes from the Mediterranean into Asia and back to Rome, Byzantium, and the Middle East, and then circulates back to mediaeval Europe, before juxtaposing the indigenous structures of Africa and America with the increasingly global fabrications of the Renaissance and Baroque. Emphasis on challenging preconceptions, developing visual intelligence, and learning to read architecture as a story that can both register and transcend place and time, embodying ideas within material structures that survive across the centuries in often unexpected ways.\n", + "HSAR 326 History of Architecture to 1750. Introduction to the history of architecture from antiquity to the dawn of the Enlightenment, focusing on narratives that continue to inform the present. The course begins in Africa and Mesopotamia, follows routes from the Mediterranean into Asia and back to Rome, Byzantium, and the Middle East, and then circulates back to mediaeval Europe, before juxtaposing the indigenous structures of Africa and America with the increasingly global fabrications of the Renaissance and Baroque. Emphasis on challenging preconceptions, developing visual intelligence, and learning to read architecture as a story that can both register and transcend place and time, embodying ideas within material structures that survive across the centuries in often unexpected ways.\n", + "HSAR 350 Reality and the Realistic. Joanna Fiduccia, Noreen Khawaja. A multidisciplinary exploration of the concept of reality in Euro-American culture. What do we mean when we say something is \"real\" or \"realistic?\" From what is it being differentiated−the imaginary, the surreal, the speculative? Can we approach a meaningful concept of the unreal? This course wagers that representational norms do not simply reflect existing notions of reality; they also shape our idea of reality itself. We study the dynamics of realism and its counterparts across a range of examples from modern art, literature, philosophy, and religion. Readings may include: Aimé Cesaire, Mircea Eliade, Karen Barad, Gustave Flaubert, Sigmund Freud, Renee Gladman, Saidiya Hartman, Arthur Schopenhauer. Our goal is to understand how practices of representation reveal something about our understanding of reality, shedding light on the ways we use this most basic, yet most elusive concept.\n", + "HSAR 372 Post Black Art and Beyond. Nana Adusei-Poku. In 2001, \"Freestyle\", a survey exhibition curated by Thelma Golden at the Studio Museum in Harlem, introduced a young generation of artists of African descent and the ambitious yet knowingly opaque term post-black to a pre-9-11 pre-Obama world. This seminar utilizes the term post-black as a starting point to investigate the different ways Black Artists identified themselves through the lens of their historical contexts, writings, and politics while engaging with key debates around Black Aesthetics in exhibitions and theory. Consequently, we discuss changes in artistic styles and Black identity discourses from the beginning of the 20th century into the present. Post-black stirred much controversy 22 years ago because it was used by a generation of artists who seemed to distance themselves from previous generations, who utilized the term Black to define their practices as a form of political resistance. However, the claims that the post-black generation made, and the influence of their work is part of an ongoing debate in African Diasporic Art, which has refreshed and posed new questions for art-historical research as well as curation. Topics include Representation, Black Exhibition Histories, Black Aesthetics, Afrotropes, Afro-politanism, Abstraction vs. Figuration, Curation as an Art-Historical tool, The Black Radical Tradition and Racial Uplift, post-race vs. post-black and historical consistencies.\n", + "HSAR 384 Curating the Pre-Raphaelites. Tim Barringer. The course examines the first British artistic avant-garde, the Pre-Raphaelite Brotherhood. It is timed to coincide with a major loan exhibition, The Rossettis, at the Delaware Art Museum and includes a trip to view the exhibition. The purpose of the course is to examine the visual and literary works of the Pre-Raphaelite Brotherhood, their associates and followers in the context of the cultural context of Victorian Britain, and to engage with and critique changing curatorial approaches to this work in the museum sector. New literature, published within the last few years, has identified Pre-Raphaelitism as a major avant-garde movement of the mid-nineteenth century, the approach that informed the exhibition Pre-Raphaelites: Victorian Avant-Garde at Tate Britain in 2012. New thinking about gender has brought women and queer artists, previously overlooked, to the fore. Having learned how to create catalogue entries, labels, and room texts for a museum display, students produce their own exhibition proposal on an aspect of the Pre-Raphaelites as their final project for the class.\n", + "HSAR 398 Making Monsters in the Atlantic World. Cecile Fromont, Nathalie Miraval. This seminar introduces students to art historical methodologies through the charged site of the \"monster\" in the Atlantic World. How and why are monsters made? What can visualizations of monsters tell us about how Otherness is constructed, contested, and critiqued? What do monsters tell us about human oppression, agency, and cultural encounters? Analyzing visual and textual primary sources as well as different theoretical approaches, students leave the course with sharper visual analysis skills, a critical awareness of the many-sided discourses on monstrosity, and a deeper understanding of Atlantic history.\n", + "HSAR 401 Critical Approaches to Art History. Craig Buckley. A wide-ranging introduction to the methods of the art historian and the history of the discipline. Themes include connoisseurship, iconography, formalism, and selected methodologies informed by contemporary theory.\n", + "HSAR 410 Humbugs and Visionaries: American Artists and Writers Before the Civil War. This course examines American literature and visual culture in the years before the Civil War, focusing on the ways that writers and artists not only anticipated but helped construct the modern era. We look in particular at mythmakers, prophets and self-promoters, from poets like Phillis Wheatley and Emily Dickinson, to painters like Thomas Cole and Hudson River School artists, to popular entertainers like P. T. Barnum. Topics include: visuality and the invention of \"whiteness\"; landscape and empire; genre painting and hegemony; race and double-coding; domesticity and sentimentalism.\n", + "HSAR 418 Seeing, Describing, and Interpreting. Nicola Suthor. Study of select works of art from the period between 1500 and 1800, all on display in the Yale Art Gallery. Required readings of articles and theoretical text are meant to encourage discussion in front of the artwork. The importance of both visual and written information to better understand how artists communicate messages and engage imagination.  All sessions held at the Yale Art Gallery.\n", + "HSAR 426 American Silver. John Stuart Gordon. Objects made of silver as important markers of taste and social position in America from the beginning of colonial settlement to the present. The progression of styles, associated technologies, uses, political meanings, and cultural contexts of American silver. Use of objects from the American silver collection of the Yale University Art Gallery.\n", + "HSAR 427 Chinese Skin Problems. Quincy Ngan. This seminar uses artwork as a means of understanding the various skin problems faced by contemporary Chinese people. Divided into four modules, this seminar first traces how the \"ideal skin\" as a complex trope of desire, superficiality, and deception has evolved over time through the ghost story, Painted Skin (Huapi), and its countless spin-offs. Second, the course explores how artists have overcome a variety of social distances and barriers through touch; we look at artworks that highlight the healing power and erotic associations of cleansing, massaging, and moisturizing the skin. Third, we explore the relationship between feminism and gender stereotypes through artworks and performances that involve skincare, makeup and plastic surgery. Fourth, the course investigates the dynamics between \"Chineseness,\" colorism, and racial tensions through the artworks produced by Chinese-American and diasporic artists. Each module is comprised of one meeting focusing on theoretical frameworks and two meetings focusing on individual artists and close analysis of artworks. Readings include Cathy Park Hong’s Minor Feelings, Nikki Khanna’s Whiter, and Leta Hong Fincher’s Leftover Women.\n", + "HSAR 440 Issues in Nineteenth-Century Sculpture. Christina Ferando. Survey of nineteenth-century European and American sculpture using concrete visual examples from Italy, France, England, and the United States to examine the formal structure of sculpture and contextualize the social and political circumstances of its production and reception. Focus on representation of the human figure and examination of issues of idealism and naturalism, as well controversies surrounding the use of color and gender/class signifiers. Use of collections in the Yale University Art Gallery and the Yale Center for British Art. Some familiarity with art history is helpful.\n", + "HSAR 455 Conceptualization of Space. Introduction to the discipline of architecture through the elusive concept of space. This course traces key shifts in the conceptualization of space in aesthetics and architectural theory from the eighteenth century through to the present.\n", + "HSAR 457 Japanese Gardens. Arts and theory of the Japanese garden with emphasis on the role of the anthropogenic landscape from aesthetics to environmental precarity, including the concept of refugium. Case studies of influential Kyoto gardens from the 11th through 15th centuries, and their significance as cultural productions with ecological implications.\n", + "HSAR 460 Writing about Contemporary Figurative Art. Margaret Spillane. A workshop on journalistic strategies for looking at and writing about contemporary paintings of the human figure. Practitioners and theorists of figurative painting; controversies, partisans, and opponents. Includes field trips to museums and galleries in New York City. Formerly ENGL 247.\n", + "HSAR 463 Material Histories of Photography. Jennifer Raab, Paul Messier. While we often see photographs mediated through screens, they are singular objects with specific material histories. Through Yale’s collections, this course explores these histories from the nineteenth century to the present and how they intersect with constructions of class, race, gender, and the non-human world; the ongoing processes of settler-colonialism; and both modern environmental conservation and ecological crisis.\n", + "HSAR 466 The Technical Examination of Art. Anne Gunnison, Irma Passeri. The primary aim of this course is to develop the skills to closely examine the physical nature of a range of art objects in order to recognize the materials and techniques used at the time of their creation and their layered histories (e.g. use, display, degradation, restoration, and conservation). Understanding techniques and materials can assist in both placing the object in its broader historical context and, in turn, informing that historical context. Students come away from this course with an appreciation for close looking to understand, question, and interpret materials and technique. In seminars taught by conservators from the Art Gallery (YUAG) and other institutions, students examine paintings and objects selected from the Gallery’s collections and made available for examination in the Gallery’s classrooms, learning about artists materials from ancient to modern. Appropriate methods of examination including microscopy, ultraviolet radiation, infrared imaging, x-radiography, and non-destructive methods of analysis are introduced by instructors, as well as scientists from the Institute for the Preservation of Cultural Heritage (IPCH).\n", + "HSAR 499 The Senior Essay. Craig Buckley. Preparation of a research paper (25-30 pages in length) on a topic of the student's choice, under the direction of a qualified instructor, to be written in the fall or spring term of the senior year. In order to enroll in HSAR 499, the student must submit a project statement on the date that their course schedule is finalized during the term that they plan to undertake the essay. The statement, which should include the essay title and a brief description of the subject to be treated, must be signed by the student's adviser and submitted to the DUS. All subsequent deadlines are also strict, including for the project outline and bibliography, complete essay draft, and the final essay itself. Failure to comply with any deadline will be penalized by a lower final grade, and no late essay will be considered for a prize in the department. Senior essay workshops meet periodically throughout the term and are also mandatory. Permission may be given to write a two-term essay after consultation with the student's adviser and the DUS. Only those who have begun to do advanced work in a given area and whose project is considered to be of exceptional promise are eligible. The requirements for the one-term senior essay apply to the two-term essay, except that the essay should be 50-60 pages in length.\n", + "HSAR 500 First-Year Colloquium. Cecile Fromont. The focus of the first-year colloquium is to analyze and critique the history of art history and its methodology from a variety of disciplinary perspectives. The seminar discusses foundational texts as well as new methods relevant to the study of the history of art and architecture today, notably those concerned with issues of race, gender, and representation. It also engages with debates about museums and the ethics of collecting and display. The seminar is structured around selected readings and includes workshops with guest speakers. It also includes an option to conduct in-person research in the Yale University Art Gallery.\n", + "HSAR 529 Museums and Religion: the Politics of Preservation and Display. Sally Promey. This interdisciplinary seminar focuses on the tangled relations of religion and museums, historically and in the present. What does it mean to \"exhibit religion\" in the institutional context of the museum? What practices of display might one encounter for this subject? What kinds of museums most frequently invite religious display? How is religion suited (or not) for museum exhibition and museum education?\n", + "HSAR 536 Scale. Joanna Fiduccia. Art history has conventionally maintained a curious \"scale blindness\"—a cultivated insensibility to the influence of scale on the operations of perception and the work of interpretation. We are often similarly blind when it comes to scaling technologies woven into art history’s basic practices, from the slide lecture to the textbook’s reproductions. This course brings the subject into focus by examining theories of scale alongside recent art historical writing. We ask: Is an artwork’s relation to scale different from other objects’? How have technologies of scaling, from photography to GIS mapping, confronted the materiality of artworks? How have theories of scale in other disciplines informed our descriptions of the scale of artworks? And how does the attempt to conduct art history at a \"global scale\" expose the cultural and ideological specificity of scale?\n", + "HSAR 553 Embodied Artisanal Knowledge. Edward Cooke. The development and transmission of knowledge during the early modern European world has lately been a dynamic subject of scholarly inquiry. Much of this work has focused upon the work of royal academies’ explorations of natural philosophy and the mechanical arts. This seminar seeks to move beyond that narrow geographic focus and descriptive taxonomies to consider embodied artisanal knowledge throughout the world in the period from 1500 to 1800. As Tim Ingold reminds us, embodied knowledge is a skilled, socially generated practice distinct from the innate talents of mechanical execution. It is a cognitive skill that prizes resourcefulness; efficiency of effort; and informed, intensive use of tools. This tacit knowledge, the intellect of the hand, is experienced and felt rather than written about and illustrated. Making things depends upon constant attention to the transmission of ideas from brain to hand and from tool to material, with feedback channeled back through the tool to the body and mind of the maker. This seminar  combines reading, object-driven inquiry, and hands-on exercises to explore the role of materials, techniques, and human agency in the making of objects. Students expand their own approaches to the study of artisans and objects from many periods and places.\n", + "HSAR 565 The Media of Architecture and the Architecture of Media. Architecture’s capacity to represent a world and to intervene in the world has historically depended on techniques of visualization. This seminar draws on a range of media theoretical approaches to examine the complex and historically layered repertoire of visual techniques within which architecture operates. We approach architecture not as an autonomous entity reproduced by media, but as a cultural practice advanced and debated through media and mediations of various kinds (visual, social, material, and financial). If questions of media have played a key role in architectural theory and history over the past three decades, recent scholarship in the field of media theory has insisted on the architectural, infrastructural, and environmental dimensions of media. The seminar is organized around nine operations whose technical and historical status will be examined through concrete examples. To do so, the seminar presents a range of differing approaches to media and reflects on their implications for architectural and spatial practices today. Key authors include Giuliana Bruno, Wendy Hui Kyong Chun, Beatriz Colomina, Robin Evans, Friedrich Kittler, Bruno Latour, Reinhold Martin, Shannon Mattern, Marshall McLuhan, Felicity Scott, and Bernhard Siegert, among others.\n", + "HSAR 584 The Cult of Saints in Early Christianity and the Middle Ages. Felicity Harley, Vasileios Marinis. For all its reputed (and professed) disdain of the corporeal and earthly, Christianity lavished considerable attention and wealth on the material dimension of sainthood and the \"holy\" during its formative periods in late antiquity and the Middle Ages. Already in the second century Christian communities accorded special status to a select few \"friends of God,\" primarily martyrs put to death during Roman persecutions. Subsequently the public and private veneration of saints and their earthly remains proliferated, intensified, and became an intrinsic aspect of Christian spirituality and life in both East and West until the Reformation. To do so, it had to gradually develop a theology to accommodate everything from fingers of saints to controversial and miracle-working images. This course investigates the theology, origins, and development of the cult of saints in early Christianity and the Middle Ages with special attention to its material manifestations. The class combines the examination of thematic issues, such as pilgrimage and the use and function of reliquaries (both portable and architectural), with a focus on such specific cases as the evolution of the cult of the Virgin Mary.\n", + "HSAR 605 Russian Realist Literature and Painting. An interdisciplinary examination of the development of nineteenth-century Russian realism in literature and the visual arts. Topics include the Natural School and the formulation of a realist aesthetic; the artistic strategies and polemics of critical realism; narrative, genre, and the rise of the novel; the Wanderers and the articulation of a Russian school of painting; realism, modernism, and the challenges of periodization. Readings include novels, short stories, and critical works by Dostoevsky, Turgenev, Goncharov, Tolstoy, Chekhov, and others. Painters of focus include Fedotov, Perov, Shishkin, Repin, and Kramskoy. Special attention is given to the particular methodological demands of inter-art analysis.\n", + "HSAR 646 Readings in Art and Empire. Tim Barringer. This course encourages students to engage with recent thinking on questions of art and empire and to mobilize decolonial methodologies in a research project relating to a specific object in Yale’s collections. The first half of the term is spent discussing key texts, beginning with Ariella Aïsha Azoulay’s Potential History (2019), John Giblin et al \"Dismantling the Master’s House\" (2019), and \"Decolonizing Art and Empire\" by Charlene Villaseñor Black and Tim Barringer (2022). It looks at the possibilities for new studies of art and empire that undermine, rather than replicating imperial structures of power and knowledge. Issues under discussion include slavery and representation, indigeneity and art history, orientalism, theories of hybridity, the colonial uncanny, the representation of landscape and the body in the colony, and science and visual representation. Particular attention is paid to recent work on the British Empire as manifest in the collection of the Yale Center for British Art. The curriculum is shaped to accommodate the research interests of the seminar’s members (to include any and all empires across space and time); in the second half of the term students develop a research paper, generating a methodological approach for the analysis of a single object in Yale’s collections.\n", + "HSAR 746 Research Seminar in the Art of the Americas. Allison Caplan. This graduate seminar provides a forum for participants to workshop issues surrounding research and publishing, particularly as they relate to art historical research on the Americas. Topics covered are shaped by participants’ specific interests but may include archival and museum-based research, early modern paleography, and approaches to publishing scholarly articles and books.\n", + "HSAR 783 Circa 1600. Kishwar Rizvi. This seminar focuses on the art , architecture, and urbanism of early modern empires across West, Central and South Asia, namely, the Ottoman, Safavid, Mughal, and Shibanid, and their political and economic ties across the world. The year 1600 is an important temporal hinge, at the height of socio-political migrations and before the realization of full-scale European colonial ambitions. It is also the period of absolutism and millenarian activity, of slavery and the novel, and the institution of new religious and ethnic allegiances. In this manner art and architectural history served at the nexus of commensurability and competition, where artists, merchants, and missionaries crossed geographic and disciplinary borders in order to imagine a new world and their place within it.\n", + "HSAR 790 African Diasporic Art Historie: Research Seminar on African Di. Nana Adusei-Poku. In this student-driven and self-directed course, we have focused meetings to deepen and discuss questions that are arising from the students' research projects. Depending on the research, we engage with questions of methods, archival findings and their interpretations, historical context, and relevance for the present. Students are supported and guided in queries such as i.e. \"How to narrow down questions and make them productive for an argument?\" or \"Is the analysis of the material sharp enough in order to be convincing?\" This course is foremost an opportunity for graduate students to be able to engage with elements of their research that needs special focus and development.\n", + "HSAR 841 Topics in the Environmental Humanities. Paul Sabin, Sunil Amrith. This is the required workshop for the Graduate Certificate in Environmental Humanities. The workshop meets six times per term to explore concepts, methods, and pedagogy in the environmental humanities, and to share student and faculty research. Each student pursuing the Graduate Certificate in Environmental Humanities must complete both a fall term and a spring term of the workshop, but the two terms of student participation need not be consecutive. The fall term each year emphasizes key concepts and major intellectual currents. The spring term each year emphasizes pedagogy, methods, and public practice. Specific topics vary each year. Students who have previously enrolled in the course may audit the course in a subsequent year. This course does not count toward the coursework requirement in history.\n", + "HSHM 005 Medicine and Society in American History. Rebecca Tannenbaum. Disease and healing in American history from colonial times to the present. The changing role of the physician, alternative healers and therapies, and the social impact of epidemics from smallpox to AIDS.\n", + "HSHM 215 Public Health in America, 1793 to the Present. Naomi Rogers. A survey of public health in the United States from the yellow fever epidemic of 1793 to AIDS, breast cancer activism, bioterrorism and COVID. Focusing on medicine and the state, topics include epidemics and quarantines, struggles for reproductive and environmental justice, the experiences of healers and patients, and organized medicine and its critics.\n", + "HSHM 215 Public Health in America, 1793 to the Present. A survey of public health in the United States from the yellow fever epidemic of 1793 to AIDS, breast cancer activism, bioterrorism and COVID. Focusing on medicine and the state, topics include epidemics and quarantines, struggles for reproductive and environmental justice, the experiences of healers and patients, and organized medicine and its critics.\n", + "HSHM 215 Public Health in America, 1793 to the Present. A survey of public health in the United States from the yellow fever epidemic of 1793 to AIDS, breast cancer activism, bioterrorism and COVID. Focusing on medicine and the state, topics include epidemics and quarantines, struggles for reproductive and environmental justice, the experiences of healers and patients, and organized medicine and its critics.\n", + "HSHM 215 Public Health in America, 1793 to the Present. A survey of public health in the United States from the yellow fever epidemic of 1793 to AIDS, breast cancer activism, bioterrorism and COVID. Focusing on medicine and the state, topics include epidemics and quarantines, struggles for reproductive and environmental justice, the experiences of healers and patients, and organized medicine and its critics.\n", + "HSHM 215 Public Health in America, 1793 to the Present. A survey of public health in the United States from the yellow fever epidemic of 1793 to AIDS, breast cancer activism, bioterrorism and COVID. Focusing on medicine and the state, topics include epidemics and quarantines, struggles for reproductive and environmental justice, the experiences of healers and patients, and organized medicine and its critics.\n", + "HSHM 215 Public Health in America, 1793 to the Present. A survey of public health in the United States from the yellow fever epidemic of 1793 to AIDS, breast cancer activism, bioterrorism and COVID. Focusing on medicine and the state, topics include epidemics and quarantines, struggles for reproductive and environmental justice, the experiences of healers and patients, and organized medicine and its critics.\n", + "HSHM 215 Public Health in America, 1793 to the Present. A survey of public health in the United States from the yellow fever epidemic of 1793 to AIDS, breast cancer activism, bioterrorism and COVID. Focusing on medicine and the state, topics include epidemics and quarantines, struggles for reproductive and environmental justice, the experiences of healers and patients, and organized medicine and its critics.\n", + "HSHM 217 Biomedical Futures and Michael Crichton's Monsters. Joanna Radin. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HSHM 217 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HSHM 217 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HSHM 217 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HSHM 217 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HSHM 217 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HSHM 217 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HSHM 217 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HSHM 217 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HSHM 217 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HSHM 217 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HSHM 406 Healthcare for the Urban Underserved. Exploration of the institutions, movements, and policies that have attempted to provide healthcare for the urban underserved in America from the late nineteenth century to the present, with emphasis on the ideas (about health, cities, neighborhoods, poverty, race, gender, difference, etc) that shaped them. Topics include hospitals, health centers, public health programs, the medical civil rights movement, the women’s health movement, and national healthcare policies such as Medicare and Medicaid.\n", + "HSHM 413 Infrastructures of Empire: Control and (In)security in the Global South. Leslie Gross-Wyrtzen. This advanced seminar examines the role that infrastructure plays in producing uneven geographies of power historically and in the \"colonial present\" (Gregory 2006). After defining terms and exploring the ways that infrastructure has been conceptualized and studied, we analyze how different types of infrastructure (energy, roads, people, and so on) constitute the material and social world of empire. At the same time, infrastructure is not an uncontested arena: it often serves as a key site of political struggle or even enters the fray as an unruly actor itself, thus conditioning possibilities for anti-imperial and decolonial practice. The geographic focus of this course is the African continent, but we explore comparative cases in other regions of the majority and minority world.\n", + "HSHM 419 Madness and Decolonization. This seminar traces the history of psychiatry through its encounters and entanglements with colonial and postcolonial power. We begin with a discussion of how psychiatry has been used as an imperial tool of control in the 18th and 19th centuries. We pay particular attention to colonial scientific encounters with Indigenous and enslaved people, and how the psychiatric pathologization of Indigeneity and Blackness informed the construction of settler European whiteness. Then, we move to decolonization in the twentieth century to explore the emergence of international mental health, as former colonies transitioned to independent states. We discuss the attempts of African and Latin American thinkers, such as Frantz Fanon and Ignacio Martín-Baro, to use psychiatry for the liberation of oppressed groups in emerging postcolonial spaces. The seminar finishes with a discussion of the recent emergence of the global mental health movement and calls from former patients, BIPOC and disability activists, and others to \"decolonize mental health\" so that it serves—rather than harms—those traditionally marginalized by Western psychiatry. Throughout the course, students learn to trace the contours of psychiatry and decolonization through a variety of sources, including movies, music, photography, and monographs.\n", + "HSHM 420 Senior Project Workshop. Megann Licskai. A research workshop for seniors in the HSHM major, intended to move students toward the successful completion of their senior projects and to provide a community for support and for facilitated peer review. Meets periodically throughout the semester for students to discuss stages of the research process, discuss common challenges and practical strategies for addressing them, and to collaboratively support each others' work. The workshop events are structured around the schedule for the fall-to-spring two-term senior project, but students writing one-term projects or spring-to-fall projects also benefit from them, and there will be at least one peer review session to support their key deadlines each semester too.\n", + "HSHM 422 Cartography, Territory, and Identity. Bill Rankin. Exploration of how maps shape assumptions about territory, land, sovereignty, and identity. The relationship between scientific cartography and conquest, the geography of statecraft, religious cartographies, encounters between Western and non-Western cultures, and reactions to cartographic objectivity. Students make their own maps.\n", + "HSHM 426 Race and Mental Health in New Haven. Marco Ramos. Recent scholarship in the humanities has critically examined the violence that the mental health care system has inflicted on marginalized communities in the United States. This advanced research seminar explores race, mental health, and harm through the local history of New Haven. We interrogate the past and present of Yale University’s relationship to the surrounding community by unearthing the history of \"community mental health\" at Yale in the 1960s. In particular, the seminar is built around a newly discovered archive in the Connecticut Mental Health Center (CMHC), an institution that was developed as an urban renewal project that displaced citizens from their homes and jobs in the Hill Neighborhood. The archive details, among other things, the contentious relationship between Yale University and activist community organizations in New Haven during this period, including the Black Panthers and Hill Neighborhood Parents Association. Students develop original research papers based on archival materials. The seminar touches on historical methodology, archiving practices, and how to circulate knowledge about community healing and harm within and beyond the academy. Organizers in New Haven will be invited to reflect on our work at the end of the seminar.\n", + "HSHM 445 Fetal Histories: Pregnancy, Life, and Personhood in the American Cultural Imagination. Megann Licskai. In our twenty-first-century historical moment, the fetus is a powerful political and cultural symbol. One’s fetal politics likely predicts a lot about how they live their life, vote, worship, and even about how they understand themselves. How, then, has the fetus come to carry the cultural significance that it does? Are there other ways one might think of the fetus? And what is happening in the background when we center the fetus up front? This course examines the many cultural meanings of the fetus in American life: from a clump of cells, to a beloved family member, to political litmus test, and considers the way that these different meanings are connected to questions of human and civil rights, gender relations, bodily autonomy, and political life. We look at the history of our very idea of the fetus and consider how we got here. Each of us may have a different idea of what the fetus is, but every one of those ideas has a particular history. We work to understand those histories, their contexts, and their possible implications for the future of American political life.\n", + "HSHM 455 Eugenics and its Afterlives. Daniel HoSang. This course examines the influence of Eugenics research, logics, and ideas across nearly every academic discipline in the 20th century, and the particular masks, tropes, and concepts that have been used to occlude attentions to these legacies today. Students make special use of the large collection of archives held within Yale Special Collections of key figures in the American Eugenics Society. Students work collaboratively to identify alternative research practices and approaches deployed in scholarly and creative works that make racial power visible and enable the production of knowledge unburdened by the legacies of Eugenics and racial science.\n", + "HSHM 458 Scientific Instruments & the History of Science. Paola Bertucci. What do scientific instruments from the past tell us about science and its history? This seminar foregrounds historical instruments and technological devices to explore how experimental cultures have changed over time. Each week students focus on a specific instrument from the History of Science and Technology Division of the Peabody Museum: magic lantern, telescope, telegraph, astrolabe, sundial, and more!\n", + "HSHM 469 Biology of Humans through History, Science, and Society. This course is a collaborative course between HSHM and MCDB that brings together humanists and scientists to explore questions of biology, history, and identity. The seminar is intended for STEM and humanities majors interested in understanding the history of science and how it impacts identity, particularly race and gender, in the United States. The course explores how scientific methods and research questions have impacted views of race, sex, gender, gender identity, heterosexism, and obesity. Students learn and evaluate scientific principles and concepts related to biological theories of human difference. There are no prerequisites, this class is open to all.\n", + "HSHM 470 Directed Reading. Readings directed by members of the faculty on topics in the history of science, medicine, or public health not covered by regular course offerings. Subjects depend on the interests of students and faculty. Weekly conferences; required papers.\n", + "HSHM 490 Yearlong Senior Project. Megann Licskai. Preparation of a yearlong senior project under the supervision of a member of the faculty. There will be a mandatory meeting at the beginning of the term for students who have chosen the yearlong senior project; students will be notified of the time and location by e-mail before classes begin. Majors planning to begin their projects who do not receive this notice should contact the senior project director. Students expecting to graduate in May enroll in HSHM 490 during the fall term and complete their projects in HSHM 491 in the spring term. December graduates enroll in HSHM 490 in the spring term and complete their projects in HSHM 491 during the following fall term. Majors planning to begin their projects in the spring term should notify the senior project director by the last day of classes in the fall term. Students must meet progress requirements by specific deadlines throughout the first term to receive a temporary grade of SAT for HSHM 490, which will be changed to the grade received by the project upon the project's completion. Failure to meet any requirement may result in the student's being asked to withdraw from HSHM 490. For details about project requirements and deadlines, consult the HSHM Senior Project Handbook. Students enrolled in HSHM 491 must submit a completed project to the HSHM Registrar no later than 5 p.m. on the due date as listed in the HSHM Senior Project Handbook. Projects submitted after 5 p.m. on the due date without an excuse from the student's residential college dean will be subject to grade penalties. Credit for HSHM 490 only on completion of HSHM 491.\n", + "HSHM 491 Yearlong Senior Project. Megann Licskai. Preparation of a yearlong senior project under the supervision of a member of the faculty. There will be a mandatory meeting at the beginning of the term for students who have chosen the yearlong senior project; students will be notified of the time and location by e-mail before classes begin. Majors planning to begin their projects who do not receive this notice should contact the senior project director. Students expecting to graduate in May enroll in HSHM 490 during the fall term and complete their projects in HSHM 491 in the spring term. December graduates enroll in HSHM 490 in the spring term and complete their projects in HSHM 491 during the following fall term. Majors planning to begin their projects in the spring term should notify the senior project director by the last day of classes in the fall term. Students must meet progress requirements by specific deadlines throughout the first term to receive a temporary grade of SAT for HSHM 490, which will be changed to the grade received by the project upon the project's completion. Failure to meet any requirement may result in the student's being asked to withdraw from HSHM 490. For details about project requirements and deadlines, consult the HSHM Senior Project Handbook. Students enrolled in HSHM 491 must submit a completed project to the HSHM Registrar no later than 5 p.m. on the due date as listed in the HSHM Senior Project Handbook. Projects submitted after 5 p.m. on the due date without an excuse from the student's residential college dean will be subject to grade penalties.\n", + "HSHM 492 One-Term Senior Project. Megann Licskai. Preparation of a one-term senior project under the supervision of an HSHM faculty member, or of an affiliated faculty member with approval of the director of undergraduate studies. There will be a mandatory meeting at the beginning of the term for students who have chosen the one-term senior project; students will be notified of the time and location by e-mail before classes begin. Majors planning to begin their projects who do not receive this notice should contact the senior project director. Students expecting to graduate in May enroll in HSHM 492 during the fall term. December graduates enroll in HSHM 492 in the preceding spring term. Students planning to begin their project in the spring should notify the senior project director by the last day of classes in the fall term. Majors must submit a completed Statement of Intention form signed by the faculty member who has agreed to supervise the project to the HSHM administrator on the due date. Blank statement forms are available in the HSHM Senior Project Handbook on the HSHM website. Students enrolled in HSHM 492 must submit a completed senior project to the HSHM administrator as listed in the HSHM Senior Project Handbook no later than 5 p.m. on the due date in the fall term, or no later than 5 p.m. on the due date in the spring term. Projects submitted after 5 p.m. on the due date without an excuse from the student's residential college dean will be subject to grade penalties.\n", + "HSHM 497 Technology in American Medicine from Leeches to Surgical Robots. From leeches to robot-assisted surgery, technology has both driven and served as a marker of change in the history of medicine. Using technology as our primary frame of analysis, this course focuses on developments in modern medicine and healing practices in the United States, from the nineteenth century through the present day. How have technologies, tools, and techniques altered medical practice? Are medical technologies necessarily \"advances?\" How are technologies used to \"medicalize\" certain aspects of the human experience? In this class we focus on this material culture of medicine, particularly emphasizing themes of consumerism, expertise, professional authority, and gender relations.\n", + "HSHM 498 Collecting Bodies: Historical Approaches to Specimen Collection. Megann Licskai. Why is there a room full of brains in the basement of Yale’s medical school, and why does it welcome hundreds of visitors every year? What compels us about the macabre spectacle of human remains, and what is their place in medical history? What kinds of stories can and should a museum space tell, and what are the multivalent functions of a collection like this in a university setting? Using Yale’s Cushing Center as a center of discussion, this class examines the ethics of collecting and viewing human specimens. The course ties these practices to histories of colonialism, racism, medicine, anthropology, and natural history while considering the cultural specificity of the collectors and the collected. Students analyze the kinds of stories that museum spaces can tell and imagine possibilities for ethical storytelling through both academic analysis and creative engagement. In doing so, we prioritize hands-on historical work while reading theory to address broader ethical and epistemological questions.\n", + "HSHM 525 Field Studies. Deborah Coen, Hussein Fancy, Lauren Benton, Nurfadzilah Yahaya. This course does not count toward the coursework requirements for the Ph.D. or M.A.\n", + "HSHM 691 Topics in the Environmental Humanities. Paul Sabin, Sunil Amrith. This is the required workshop for the Graduate Certificate in Environmental Humanities. The workshop meets six times per term to explore concepts, methods, and pedagogy in the environmental humanities, and to share student and faculty research. Each student pursuing the Graduate Certificate in Environmental Humanities must complete both a fall term and a spring term of the workshop, but the two terms of student participation need not be consecutive. The fall term each year emphasizes key concepts and major intellectual currents. The spring term each year emphasizes pedagogy, methods, and public practice. Specific topics vary each year. Students who have previously enrolled in the course may audit the course in a subsequent year. This course does not count toward the coursework requirement in history.\n", + "HSHM 701 Problems in the History of Medicine and Public Health. John Warner. An examination of the variety of approaches to the social and cultural history of medicine and public health. Readings are drawn from recent literature in the field, sampling writings on health care, illness experiences, and medical cultures in Asia, Latin America, Europe, and the United States from antiquity through the twenty-first century. Topics include the role of gender, class, ethnicity, race, religion, and region in the experience of sickness and healing; the intersection of lay and professional understandings of the body; and the role of the marketplace in shaping cultural authority, professional identities, and patient expectations.\n", + "HSHM 702 Problems in the History of Science. Deborah Coen. Surveys current methodologies through key theoretical and critical works. Students encounter major twentieth-century methodological moments that have left lasting imprints on the field: positivism and anti-positivism, the sociology of knowledge, actor-network theory, and historical epistemology, as well as newer approaches focusing on space, infrastructure, translation, and exchange. We also consider central conceptual problems for the field, such as the demarcation of science from pseudoscience; the definition of modernity and the narrative of the Scientific Revolution; vernacular science, the colonial archive, and non-textual sources.\n", + "HSHM 736 Health Politics, Body Politics. A reading seminar on struggles to control, pathologize, and normalize human bodies, with a particular focus on science, medicine, and the state, both in North America and in a broader global health context. Topics include disease, race, and politics; repression and regulation of birth control; the politics of adoption; domestic and global population control; feminist health movements; and the pathologizing and identity politics of disabled people.\n", + "HSHM 749 Visual and Material Cultures of Science. Paola Bertucci. The seminar discusses recent works that address the visual and material cultures of science. Visits to Yale collections, with a particular emphasis on the History of Science and Technology Division of the Peabody Museum. Students may take the course as a reading or research seminar.\n", + "HSHM 775 The Afterlives of Slavery, Health, and Medicine. Carolyn Roberts. This graduate reading course is limited to a small number of graduate and professional school students who are interested in studying historical and contemporary texts that explore the history of slavery and its afterlives from the perspective of health and medicine. Graduate and professional school students co-create the course based on their interests. All students serve as co-teachers and co-learners in a supportive, compassion-based learning community that prioritizes values of deep listening, presence, and care.\n", + "HSHM 782 Michel Foucault I: The Works, The Interlocutors, The Critics. This graduate-level course presents students with the opportunity to develop a thorough, extensive, and deep (though still not exhaustive!) understanding of the oeuvre of Michel Foucault, and his impact on late-twentieth-century criticism and intellectual history in the United States. Non-francophone and/or U.S. American scholars, as Lynne Huffer has argued, have engaged Foucault’s work unevenly and frequently in a piecemeal way, due to a combination of the overemphasis on The History of Sexuality, Vol 1 (to the exclusion of most of his other major works), and the lack of availability of English translations of most of his writings until the early twenty-first century. This course seeks to correct that trend and to re-introduce Foucault’s works to a generation of graduate students who, on the whole, do not have extensive experience with his oeuvre. In this course, we read almost all of Foucault’s published writings that have been translated into English (which is almost all of them, at this point). We read all of the monographs, and all of the Collège de France lectures, in chronological order. This lightens the reading load; we read a book per week, but the lectures are shorter and generally less dense than the monographs. [The benefit of a single author course is that the more time one spends reading Foucault’s work, the easier reading his work becomes.] We read as many of the essays he published in popular and more widely-circulated media as we can. The goal of the course is to give students both breadth and depth in their understanding of Foucault and his works, and to be able to situate his thinking in relation to the intellectual, social, and political histories of the twentieth and twenty-first centuries. Alongside Foucault himself, we read Foucault’s mentors, interlocutors, and inheritors (Heidegger, Marx, Blanchot, Canguilhem, Derrida, Barthes, Althusser, Bersani, Hartman, Angela Davis, etc); his critics (Mbembe, Weheliye, Butler, Said, etc.), and scholarship that situates his thought alongside contemporary social movements, including student, Black liberation, prison abolitionist, and anti-psychiatry movements.\n", + "HSHM 790 HSHM Program Seminar. Deborah Coen. The HSHM Program Seminar helps students navigate the requirements of the Ph.D. program in HSHM, including but not limited to the prospectus, teaching, conference presentations, the \"hidden curriculum,\" research and publication strategies, career planning, and other topics. Along with discussion of skills specific to HSHM, the course provides opportunities for students to practice these skills in a workshop format. Some sessions will include guest speakers on topics such as non-academic careers and the publishing world. The seminar is a requirement for students in their second and third years of the Ph.D. in HSHM and is an elective for students in other years.\n", + "HSHM 920 Independent Reading. By arrangement with faculty.\n", + "HSHM 920 Independent Reading: 19C Climate Science. Deborah Coen. By arrangement with faculty.\n", + "HSHM 920 Independent Reading: Health, Medicine, Environment. Sunil Amrith. By arrangement with faculty.\n", + "HSHM 930 Independent Research. By arrangement with faculty.\n", + "HSHM 997 Pedagogy Seminar. Faculty members instruct their Teaching Fellows on the pedagogical methods for teaching specific subject matter.\n", + "HUMS 019 Six Pretty Good Forgeries. Maria del Mar Galindo. What is a forgery? How do we decide what is authentic? In this course, we explore six instances of \"pretty good\" forgeries in global literature: we consider forged objects, forged identities, forged documents, forged power, and forged histories, as well as some good old-fashioned lying. We study poems and other works by forgers, interrogating their features but also celebrating their artistry, and we use the rich collections at Yale’s libraries and museums to come into contact with ways in which forgeries survive and are preserved. Forgery often—though not always!—seeks to deceive, and together we explore the fact that as readers and human beings, we want to believe—but in what? For what reasons? What is the value of the authentic, and what is the value of what we know, or suspect, to be forged?\n", + "HUMS 020 Six Pretty Good Dogs. Simona Lorenzini. We all have heard the phrase \"Dogs are man’s best friends.\" For thousands and thousands of years there has been an indissoluble friendship between man and dog, an unwritten covenant, a symbiotic relationship that has no equal in the animal world. Why do we consider them our ‘best friends’? And is this always true? If not, why do we sometimes fear dogs? What role have dogs played in our understanding of being human? This course explores images of dogs in 20th-21st Italian literature through six main categories: a man and his dog; dogs and inhumanity; dogs and exile; dogs and children; dogs and folktales; dogs and modern bestiary. We discuss and close read a variety of texts, which are representative of different strategies for reflecting on the self and on the ‘other’ by unpacking the unstable relationship between anthropomorphism, personification, and humanization. Hopefully, these texts impel us to understand how profoundly the animal is involved in the human and the human in the animal. This course is part of the \"Six Pretty Good Ideas\" program.\n", + "HUMS 021 Six Pretty Good Heroes. Kathryn Slanski. Focusing on the figure of the hero through different eras, cultures, and media, this course provides first-year students with a reading-and writing-intensive introduction to studying the humanities at Yale. The course is anchored around six transcultural models of the hero that similarly transcend boundaries of time and place: the warrior, the sage, the political leader, the proponent of justice, the poet/singer, and the unsung. Our sources range widely across genres, media, periods, and geographies: from the ancient Near Eastern, Epic of Gilgamesh (1500 BCE) to the Southeast Asian Ramayana, to the Icelandic-Ukrainian climate activism film, Woman at War (2018). As part of the Six Pretty Good suite, we explore Yale's special collections and art galleries to broaden our perspectives on hierarchies of value and to sharpen our skills of observation and working with evidence. Six Pretty Good Heroes is a 1.5 credit course, devoting sustained attention students’ academic writing and is an excellent foundation for the next seven semesters at Yale. Required Friday sessions are reserved for writing labs and visits to Yale collections, as well as one-on-one and small-group meetings with the writing instruction staff.\n", + "HUMS 029 Medicine and the Humanities: Certainty and Unknowing. Matthew Morrison. Sherwin Nuland often referred to medicine as \"the Uncertain Art.\" In this course, we address the role of uncertainty in medicine, and the role that narrative plays in capturing that uncertainty. We focus our efforts on major authors and texts that define the modern medical humanities, with primary readings by Mikhail Bulgakov, Henry Marsh, Atul Gawande, and Lisa Sanders. Other topics include the philosophy of science (with a focus on Karl Popper), rationalism and romanticism (William James), and epistemology and scientism (Wittgenstein).\n", + "HUMS 033 Six Pretty Good Knights. Alessandro Giammei. What do Batman (the Dark Knight) and Orlando (Charlemagne’s wise paladin) have in common? What is the thread that connects the Jedi knights of Star Wars and those that sat around king Arthur’s round table? How did medieval history and Renaissance poetry inform the expanded universes of superhero movies and fantasy literature, along with the inexhaustible fan-fiction that further extends and queers them? Chivalry, as a code of conduct and a network of symbols, inspired some of the most entertaining stories of the so-called Western canon, blurring the divide between high and popular culture. It offered storytellers (and nerds) of all ages a set of norms to question, bend, and break—especially in terms of gender. It challenged the very format of books, re-defining for good concepts like literary irony, seriality, and inter-mediality. This seminar proposes six pretty good trans-historical archetipes of fictional knights, combining iconic figures such as Marvel’s Iron Man and Italo Calvino’s Agilulfo, Ludovico Ariosto’s Bradamante and Game of Thrones’ Brienne of Tarth, Don Quixote and the Mandalorian. By analyzing together their oaths, weapons, armors, and destinies we aim to develop reading and writing skills to tackle any text, from epic and scholarship to TV-shows and comic-books.\n", + "HUMS 034 Six Pretty Good Thought Experiments. Jane Mikkelson. Scientists, philosophers, visionaries, and creative writers around the world—in all eras, traditions, and cultures—have often turned to a fascinating form of exploratory inquiry that we today call thought experiments. These short, creative, often wildly outlandish scenarios allow people to ponder some of our most urgent and life-changing questions: How is the universe structured? Are there absolute standards of right conduct? Can we be sure that the world around us is actually real—and does that even matter? This course takes students on an expansive tour of the thought experiment genre, ranging across scientific and philosophical texts, films, and speculative fiction. As we explore what thought experiments are and how they work through contextualized close reading, we also consider broader questions: What does the thought experiment’s form tell us about how we come to know things? Is the thought experiment a clearly defined genre, and does it have a global history? How do thought experiments harness the work of narrative and metaphor, and what interrelations does this reveal between language, imagination, and knowledge? Does science need fiction, and might imagination play a foundational role in the history of ideas and the progress of knowledge?\n", + "HUMS 037 The Limits of the Human. Steven Shoemaker. As we navigate the demands of the 21st century, an onslaught of new technologies, from artificial intelligence to genetic engineering, has pushed us to question the boundaries between the human and the nonhuman. At the same time, scientific findings about animal, and even plant intelligence, have troubled these boundaries in similar fashion. In this course, we examine works of literature and film that can help us imagine our way into these \"limit cases'' and explore what happens as we approach the limits of our own imaginative and empathetic capacities. We read works of literature by Mary Shelley, Kazuo Ishiguro, Richard Powers, Octavia Butler, Ted Chiang, and Jennifer Egan, and watch the movies Blade Runner, Ex Machina, Arrival, Avatar, and Her.\n", + "HUMS 040 Bob Dylan as a Way of Life. Benjamin Barasch. An introduction to college-level study of the humanities through intensive exploration of the songs of Bob Dylan. We touch on Dylan’s place in American cultural history but mostly treat him as a great creative artist, tracking him through various guises and disguises across his sixty-year odyssey of self-fashioning, from ‘60s folk revivalist to voice of social protest, abrasive rock ‘n’ roll surrealist to honey-voiced country crooner, loving husband to lovesick drifter, secular Jew to born-again Christian to worldly skeptic, honest outlaw to Nobel Prize-winning chronicler of modern times and philosopher of song. Throughout, we attend to Dylan’s lifelong quest for wisdom and reflect on how it can inspire our own. Topics include: the elusiveness of identity and the need for selfhood; virtue and vice; freedom and servitude; reverence and irreverence; love, desire, and betrayal; faith and unbelief; aging, death, and the possibility of immortality; the authentic and the counterfeit; the nature of beauty and of artistic genius; the meaning of personal integrity in a political world.\n", + "HUMS 056 Women Who Ruled. Winston Hill. This course examines queens who ruled over hereditary monarchies in their own right. Each week spotlights a different queen or set of related queens. With the use of secondary works and primary sources, students gain some familiarity with the queens themselves, their struggles to use and retain power, and the cultures in which those queens were embedded. Over the duration of the course, students form a basic idea of what queenship has entailed across cultures, while simultaneously discovering how queenship varied in different cultures and material circumstances. The course thereby not only investigates queenship, but also serves as an introduction to the temporal, spatial, and conceptual breadth of world history. And, through watching recent film and television depictions of these queens, students come to grips with the problem of historical memory and the uses (or abuses) to which history can be put.\n", + "HUMS 060 Novel Novels. Brianne Bilsky. Stream of consciousness. Metafiction. Intertextuality. Typographic experimentation. These are some of the innovative narrative techniques that authors have used to push the boundaries of fiction over time. Why does literary innovation happen? How has the development of fiction been influenced by developments in other fields such as psychology, art, philosophy, or physics? What does it mean to say that a novel is novel? This course addresses such questions by taking an interdisciplinary approach to looking closely at several innovative novels from the early twentieth century to the present. As we move from modernism to postmodernism and on to the present moment, we not only explore the ways that novels may engage creatively with other fields but also how they are in dialogue with literary history itself.\n", + "HUMS 061 Performing Antiquity. This seminar introduces students to some of the most influential texts of Greco-Roman Antiquity and investigates the meaning of their \"performance\" in different ways: 1) how they were musically and dramatically performed in their original context in Antiquity (what were the rhythms, the harmonies, the dance-steps, the props used, etc.); 2) what the performance meant, in socio-cultural and political terms, for the people involved in performing or watching it, and how performance takes place beyond the stage; 3) how these texts are performed in modern times (what it means for us to translate and stage ancient plays with masks, a chorus, etc.; to reenact some ancient institutions; to reconstruct ancient instruments or compose \"new ancient music\"); 4) in what ways modern poems, plays, songs, ballets constitute forms of interpretation, appropriation, or contestation of ancient texts; 5) in what ways creative and embodied practice can be a form of scholarship. Besides reading ancient Greek and Latin texts in translation, students read and watch performances of modern works of reception: poems, drama, ballet, and instrumental music. A few sessions are devoted to practical activities (reenactment of a symposium, composition of ancient music, etc.).\n", + "HUMS 065 Education and the Life Worth Living. Matthew Croasmun. Consideration of education and what it has to do with real life—not just any life, but a life worth living. Engagement with three visions of different traditions of imagining the good life and of imagining education: Confucianism, Christianity, and Modernism. Students will be asked to challenge the fundamental question of the good life and to put that question at the heart of their college education.\n", + "HUMS 073 Classical Storytelling in the Modern World. Brian Price. In his seminal work Poetics, Aristotle first identified the observable patterns and recurring elements that existed in the successful tragedies and epic poems of his time, as he posed the existential query: Why do we tell stories?  And his illuminating analysis and conclusions are still just as meaningful and relevant today in our contemporary dramatic narratives, our movies, plays, and Netflix binges-of-the-week. In this seminar, we examine Aristotle’s observations and conclusions and relate them to the contemporary stories we consume and enjoy today. By doing so, we identify the universal principles that all good stories share, investigate how these principles connect us all despite cultural, ethnic, and geographical differences, learn how to incorporate Aristotle’s precepts into our own creative expression and communications―and most importantly, explore the vital function of storytelling, why we tell them, what makes a good one, and how to best tell one effectively.\n", + "HUMS 075 Mastering the Art of Watercolor. Adam Van Doren. An introductory course on the art of watercolor as a humanistic discipline within the liberal arts tradition. Readings, discussions, and studio work emphasize critical, creative thinking through a tactile, \"learning by doing\" study of the watercolor medium. Students analyze and imitate the classic techniques of J. M.W. Turner, John Singer Sargent, Georgia O’Keeffe, and Edward Hopper, among others. Studio components include painting en plein air to understand color, form, perspective, composition, and shade and shadow. Basic drawing skills recommended.\n", + "HUMS 096 Collecting History: \"Treasures\" of Yale. Anna Franz. This course considers the concept of \"treasure\" by visiting nearly all of Yale’s galleries, museums, and library special collections. We explore questions around how these objects and materials were created, how they came to be at Yale, and the considerations and compromises that make up collections of cultural heritage materials. We learn what these objects say about themselves, their creators, their users, and their collectors.\n", + "HUMS 127 Tragedy in the European Literary Tradition. Timothy Robinson. The genre of tragedy from its origins in ancient Greece and Rome through the European Renaissance to the present day. Themes of justice, religion, free will, family, gender, race, and dramaturgy. Works might include Aristotle's Poetics or Homer's Iliad and plays by Aeschylus, Sophocles, Euripides, Seneca, Hrotsvitha, Shakespeare, Lope de Vega, Calderon, Racine, Büchner, Ibsen, Strindberg, Chekhov, Wedekind, Synge, Lorca, Brecht, Beckett, Soyinka, Tarell Alvin McCraney, and Lynn Nottage. Focus on textual analysis and on developing the craft of persuasive argument through writing.\n", + "HUMS 128 From Gilgamesh to Persepolis: Introduction to Near Eastern Literatures. Samuel Hodgkin. This course is an introduction to Near Eastern civilization through its rich and diverse literary cultures. We read and discuss ancient works, such as the Epic of Gilgamesh, Genesis, and \"The Song of Songs,\" medieval works, such as A Thousand and One Nights, selections from the Qur’an, and Shah-nama: The Book of Kings, and modern works of Israeli, Turkish, and Iranian novelists and Palestianian poets. Students complement classroom studies with visits to the Yale Babylonian Collection and the Beinecke Rare Book and Manuscript Library, as well as with film screenings and guest speakers. Students also learn fundamentals of Near Eastern writing systems, and consider questions of tradition, transmission, and translation. All readings are in translation.\n", + "HUMS 130 How to Read. Hannan Hever. Introduction to techniques, strategies, and practices of reading through study of lyric poems, narrative texts, plays and performances, films, new and old, from a range of times and places. Emphasis on practical strategies of discerning and making meaning, as well as theories of literature, and contextualizing particular readings. Topics include form and genre, literary voice and the book as a material object, evaluating translations, and how literary strategies can be extended to read film, mass media, and popular culture. Junior seminar; preference given to juniors and majors.\n", + "HUMS 134 The Multicultural Middle Ages. Ardis Butterfield, Marcel Elias. Introduction to medieval English literature and culture in its European and Mediterranean context, before it became monolingual, canonical, or author-bound. Genres include travel writing, epic, dream visions, mysticism, the lyric, and autobiography, from the Crusades to the Hundred Years War, from the troubadours to Dante, from the Chanson de Roland to Chaucer. Formerly ENGL 189.\n", + "HUMS 134 The Multicultural Middle Ages: Multicultural Middle Ages (WR). Introduction to medieval English literature and culture in its European and Mediterranean context, before it became monolingual, canonical, or author-bound. Genres include travel writing, epic, dream visions, mysticism, the lyric, and autobiography, from the Crusades to the Hundred Years War, from the troubadours to Dante, from the Chanson de Roland to Chaucer. Formerly ENGL 189.\n", + "HUMS 134 The Multicultural Middle Ages: Multicultural Middle Ages (WR). Introduction to medieval English literature and culture in its European and Mediterranean context, before it became monolingual, canonical, or author-bound. Genres include travel writing, epic, dream visions, mysticism, the lyric, and autobiography, from the Crusades to the Hundred Years War, from the troubadours to Dante, from the Chanson de Roland to Chaucer. Formerly ENGL 189.\n", + "HUMS 134 The Multicultural Middle Ages: Multicultural Middle Ages (WR). Introduction to medieval English literature and culture in its European and Mediterranean context, before it became monolingual, canonical, or author-bound. Genres include travel writing, epic, dream visions, mysticism, the lyric, and autobiography, from the Crusades to the Hundred Years War, from the troubadours to Dante, from the Chanson de Roland to Chaucer. Formerly ENGL 189.\n", + "HUMS 138 The Quran. Travis Zadeh. Introduction to the study of the Quran. Topics include: the literary, historical, and theological reception of the Quran; its collection and redaction; the scriptural milieu of late antiquity; education and religious authority; ritual performance and calligraphic expression; the diversity of Muslim exegesis.\n", + "HUMS 138 The Quran. Introduction to the study of the Quran. Topics include: the literary, historical, and theological reception of the Quran; its collection and redaction; the scriptural milieu of late antiquity; education and religious authority; ritual performance and calligraphic expression; the diversity of Muslim exegesis.\n", + "HUMS 138 The Quran. Introduction to the study of the Quran. Topics include: the literary, historical, and theological reception of the Quran; its collection and redaction; the scriptural milieu of late antiquity; education and religious authority; ritual performance and calligraphic expression; the diversity of Muslim exegesis.\n", + "HUMS 139 Western Philosophy in Four Operas 1600-1900. Gary Tomlinson. This course intensively study\\ies four operas central to the western repertory, spanning the years from the early 17th to the late 19th century: Monteverdi's Orfeo, Mozart's Don Giovanni, Wagner's Die Walküre (from The Ring of the Nibelungs), and Verdi's Simon Boccanegra. The course explores the expression in these works of philosophical stances of their times on the human subject and human society, bringing to bear writings contemporary to them as well as from more recent times. Readings include works of Ficino, Descartes, Rousseau, Wollstonecraft, Schopenhauer, Kierkegaard, Douglass, Marx, Nietzsche, Freud, and Adorno. We discover that the expression of changing philosophical stances can be found not only in dramatic themes and the words sung, but in the changing natures of the musical styles deployed.\n", + "HUMS 144 The Roman Republic. The origins, development, and expansion of Rome from the earliest times to the deaths of Caesar and Cicero. Cultural identity and interaction; slavery, class, and the family; politics, rhetoric, and propaganda; religion; imperialism; monumentality and memory; and the perception and writing of history. Application of literary and archaeological evidence.\n", + "HUMS 144 The Roman Republic. The origins, development, and expansion of Rome from the earliest times to the deaths of Caesar and Cicero. Cultural identity and interaction; slavery, class, and the family; politics, rhetoric, and propaganda; religion; imperialism; monumentality and memory; and the perception and writing of history. Application of literary and archaeological evidence.\n", + "HUMS 144 The Roman Republic. The origins, development, and expansion of Rome from the earliest times to the deaths of Caesar and Cicero. Cultural identity and interaction; slavery, class, and the family; politics, rhetoric, and propaganda; religion; imperialism; monumentality and memory; and the perception and writing of history. Application of literary and archaeological evidence.\n", + "HUMS 144 The Roman Republic. The origins, development, and expansion of Rome from the earliest times to the deaths of Caesar and Cicero. Cultural identity and interaction; slavery, class, and the family; politics, rhetoric, and propaganda; religion; imperialism; monumentality and memory; and the perception and writing of history. Application of literary and archaeological evidence.\n", + "HUMS 144 The Roman Republic. Andrew Johnston. The origins, development, and expansion of Rome from the earliest times to the deaths of Caesar and Cicero. Cultural identity and interaction; slavery, class, and the family; politics, rhetoric, and propaganda; religion; imperialism; monumentality and memory; and the perception and writing of history. Application of literary and archaeological evidence.\n", + "HUMS 144 The Roman Republic. The origins, development, and expansion of Rome from the earliest times to the deaths of Caesar and Cicero. Cultural identity and interaction; slavery, class, and the family; politics, rhetoric, and propaganda; religion; imperialism; monumentality and memory; and the perception and writing of history. Application of literary and archaeological evidence.\n", + "HUMS 144 The Roman Republic. The origins, development, and expansion of Rome from the earliest times to the deaths of Caesar and Cicero. Cultural identity and interaction; slavery, class, and the family; politics, rhetoric, and propaganda; religion; imperialism; monumentality and memory; and the perception and writing of history. Application of literary and archaeological evidence.\n", + "HUMS 145 Ancient Greek and Roman Novels in Context. A thorough examination of ancient novels as ancestors to the modern novel. Focus on seven surviving Greek and Roman novels, with particular emphasis on questions of interpretation, literary criticism, and literary theory, as well as cultural issues raised by the novels, including questions of gender and sexuality, ethnicity, cultural identity, religion, and intellectual culture of the first centuries A.D.\n", + "HUMS 177 Tragedy and Politics. Daniel Schillinger. The canonical Greek tragedians—Aeschylus, Sophocles, and Euripides—dramatize fundamental and discomfiting questions that are often sidelined by the philosophical tradition. In this seminar, we read plays about death, war, revenge, madness, impossible choices, calamitous errors, and the destruction of whole peoples. Aeschylus, Sophocles, and Euripides were also piercing observers of political life. No less than Plato and Aristotle, the Attic tragedians write to elicit reflection on the basic patterns of politics: democracy and tyranny, war and peace, the family and the city, the rule of law and violence. Finally, we also approach Greek tragedy through its reception. Aristophanes, Plato, Aristotle, and Nietzsche: all these thinkers responded to tragedy. Texts include Aeschylus, Oresteia; Aristophanes, Frogs and Lysistrata; Euripides, Bacchae, Heracles, and Trojan Women; Nietzsche, The Birth of Tragedy; Plato, Symposium; and Sophocles, Antigone, Philoctetes, and Oedipus Tyrannus.\n", + "HUMS 180 Dante in Translation. A critical reading of Dante's Divine Comedy and selections from the minor works, with an attempt to place Dante's work in the intellectual and social context of the late Middle Ages by relating literature to philosophical, theological, and political concerns.\n", + "HUMS 180 Dante in Translation. A critical reading of Dante's Divine Comedy and selections from the minor works, with an attempt to place Dante's work in the intellectual and social context of the late Middle Ages by relating literature to philosophical, theological, and political concerns.\n", + "HUMS 180 Dante in Translation. Alejandro Cuadrado. A critical reading of Dante's Divine Comedy and selections from the minor works, with an attempt to place Dante's work in the intellectual and social context of the late Middle Ages by relating literature to philosophical, theological, and political concerns.\n", + "HUMS 182 The Work of Art in the Age of Revolt. Timothy Kreiner. Modernity inarguably names the growth of markets and civil liberties. Yet every society that took root in the modern period is riddled with ongoing struggles for freedom from the miseries of race, gender, class, and so on. How do we explain that fact? And what part do works of art play in the struggles of the variously dominated and dispossessed today? This course poses those questions by placing major works of literature in conversation with influential works of political theory from the sixteenth through the twenty-first centuries. Along the way we ask also how the work of art came to be seen as part and parcel of workers’ movements alongside struggles for women’s suffrage and the abolition of slavery in the nineteenth century; and why it became crucial, in the eyes of many observers, to the novel liberation movements that circled the globe after 1945. Work by writers and militants such as Thomas Nashe, Martin Luther, Thomas Müntzer, Gerrard Winstanley, Silvia Federici, Frederick Douglass, Toussaint Louverture, Djuna Barnes, Alexandra Kollontai, Marx and Engels, Peter Weiss, V. I. Lenin, Rosa Luxembourg, Aimee Cesaire, Frantz Fanon, Gwendolyn Brooks, Martin Luther King, Jr., Malcolm X, James and Grace Lee Boggs, Marge Piercy, Mariarosa Dalla Costa, Toni Cade Bambara, Combahee River Collective, Asef Bayat.\n", + "HUMS 183 Tradition and Modernity: Ethics, Religion, Politics, Law, & Culture. Andrew Forsyth. This seminar is about \"tradition\"—what it is and what it does—and how reflecting on tradition can help us better understand ethics, religion, politics, law, and culture. We ask: for whom and in what ways (if any) are the beliefs and practices transmitted from one generation to another persuasive or even authoritative? And how do appeals to tradition work today? We traverse a series of cases studies in different domains. Looking to ethics, we ask if rational argument means rejecting or inhabiting tradition. Next, we look at religions as traditions and traditions as one source of authority within religions. We consider appeals to tradition in conservative and progressive politics. And how the law uses decisions on past events to guide present actions. Finally, we turn to tradition in civic and popular culture with attention to \"invented traditions,\" the May 2023 British Coronation, and Beyoncé’s 2019 concert film \"Homecoming.\"\n", + "HUMS 185 Writing about Contemporary Figurative Art. Margaret Spillane. A workshop on journalistic strategies for looking at and writing about contemporary paintings of the human figure. Practitioners and theorists of figurative painting; controversies, partisans, and opponents. Includes field trips to museums and galleries in New York City. Formerly ENGL 247.\n", + "HUMS 186 War Games. Marijeta Bozovic, Spencer Small. Dismissed, mocked, feared or loved for decades, video games have become a staple of contemporary media, art, and popular culture, studied alongside traditional print media and film. They eclipse the global yearly revenue of both film and music industries combined, leaving their financial significance undeniable. What remains understudied, however, is the political and cultural significance of the medium. War Games is a seminar dedicated to the intersection of video games and political violence (both real and imaginary) in a global and particularly post-Cold War context. Students learn to recognize patterns of ideological communication in video games while developing close reading skills of literature and digital media alike. We combine the study of video games with broader inquires into the media that circulate through the game mediaverse, including literature, social and news media, and film. Playing games and reading books, we pose the following questions: How do players \"perform\" war in games, and how might they resist or subvert expected performances? How indeed are we as readers and players affected by the type of media we consume? What is an adaptation? How do adaptations influence or potentially reshape our relationships with the source material? What themes and ideas are revealed effectively through one medium versus another? Why do certain literary traditions (such as classical Russian literature) provide such fruitful ground for video game adaptation? What are the political implications for the ideologies present in a video game given the globalized position of the medium? Assigned readings include novels, short stories, news media, and internet forums alongside a range of secondary materials, including film and media theory, intellectual and media histories, digital anthropology, reception studies, and interviews.\n", + "HUMS 191 Dangerous Women: Sirens, Sibyls, Poets and Singers from Sappho through Elena Ferrante. Jane Tylus. Was Sappho a feminist? This course tries to answer that question by analyzing how women’s voices have been appropriated by the literary and cultural canon of the west–and how in turn women writers and readers have reappropriated those voices. Students read a generous amount of literary (and in some cases, musical) works, along with a variety of contemporary theoretical approaches so as to engage in conversation about authorship, classical reception, and materiality. Following an introduction to Greek and Roman texts key for problematic female figures such as sirens and sibyls, we turn to two later historical moments to explore how women artists have both broken out of and used the western canon, redefining genre, content, and style in literary creation writ large. How did Renaissance women such as Laura Cereta, Gaspara Stampa, and Sor Juana Inés de la Cruz fashion themselves as authors in light of the classical sources they had at hand? And once we arrive in the 20th and 21st centuries, how do Sibilla Aleramo, Elsa Morante, Anna Maria Ortese, and Elena Ferrante forge a new, feminist writing via classical, queer and/or animal viewpoints?\n", + "HUMS 200 Medieval Songlines. Ardis Butterfield. Introduction to medieval song in England via modern poetic theory, material culture, affect theory, and sound studies. Song is studied through foregrounding music as well as words, words as well as music.\n", + "HUMS 219 Biomedical Futures and Michael Crichton's Monsters. Joanna Radin. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HUMS 219 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HUMS 219 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HUMS 219 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HUMS 219 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HUMS 219 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HUMS 219 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HUMS 219 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HUMS 219 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HUMS 219 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HUMS 219 Biomedical Futures and Michael Crichton's Monsters. What forms of life have been produced by modern science? The literal life-changing technologies that began to emerge after the Second World War also provoked new anxieties. They expressed themselves in the speculative fiction of Michael Crichton in terms of monsters: the virus in The Andromeda Strain, the androids in Westworld, the velociraptors of Jurassic Park, and even the patients maimed by gunshot wounds in ER. Crichton wrote thrilling stories that also asked his readers to consider what monsters humans could make if they didn’t stop to consider whether or not they should. This course examines the emergence of modern life science to consider what it would take to produce more life-sustaining futures.\n", + "HUMS 228 Climate Change and the Humanities. Katja Lindskog. What can the Humanities tell us about climate change? The Humanities help us to better understand the relationship between everyday individual experience, and our rapidly changing natural world. To that end, students read literary, political, historical, and religious texts to better understand how individuals both depend on, and struggle against, the natural environment in order to survive.\n", + "HUMS 244 Love, Marriage, Family: A Psychological Study through the Arts. Ellen Handler Spitz, R Howard Bloch. A psychological study of love, marriage, and family through literature, visual arts, and music, from the ancient world to mid-century America. An over-arching theme is the protean human potential for adaptation, innovation, and creativity by which couples and families struggle to thrive in the face of opposing forces, both internal and external. In this seminar, we study these themes not only as they have been treated in different parts of the world at different times, but also the means offered by each of the arts for their portrayal.\n", + "HUMS 247 Material Culture and Iconic Consciousness. Jeffrey Alexander. How and why contemporary societies continue to symbolize sacred and profane meanings, investing these meanings with materiality and shaping them aesthetically. Exploration of \"iconic consciousness\" in theoretical terms (philosophy, sociology, semiotics) and further exploration of compelling empirical studies about food and bodies, nature, fashion, celebrities, popular culture, art, architecture, branding, and politics.\n", + "HUMS 252 Poetry and Objects. Karin Roffman. This course on 20th and 21st century poetry studies the non-symbolic use of familiar objects in poems. We meet alternating weeks in the Beinecke library archives and the Yale Art Gallery objects study classroom to discover literary, material, and biographical histories of poems and objects. Additionally, there are scheduled readings and discussions with contemporary poets. Assignments include both analytical essays and the creation of online exhibitions.\n", + "HUMS 270 The Chinese Tradition. Tina Lu. An introduction to the literature, culture, and thought of premodern China, from the beginnings of the written record to the turn of the twentieth century. Close study of textual and visual primary sources, with attention to their historical and cultural backdrops. Students enrolled in CHNS 200 join a weekly Mandarin-language discussion section.\n", + "HUMS 270 The Chinese Tradition. An introduction to the literature, culture, and thought of premodern China, from the beginnings of the written record to the turn of the twentieth century. Close study of textual and visual primary sources, with attention to their historical and cultural backdrops. Students enrolled in CHNS 200 join a weekly Mandarin-language discussion section.\n", + "HUMS 270 The Chinese Tradition TR: Regular section. An introduction to the literature, culture, and thought of premodern China, from the beginnings of the written record to the turn of the twentieth century. Close study of textual and visual primary sources, with attention to their historical and cultural backdrops. Students enrolled in CHNS 200 join a weekly Mandarin-language discussion section.\n", + "HUMS 270 The Chinese Tradition TR: Regular section. An introduction to the literature, culture, and thought of premodern China, from the beginnings of the written record to the turn of the twentieth century. Close study of textual and visual primary sources, with attention to their historical and cultural backdrops. Students enrolled in CHNS 200 join a weekly Mandarin-language discussion section.\n", + "HUMS 270 The Chinese Tradition TR: Regular section. An introduction to the literature, culture, and thought of premodern China, from the beginnings of the written record to the turn of the twentieth century. Close study of textual and visual primary sources, with attention to their historical and cultural backdrops. Students enrolled in CHNS 200 join a weekly Mandarin-language discussion section.\n", + "HUMS 270 The Chinese Tradition TR: WR section. An introduction to the literature, culture, and thought of premodern China, from the beginnings of the written record to the turn of the twentieth century. Close study of textual and visual primary sources, with attention to their historical and cultural backdrops. Students enrolled in CHNS 200 join a weekly Mandarin-language discussion section.\n", + "HUMS 275 Literatures of the Plague. Jim Berger. In a new era of pandemic, we have seen how widespread medical crisis has profound effects on individual life and consciousness, and on political and economic institutions and practices. Our material and psychic supply chains grow tenuous. All of life changes even as we try to preserve what we deem most valuable. We must rethink what we consider to be \"essential.\" Yet this is far from being a new condition. Infectious disease has been part of the human social world probably since the beginnings of urban life. The Bible describes plagues sent by God as punishment. The earliest historical depiction was by Thucydides shortly after the plague in Athens in 430 BCE. At each occasion, people have tried to witness and to understand these \"visitations,\" as Daniel Defoe called them. The Plague is always a medical, political, economic and an interpretive crisis. It is also a moral crisis, as people must not only try to understand but also determine how to act. This course studies accounts of pandemics, from Thucydides in Athens up to our ongoing Coronavirus outbreaks. We trace the histories of understanding that accompanied pandemics: religious, scientific, philosophical, ethical, literary. It seems to be the case that these vast, horrifying penetrations of death into the fabric of life have inspired some of our fragile and resilient species’ most strange and profound meditations.\n", + "HUMS 284 The Tale of Genji. James Scanlon-Canegata. A reading of the central work of prose fiction in the Japanese classical tradition in its entirety (in English translation) along with some examples of predecessors, parodies, and adaptations (the latter include Noh plays and twentieth-century short stories). Topics of discussion include narrative form, poetics, gendered authorship and readership, and the processes and premises that have given The Tale of Genji its place in \"world literature.\" Attention will also be given to the text's special relationship to visual culture.\n", + "HUMS 294 Ecology and Russian Culture. Molly Brunson. Interdisciplinary study of Russian literature, film, and art from the nineteenth to the twenty-first centuries, organized into four units—forest, farm, labor, and disaster. Topics include: perception and representation of nature; deforestation and human habitation; politics and culture of land-ownership; leisure, labor, and forced labor; modernity and industrialization; and nuclear technologies and disasters. Analysis of short stories, novels, and supplementary readings on ecocriticism and environmental humanities, as well as films, paintings, and visual materials. Several course meetings take place at the Yale Farm. Readings and discussions in English.\n", + "HUMS 303 What is the University?. Mordechai Levy-Eichel. The University is one of the most influential—and underexamined—kinds of corporations in the modern world. It is responsible both for mass higher education and for elite training. It aims to produce and disseminate knowledge, and to prepare graduates for work in all different kinds of fields. It functions both as a symbol and repository of learning, if not ideally wisdom, and functions as one of the most important sites of networking, patronage, and socialization today. It is, in short, one of the most alluring and abused institutions in our culture today, often idolized as a savior or a scapegoat. And while the first universities were not founded in the service of research, today’s most prestigious schools claim to be centrally dedicated to it. But what is research? Where does our notion of research and the supposed ability to routinely produce it come from? This seminar is a high-level historical and structural examination of the rise of the research university. We cover both the origins and the modern practices of the university, from the late medieval world to the modern day, with an eye toward critically examining the development of the customs, practices, culture, and work around us, and with a strong comparative perspective. Topics include: tenure, endowments, the committee system, the growth of degrees, the aims of research, peer-review, the nature of disciplinary divisions, as well as a host of other issues.\n", + "HUMS 323 Truth and Sedition. William Klein. The truth can set you free, but of course it can also get you into trouble. How do the constraints on the pursuit and expression of \"truth\" change with the nature of the censoring regime, from the family to the church to the modern nation-state? What causes regimes to protect perceived vulnerabilities in the systems of knowledge they privilege? What happens when conflict between regimes implicates modes of knowing? Are there types of truth that any regime would—or should—find dangerous? What are the possible motives and pathways for self-censorship?  We begin with the revolt of the Hebrews against polytheistic Egypt and the Socratic questioning of democracy, and end with various contemporary cases of censorship within and between regimes. We consider these events and texts, and their reverberations and reversals in history, in relation to select analyses of the relations between truth and power, including Hobbes, Locke, Kant, Brecht, Leo Strauss, Foucault, Chomsky, Waldron, Zizek, and Xu Zhongrun.\n", + "HUMS 339 European Intellectual History since Nietzsche. Marci Shore. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "HUMS 339 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "HUMS 339 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "HUMS 339 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "HUMS 339 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "HUMS 339 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "HUMS 339 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "HUMS 339 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "HUMS 339 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "HUMS 339 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "HUMS 339 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "HUMS 339 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "HUMS 339 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "HUMS 344 German Film from 1945 to the Present. Fatima Naqvi. Trauma, gender, media, transnationalism, terrorism, migration, precarity, neoliberalism, and environmental ethics are the issues we study in films from the German-speaking world. We begin in the immediate post-war period: How does the Second World War and its aftermath inflect these films? How does gender play an increasingly important role in the fiction films under discussion? What new collective identities do films articulate in the course of the politicized period from the late 1960s into the late 1970s, when home-grown terrorism contests the category of the West German nation? How do the predominant concerns shift with the passage of time and with the changing media formats? What is the role of genre in representing transnational problems like migration after 2000? How do economic issues come to the fore in the precarious economic conditions shown? When does violence seem like an  answer to political, economic, and social pressures and the legacies of colonialism? Particular attention is paid to film aesthetics. Films include those by Julian Radlmaier, Hubert Sauper, Sudabeh Mortezai, Fatih Akin, Wolfgang Staudte, Alexander Kluge, Werner Herzog, Rainer Werner Fassbinder, Werner Schroeter, Harun Farocki, Michael Haneke, Christian Petzold, Jessica Hausner, Mara Mattuschka, Ulrich Seidl, Nikolaus Geyrhalter, among others. Visiting directors Julian Radlmaier and Hubert Sauper will be integrated into the course.\n", + "HUMS 347 Land, Liberty, and Slavery from Hobbes to Defoe. Feisal Mohamed. This course considers together several phenomena often considered separately: the conversion of arable land to pasture; the central place of property in seventeenth-century English formulations of political liberty; and the increasing racialization of forced labor in the period. We read seminal works of political theory produced in England’s tumultuous seventeenth century, namely those of Hobbes and Locke. We also explore how transformations of labor and property necessarily exert influence in literature, focusing on Andrew Marvell, Aphra Behn, John Dryden, and Daniel Defoe.\n", + "HUMS 348 World War II: Homefront Literature and Film. Katie Trumpener. Taking a pan-European perspective, this course examines quotidian, civilian experiences of war, during a conflict of unusual scope and duration. Considering key works of wartime and postwar fiction and film alongside verbal and visual diaries, memoirs, documentaries, and video testimonies, we will explore the kinds of literary and filmic reflection war occasioned, how civilians experienced the relationship between history and everyday life (both during and after the war), women’s and children's experience of war, and the ways that home front, occupation and Holocaust memories shaped postwar avant-garde aesthetics.\n", + "HUMS 351 The American Imagination: From the Puritans to the Civil War. Interdisciplinary examination of the uniqueness of the American experience from the time of the Puritans to the Civil War. Readings draw on major works of political theory, philosophy, and literature.\n", + "HUMS 366 The World of Victor Hugo's \"Les Misérables\". Maurice Samuels. Considered one of the greatest novels of all time, Victor Hugo's Les Misérables (1862) offers more than a thrilling story, unforgettable characters, and powerful writing. It offers a window into history. Working from a new translation, this seminar studies Hugo's epic masterpiece in all its unabridged glory, but also uses it as a lens to explore the world of nineteenth-century France—including issues such as the criminal justice system, religion, poverty, social welfare, war, prostitution, industrialization, and revolution. Students gain the tools to work both as close readers and as cultural historians in order to illuminate the ways in which Hugo's text intersects with its context. Attention is also paid to famous stage and screen adaptations of the novel: what do they get right and what do they get wrong? Taught in English, no knowledge of French is required.\n", + "HUMS 380 The Bible as a Literature. Leslie Brisman. Study of the Bible as a literature—a collection of works exhibiting a variety of attitudes toward the conflicting claims of tradition and originality, historicity and literariness.\n", + "HUMS 387 Introduction to Digital Humanities I: Architectures of Knowledge. Alexander Gil Fuentes. The cultural record of humanity is undergoing a massive and epochal transformation into shared analog and digital realities. While we are vaguely familiar with the history and realities of the analog record—libraries, archives, historical artifacts—the digital cultural record remains largely unexamined and relatively mysterious to humanities scholars. In this course you will be introduced to the broad field of Digital Humanities, theory and practice, through a stepwise exploration of the new architectures and genres of scholarly and humanistic production and reproduction in the 21st century. The course combines a seminar, preceded by a brief lecture, and a digital studio. Every week we will move through our discussions in tandem with hands-on exercises that will serve to illuminate our readings and help you gain a measure of computational proficiency useful in humanities scholarship. You will learn about the basics of plain text, file and operating systems, data structures and internet infrastructure. You will also learn to understand, produce and evaluate a few popular genres of Digital Humanities, including, digital editions of literary or historical texts, collections and exhibits of primary sources and interactive maps. Finally, and perhaps the most important lesson of the semester, you will learn to collaborate with each other on a common research project. No prior experience is required.\n", + "HUMS 392 Form and Content in Digital and Analog Arts and Sciences. Sayan Bhattacharyya. In this interdisciplinary and multimodal seminar, we look at examples drawn from literature, visual arts, music, film and virtual and augmented reality, focusing on the relationships between form and content in them. We look at the special challenges that digital and computational perspectives present in the context of these relationships, and how humanistic understanding of unifying metaphors drawn from fields such as physics, neuroscience, and AI can help make sense of humans as individuals and as a species with a shared legacy and future. The course consists of discussions of readings in various media of imaginative works of fiction and non-fiction.\n", + "HUMS 394 Imagining Global Lyric. Ayesha Ramachandran. What is lyric? And what might a multi-dimensional, expansive study of the lyric across cultures, languages, and media look like? This course investigates the possibility of studying lyric poetry in cross-cultural and transmedial ways by combining traditional humanistic approaches with new methods opened by the digital humanities. We begin by examining the lyric poem’s privileged position within a Western literary canon and exploring other conceptions of \"lyric\" in non-Western literary traditions. We then take an anthropological approach and trace the pervasiveness of lyric poetry in the world by focusing on four key questions: (a) what is lyric and how is it related to various literary genres? (b) what is the relationship between lyric and the visual image; (c) can lyric be translated across forms and languages? (d) how does lyric uniquely articulate our relationship to the natural world? Participants engage with primary texts in Yale’s special collections and contribute to a digital project to compile an exhibit of lyric poetry across the world—a project that highlights the importance and challenges of defining just what a lyric poem is. This is a Franke Seminar in the Humanities.\n", + "HUMS 397 Neighbors and Others. Nancy Levene. This course is an interdisciplinary investigation of concepts and stories of family, community, borders, ethics, love, and antagonism. Otherwise put, it concerns the struggles of life with others – the logic, art, and psychology of those struggles. The starting point is a complex of ideas at the center of religions, which are given to differentiating \"us\" from \"them\" while also identifying values such as the love of the neighbor that are to override all differences. But religion is only one avenue into the motif of the neighbor, a fraught term of both proximity and distance, a contested term and practice trailing in its wake lovers, enemies, kin, gods, and strangers. Who is my neighbor? What is this to ask and what does the question ask of us? Course material includes philosophy, literature, psychology, and film.\n", + "HUMS 398 Political Theory, The Internet and New Techonologies. Luise Papcke. How do new technologies impact our politics and change our society? How can we assess in which way emerging technologies such as predictive algorithms, automated decision-making, biomedical human enhancements, or workplace automation enhance our freedom, equality, and democracy, or threaten them? This course turns to central ideas in political theory to examine the promises and challenges of these new technologies. Each unit begins with an analysis of core political texts about foundational ideas in liberal democracy. Students study key philosophical debates from the 19th to the 21st century about freedom, equality, and self-rule that have formed Western societies. Next, the course focuses for each theme on a unique emerging technology via magazine articles and news reports. Using concepts from political theory, students analyze how the respective emerging technologies support or challenge our political and social ideas, as well as our current philosophical preconceptions and assumptions.\n", + "HUMS 403 Interpretations: Simone Weil. Greg Ellermann. Intensive study of the life and work of Simone Weil, one of the twentieth century’s most important thinkers. We read the iconic works that shaped Weil’s posthumous reputation as \"the patron saint of all outsiders,\" including the mystical aphorisms Gravity and Grace and the utopian program for a new Europe The Need for Roots. But we also examine in detail the lesser-known writings Weil published in her lifetime–writings that powerfully intervene in some of the most pressing debates of her day. Reading Weil alongside contemporaries such as Trotsky, Heidegger, Arendt, Levinas, and Césaire, we see how her thought engages key philosophical, ethical, and aesthetic problems of the twentieth century: the relation between dictatorship and democracy; empire and the critique of colonialism; the ethics of attention and affliction; modern science, technology, and the human point of view; the responsibility of the writer in times of war; beauty and the possibility of transcendence; the practice of philosophy as a way of life.\n", + "HUMS 405 Interpretations Seminar: William Blake. Riley Soles. This course explores the world of William Blake’s poetry, with an emphasis on the longer prophetic poems, in conversation with his artistic output. We locate Blake in his historical moment, responding in his poetry and art to a variety of political, philosophical, and aesthetic movements in England and elsewhere. We also see Blake as part of an evolving literary tradition, paying particular attention to his relationship with his poetic precursor John Milton, and to Romantic contemporaries such as William Wordsworth. Trips to the Beinecke Library and the Yale Center for British Art allow us to see firsthand and to think deeply about the materiality of Blake’s works, as well as the complex relationships in them between text and image. Finally, we consider Blake as a radical religious thinker and innovator by analyzing his poetry’s connections to modes of Biblical vision, prophecy, and apocalypse.\n", + "HUMS 409 Proust Interpretations: Reading Remembrance of Things Past. A close reading (in English) of Marcel Proust’s masterpiece, Remembrance of Things Past, with emphasis upon major themes: time and memory, desire and jealousy, social life and artistic experience, sexual identity and personal authenticity, class and nation. Portions from Swann’s Way, Within a Budding Grove, Cities of the Plain, Time Regained considered from biographical, psychological/psychoanalytic, gender, sociological, historical, and philosophical perspectives.\n", + "HUMS 410 Modernities: Nineteenth-Century Historical Narratives. Stefanie Markovits, Stuart Semmel. British historical narratives in the nineteenth century, an age often cited as the crucible of modern historical consciousness. How a period of industrialization and democratization grounded itself in imagined pasts—whether recent or distant, domestic or foreign—in both historical novels and works by historians who presented programmatic statements about the nature of historical development.\n", + "HUMS 416 The Crisis of Liberalism. Bryan Garsten, Ross Douthat, Samuel Moyn. Is there a \"crisis of liberalism\" occurring in the United States and around the world? What is liberalism? If it is in crisis, what are the features of the disorder and what are possible responses? Is it possible to believe in the further progress of liberal societies, or have they fallen into a decadent condition?\n", + "HUMS 416 The Crisis of Liberalism. Is there a \"crisis of liberalism\" occurring in the United States and around the world? What is liberalism? If it is in crisis, what are the features of the disorder and what are possible responses? Is it possible to believe in the further progress of liberal societies, or have they fallen into a decadent condition?\n", + "HUMS 416 The Crisis of Liberalism. Is there a \"crisis of liberalism\" occurring in the United States and around the world? What is liberalism? If it is in crisis, what are the features of the disorder and what are possible responses? Is it possible to believe in the further progress of liberal societies, or have they fallen into a decadent condition?\n", + "HUMS 416 The Crisis of Liberalism. Is there a \"crisis of liberalism\" occurring in the United States and around the world? What is liberalism? If it is in crisis, what are the features of the disorder and what are possible responses? Is it possible to believe in the further progress of liberal societies, or have they fallen into a decadent condition?\n", + "HUMS 416 The Crisis of Liberalism. Is there a \"crisis of liberalism\" occurring in the United States and around the world? What is liberalism? If it is in crisis, what are the features of the disorder and what are possible responses? Is it possible to believe in the further progress of liberal societies, or have they fallen into a decadent condition?\n", + "HUMS 416 The Crisis of Liberalism. Is there a \"crisis of liberalism\" occurring in the United States and around the world? What is liberalism? If it is in crisis, what are the features of the disorder and what are possible responses? Is it possible to believe in the further progress of liberal societies, or have they fallen into a decadent condition?\n", + "HUMS 416 The Crisis of Liberalism. Is there a \"crisis of liberalism\" occurring in the United States and around the world? What is liberalism? If it is in crisis, what are the features of the disorder and what are possible responses? Is it possible to believe in the further progress of liberal societies, or have they fallen into a decadent condition?\n", + "HUMS 417 Thinking Digitally about the Humanities. Sayan Bhattacharyya. This is an introduction to Digital Humanities, a field of study that has emerged in the past two decades, which consists of humanists and their associates from computational disciplines seeking to apply digital methods, broadly understood, to the kinds of questions that tend to be of interest in the humanities. We look at how methods drawn from information science, such as data analytics and artifical intelligence, are being applied to humanistic disciplines, especially textual understanding and analysis.\n", + "HUMS 418 \"None Dare Call It Conspiracy:\" Paranoia and Conspiracy Theories in 20th and 21st C. America. In this course we examine the development and growth of conspiracy theories in American politics and culture in the 20th and 21st centuries. We look at texts from a variety of different analytical and political traditions to develop an understanding of how and why conspiracy theories develop, their structural dynamics, and how they function as a narrative. We examine a variety of different conspiracy theories and conspiratorial groups from across the political spectrum, but we pay particular attention to anti-Semitism as a foundational form of conspiracy theorizing, as well as the particular role of conspiracy theories in far-right politics, ranging from the John Birch Society in the 1960s to the Tea Party, QAnon, and beyond in the 21st century. We also look at how real conspiracies shape and reinforce conspiracy theorizing as a mode of thought, and formulate ethical answers on how to address conspiracy as a mode of politics.\n", + "HUMS 419 The Short Spring of German Theory. Kirk Wetters. Reconsideration of the intellectual microclimate of German academia 1945-1968. A German prelude to the internationalization effected by French theory, often in dialogue with German sources. Following Philipp Felsch's The Summer of Theory (English 2022): Theory as hybrid and successor to philosophy and sociology. Theory as the genre of the philosophy of history and grand narratives (e.g. \"secularization\"). Theory as the basis of academic interdisciplinarity and cultural-political practice. The canonization and aging of theoretical classics. Critical reflection on academia now and then. Legacies of the inter-War period and the Nazi past: M. Weber, Heidegger, Husserl, Benjamin, Kracauer, Adorno, Jaspers. New voices of the 1950s and 1960s: Arendt, Blumenberg, Gadamer, Habermas, Jauss, Koselleck, Szondi, Taubes.\n", + "HUMS 421 The End of the World. A philosophical investigation of present-day apocalyptic fears, utopian dreams, and possible ways that the world (as we know it) might end. Topics to be examined include the potential implications of artificial superintelligence, the assumptions dividing climate alarmists and their critics, the promises and perils of life in virtual worlds, competing views on whether we should seek to avert humanity’s extinction or welcome it, and contrasts between secular and religious ways of relating to the end. Engagement with these topics provides the occasion to engage with questions of enduring philosophical and existential importance: what is most valuable, how should we live, and for what should we hope?\n", + "HUMS 425 Reality and the Realistic. Joanna Fiduccia, Noreen Khawaja. A multidisciplinary exploration of the concept of reality in Euro-American culture. What do we mean when we say something is \"real\" or \"realistic?\" From what is it being differentiated−the imaginary, the surreal, the speculative? Can we approach a meaningful concept of the unreal? This course wagers that representational norms do not simply reflect existing notions of reality; they also shape our idea of reality itself. We study the dynamics of realism and its counterparts across a range of examples from modern art, literature, philosophy, and religion. Readings may include: Aimé Cesaire, Mircea Eliade, Karen Barad, Gustave Flaubert, Sigmund Freud, Renee Gladman, Saidiya Hartman, Arthur Schopenhauer. Our goal is to understand how practices of representation reveal something about our understanding of reality, shedding light on the ways we use this most basic, yet most elusive concept.\n", + "HUMS 429 Paul Celan. Thomas Connolly. An undergraduate seminar in English exploring the life and work of Paul Celan (1920-1970), survivor of the Shoah, and one of the foremost European poets of the second half of the twentieth century. We will read from his early poems in both Romanian and German, and his published collections including Der Sand aus den Urnen, Mohn und Gedächtnis, Von Schelle zu Schelle, Sprachgitter, Die Niemandsrose, Atemwende, Fadensonnen, Lichtzwang, and Schneepart. We will also read from his rare pieces in prose and his correspondence with family, friends, and other intellectuals and poets including Bachmann, Sachs, Heidegger, Char, du Bouchet, Michaux, Ungaretti. A special focus on his poetic translations from French, but also Russian, English, American, Italian, Romanian, Portuguese, and Hebrew. Critical readings draw from Szondi, Adorno, Derrida, Agamben, and others. Readings in English translation or in the original languages, as the student desires. Discussions in English.\n", + "HUMS 432 Rousseau's Emile. Bryan Garsten. A close reading of Jean-Jacques Rousseau’s masterpiece, Emile. Though the book poses as a guide to education, it has much grander aspirations; it offers a whole vision of the human condition. Rousseau called it his \"best and worthiest work\" and said he believed it would spark a revolution in the way that human beings understand themselves. Many historians of thought believe that the book has done just that, and that we live in the world it helped to create – a claim we consider and evaluate. Presented as a private tutor’s account of how he would arrange the education of a boy named Emile from infancy through young adulthood, the book raises fundamental questions about human nature and malleability, how we learn to be free, whether we can view ourselves scientifically and still maintain a belief in free will, whether we are need of some sort of religious faith to act morally, how adults and children, and men and women, ought to relate to one another, how the demands of social life and citizenship affect our happiness – and more. Ultimately the question at issue is whether human beings can find a way to live happily and flourish in modern societies.\n", + "HUMS 435 Radical Cinemas in the Global Sixties. Lorenz Hegel, Moira Fradinger. \"1968\" has become a cipher for a moment of global turmoil, social transformation and cultural revolution. This class explores the \"long global sixties\" through cinema produced across continents. At the height of the Cold War between two blocks in the \"East\" and the \"West,\" the \"Third World\" emerged as a radical political project alternative to a world order shaped by centuries of colonialism, imperialism, slavery, and capitalist exploitation. Liberation, emancipation, independence, anticolonialism, decolonization, and revolution became key words in the global political discourse. Leaders from Africa, Asia, and Latin America created a new international platform, the Non-Aligned Movement (NAM) that challenged the Cold War bi-polarity. Radical filmmakers who belong in this period experimented with strategies of storytelling and of capturing reality, calling into question rigid distinctions between \"documentary\" and \"fiction\" and \"art and politics.\" The goal was not to \"show\" reality, but to change it. We study a world-wide range of examples that involve filmmakers’ collaborations across The Americas, Western Europe, North Africa, South and South-East Asia. Taught in English; films aresubtitled but knowledge of other languages may be useful.\n", + "HUMS 437 Troubling Transparency. Emmanuel Alloa. Transparency is the metaphor of our time. Whether in government or corporate governance, finance, technology, health, or the media–it is ubiquitous today, and there is hardly a current debate that does not call for more transparency. But what does this word actually stand for and what are the consequences for the life of individuals? \"Know thyself\" were the words inscribed above the entrance to the temple of Apollo at Delphi. In the modern age, however, the demand for self-transparency has been given a completely new foundation, since it is no longer regarded merely as a moral duty of the individual toward himself, but as a normative prerequisite of democratic societies. The seminar reconstructs the success of this category on the basis of relevant classical texts, in both epistemological-individual and social-theoretical-social perspectives (important authors are Augustine, Jean-Jacques Rousseau, Immanuel Kant, Jeremy Bentham, Georg Simmel, Jean-Paul Sartre, Michel Foucault). The aim is to critically question this consensus value of modernity, and to inquire into its internal dialectic. With a view to contested phenomena of the present (social networks, surveillance society, post-democracy), we examine under which conditions transparency enables emancipatory effects and where, on the other hand, it generates conformism and threatens a pluralist society. As an attempt to map an alternative genealogy of modernity, the seminar provides some overview of a range of canonical modernist theorists and reads them in a new light.\n", + "HUMS 443 Medieval Jews, Christians, and Muslims In Conversation. Ivan Marcus. How members of Jewish, Christian, and Muslim communities thought of and interacted with members of the other two cultures during the Middle Ages. Cultural grids and expectations each imposed on the other; the rhetoric of otherness—humans or devils, purity or impurity, and animal imagery; and models of religious community and power in dealing with the other when confronted with cultural differences. Counts toward either European or Middle Eastern distributional credit within the History major, upon application to the director of undergraduate studies.\n", + "HUMS 471 Special Studies in the Humanities. Paul Grimstad. For students who wish to pursue a topic in Humanities not otherwise covered. May be used for research or for directed reading under the guidance of one or more faculty advisers. In either case a term paper or its equivalent is required, as are regular meetings with the adviser or advisers. To apply, a student should present a prospectus and a bibliography signed by the adviser or advisers to the director of undergraduate studies.\n", + "HUMS 480 The Mortality of the Soul: From Aristotle to Heidegger. Martin Hagglund. This course explores fundamental philosophical questions of the relation between matter and form, life and spirit, necessity and freedom, by proceeding from Aristotle's analysis of the soul in De Anima and his notion of practical agency in the Nicomachean Ethics. We study Aristotle in conjunction with seminal works by contemporary neo-Aristotelian philosophers (Korsgaard, Nussbaum, Brague, and McDowell). We in turn pursue the implications of Aristotle's notion of life by engaging with contemporary philosophical discussions of death that take their point of departure in Epicurus (Nagel, Williams, Scheffler). We conclude by analyzing Heidegger's notion of constitutive mortality, in order to make explicit what is implicit in the form of the soul in Aristotle.\n", + "HUMS 491 The Senior Essay. Paul Grimstad. Independent library-based research under faculty supervision. To register, students must consult the director of undergraduate studies no later than the end of registration period in the previous term. A written plan of study approved by a faculty adviser must be submitted to the director of undergraduate studies by November 16, 2021, if the essay is to be submitted during the spring term.  The final essay is due at noon on April 8, 2022 for spring-term essays. For essays to be completed in the fall term, a rough draft is due October 25, 2021, and the final essay due November 29, 2021.\n", + "HUMS 500 Seminar in Digital and Computational Methods in the Humanities. This seminar is an introduction to the principles and methods of digital humanities, an emerging interdisciplinary field that seeks to apply digital, especially computational, methods to the humanities. In the seminar, we discuss the capabilities as well as limitations of computational tools for interpretation in the humanities. The seminar focuses on how computational methods and tools can contribute to the interpretive activities that typically constitute humanistic inquiry, especially to the reading of textual matter as literature. The seminar acquaints participants with methodological and epistemological issues and case studies in the digital humanities. The seminar is structured around the following premise: As technology increasingly permeates every corner of human activity, we are called upon to address complex problems in more unstructured contexts and situations than ever before. The humanities are a useful arena to understand such complexity by making use of computation to complement (not replace) traditional humanistic modes of inquiry, and also to explore how approaches that work well for well‐structured problems reach their limits of applicability. Digital humanities act as a bridge between the humanities and quantitative disciplines. This bridge can be traversed in either direction. So, this seminar welcomes participants from both humanities backgrounds and interests as well as from non-humanities disciplines and interests. This is an interdisciplinary seminar, and so prior interest in computation, while certainly helpful, is not necessary.\n", + "IBIO 530 Biology of the Immune System. Andrew Wang, Ann Haberman, Carla Rothlin, Carrie Lucas, Craig Roy, Craig Wilen, Daniel Jane-Wit, David Schatz, Ellen Foxman, Grace Chen, Jeffrey Ishizuka, Joao Pereira, Jordan Pober, Joseph Craft, Kevin O'Connor, Markus Muschen, Nikhil Joshi, Noah Palm, Paula Kavathas, Peter Cresswell. The development of the immune system. Cellular and molecular mechanisms of immune recognition. Effector responses against pathogens. Immunologic memory and vaccines. Human diseases including allergy, autoimmunity, cancer, immunodeficiency, HIV/AIDS.\n", + "IBIO 600 Introduction to Research: Faculty Research Presentations. Carla Rothlin. Introduction to the research interests of the faculty. Required of all first-year Immunology/BBS students. Pass/Fail.\n", + "IBIO 611 Research Rotation 1. Carla Rothlin. Intensive experience in the design and execution of experiments in immunology or other areas of biology. Students design a focused research project in consultation with a faculty mentor and execute the designed experiments in the mentor’s laboratory. Students are expected to read relevant background papers from the literature, design and perform experiments, interpret the resulting data, and propose follow-up experiments. Students are also expected to attend the mentor’s weekly lab meeting(s) as well as weekly Immunobiology departmental seminars and Research in Progress seminars. The course concludes with the student giving a brief presentation of the work performed at Rotation Talks, attended by other first-year immunology-track graduate students. Evaluation is by the mentor; students also evaluate the rotation experience. Students must turn in a prioritized list of four possible mentors to the office of the DGS at least one week prior to the beginning of the course. Mentors are assigned by the DGS. Graded Satisfactory/Unsatisfactory. Minimum of 20 hours/week. Required of all first-year Immunology/BBS students.\n", + "IBIO 612 Research Rotation 2. Intensive experience in the design and execution of experiments in immunology or other areas of biology. Students design a focused research project in consultation with a faculty mentor and execute the designed experiments in the mentor’s laboratory. Students are expected to read relevant background papers from the literature, design and perform experiments, interpret the resulting data, and propose follow-up experiments. Students are also expected to attend the mentor’s weekly lab meeting(s) as well as weekly Immunobiology departmental seminars and Research in Progress seminars. The course concludes with the student giving a brief presentation of the work performed at Rotation Talks, attended by other first-year immunology-track graduate students. Evaluation is by the mentor; students also evaluate the rotation experience. Students must turn in a prioritized list of four possible mentors to Barbara Cotton in the office of the director of graduate studies at least one week prior to the beginning of the course. Mentors are assigned by the DGS. Graded Pass/Fail. 1 course credit; minimum of 20 hours/week. Required of all first-year Immunology/BBS students.\n", + "IMED 625 Principles of Clinical Research. Eugene Shapiro. The purpose of this intensive two-week course is to provide an overview of the objectives, research strategies, and methods of conducting patient-oriented clinical research. Topics include competing objectives of clinical research, principles of observational studies, principles of clinical trials, principles of meta-analysis, interpretation of diagnostic tests, prognostic studies, causal inference, qualitative research methods, and decision analysis. Sessions generally combine a lecture on the topic with discussion of articles that are distributed in advance of the sessions.\n", + "IMED 630 Ethical Issues in Biomedical Research. Lauren Ferrante. This term-long course addresses topics that are central to the conduct of biomedical research, including the ethics of clinical investigation, conflicts of interest, misconduct in research, data acquisition, and protection of human subjects. Practical sessions cover topics such as collaborations with industry, publication and peer review, responsible authorship, and mentoring relationships. Satisfactory completion of this course fulfills the NIH requirement for training in the responsible conduct of research.\n", + "IMED 635 Directed Reading in Investigative Medicine. Joseph Craft. An independent study course for first-year students in the Investigative Medicine program. Topics are chosen by the student, and reading lists are provided by faculty for weekly meetings to discuss articles. Four sessions are required; dates/times by arrangement.\n", + "IMED 645 Introduction to Biostatistics in Clinical Investigation. Eugene Shapiro, Veronika Shabanova. The course provides an introduction to statistical concepts and techniques commonly encountered in medical research. Previous course work in statistics or experience with statistical packages is not a requirement. Topics to be discussed include study design, probability, comparing sample means and proportions, survival analysis, and sample size/power calculations. The computer lab incorporates lecture content into practical application by introducing the statistical software package SPSS to describe and analyze data.\n", + "IMED 660 Methods in Clinical Research, Part I. Eugene Shapiro. This yearlong course (with IMED 661 and 662), presented by the National Clinical Scholars Program, presents in depth the methodologies used in patient-oriented research, including methods in biostatistics, clinical epidemiology, health services research, community-based participatory research, and health policy.\n", + "IMED 661 Methods in Clinical Research, Part II. Eugene Shapiro. This yearlong course (with IMED 660 and 662), presented by the National Clinical Scholars Program, presents in depth the methodologies used in patient-oriented research, including methods in biostatistics, clinical epidemiology, health services research, community-based participatory research, and health policy.\n", + "IMED 665 Writing Your K- or R-Type Grant Proposal. Eugene Shapiro. In this term-long course, students gain intensive, practical experience in evaluating and preparing grant proposals, including introduction to NIH study section format. The course gives new clinical investigators the essential tools to design and initiate their own proposals for obtaining grants to do research and to develop their own careers. The course is intended for students who plan to submit grant proposals (for either a K-type career development award or an R-type investigator-initiated award). Attendance and active participation are required. There may be spaces to audit the course.\n", + "IMED 900 Independent Research: Applied Geospatial Analysis. Jill Kelly. \n", + "IMED 900 Independent Research: Physics of Computed Tomography. Matthew Hoerner. \n", + "INDN 110 Elementary Indonesian I. Indriyo Sukmono. An introductory course in standard Indonesian with emphasis on developing communicative skills through a systematic survey of grammar and graded exercises.\n", + "INDN 110 Elementary Indonesian I. Indriyo Sukmono. An introductory course in standard Indonesian with emphasis on developing communicative skills through a systematic survey of grammar and graded exercises.\n", + "INDN 130 Intermediate Indonesian I. Dinny Aletheiani. Continued practice in colloquial Indonesian conversation and reading and discussion of texts.\n", + "INDN 130 Intermediate Indonesian I. Dinny Aletheiani. Continued practice in colloquial Indonesian conversation and reading and discussion of texts.\n", + "INDN 150 Advanced Indonesian I. Indriyo Sukmono. Development of advanced fluency through discussion of original Indonesian sociohistorical, political, and literary texts and audiovisual sources. Extension of cultural understanding of Indonesia.\n", + "INDN 170 Advanced Indonesian: Special Topics. Dinny Aletheiani. Continuation of INDN 160. Students advance their communicative competence in listening, speaking, reading, and writing. Use of Indonesian book chapters, Web pages, printed and electronic articles, social networking posts, newsgroups, and letters.\n", + "INDN 470 Independent Tutorial. Dinny Aletheiani. For students with advanced Indonesian language skills who wish to engage in concentrated reading and research on material not otherwise offered in courses. The work must be supervised by an adviser and must terminate in a term paper or its equivalent.\n", + "INDN 570 Readings in Indonesian. Indriyo Sukmono. For students with advanced Indonesian language skills preparing for academic performance and/or research purposes.\n", + "INDN 570 Readings in Indonesian. Dinny Aletheiani. For students with advanced Indonesian language skills preparing for academic performance and/or research purposes.\n", + "INP 510 Structural and Functional Organization of the Human Nervous System. Thomas Biederer. An integrative overview of the structure and function of the human brain as it pertains to major neurological and psychiatric disorders. Neuroanatomy, neurophysiology, and clinical correlations are interrelated to provide essential background in the neurosciences. Lectures in neurocytology and neuroanatomy survey neuronal organization in the human brain, with emphasis on long fiber tracts related to clinical neurology. Lectures in neurophysiology cover various aspects of neural function at the cellular and systems levels, with a strong emphasis on the mammalian nervous system. Clinical correlations consist of sessions applying basic science principles to understanding pathophysiology in the context of patients. Seven three-hour laboratory sessions are coordinated with lectures throughout the course to provide an understanding of the structural basis of function and disease. Case-based conference sections provide an opportunity to integrate and apply the information learned about the structure and function of the nervous system in the rest of the course to solving a focused clinical problem in a journal club format. Variable class schedule; contact course instructors. This course is offered to graduate and M.D./Ph.D. students only and cannot be audited.\n", + "INP 511 Lab Rotation for First-Year Students. Charles Greer. Required of all first-year Neuroscience track graduate students. Rotation period is one term. Grading is Satisfactory/Unsatisfactory.\n", + "INP 513 Second-Year Thesis Research. Charles Greer. Required of all second-year INP graduate students. Grading is Satisfactory/Unsatisfactory.\n", + "INP 519 Tutorial. By arrangement with faculty and approval of DGS.\n", + "INP 552 Critical Thinking in Learning and Memory. Are you interested in a neuroscience approach and its dual perspectives to understanding neuronal ensemble mechanisms underlying learning and episodic memory formation? This course aims to engage students in critical thinking of classic neuroscience readings in learning and memory. Pairs of key studies in the field of learning and memory are discussed and debated either as dual perspectives on a given topic or as complementary approaches to aspects of learning and memory. The course goals are twofold: first, to develop and further students’ critical thinking in neuroscience and related fields; second, to acquire key concepts and knowledge in the field of learning and memory. The focus is on studies revealing the role of medial temporal lobe and limbic structures in learning and memory, primarily in humans and rodents.\n", + "INP 575 Computational Vision and Biological Perception. Steven Zucker. An overview of computational vision with a biological emphasis. Suitable as an introduction to biological perception for computer science and engineering students, as well as an introduction to computational vision for mathematics, psychology, and physiology students.\n", + "INP 610 Advanced Topics in Neurogenomics. Kristen Brennand, Laura Huckins. This course focuses on the rapidly changing field of functional genomics of psychiatric disease, centered on validations using human cell-based models. It is designed for students who already have basic knowledge of neuroscience and human genetics.\n", + "INP 701 Principles of Neuroscience. Angeliki Louvi, Junjie Guo, William Cafferty. General neuroscience seminar: lectures, readings, and discussion of selected topics in neuroscience. Emphasis is on how approaches at the molecular, cellular, physiological, and organismal levels can lead to understanding of neuronal and brain function.\n", + "INP 702 Foundations of Cellular and Molecular Neurobiology. Janghoo Lim, Michael Higley. A comprehensive overview of cellular and molecular concepts in neuroscience. Each exam (of three) covers one-third of the course (cell biology, electrophysiology, and synaptic function) and is take-home, with short answer/essay questions.\n", + "INP 720 Neurobiology. Haig Keshishian, Paul Forscher. Examination of the excitability of the nerve cell membrane as a starting point for the study of molecular, cellular, and intracellular mechanisms underlying the generation and control of behavior.\n", + "ITAL 020 Six Pretty Good Dogs. Simona Lorenzini. We all have heard the phrase \"Dogs are man’s best friends.\" For thousands and thousands of years there has been an indissoluble friendship between man and dog, an unwritten covenant, a symbiotic relationship that has no equal in the animal world. Why do we consider them our ‘best friends’? And is this always true? If not, why do we sometimes fear dogs? What role have dogs played in our understanding of being human? This course explores images of dogs in 20th-21st Italian literature through six main categories: a man and his dog; dogs and inhumanity; dogs and exile; dogs and children; dogs and folktales; dogs and modern bestiary. We discuss and close read a variety of texts, which are representative of different strategies for reflecting on the self and on the ‘other’ by unpacking the unstable relationship between anthropomorphism, personification, and humanization. Hopefully, these texts impel us to understand how profoundly the animal is involved in the human and the human in the animal. This course is part of the \"Six Pretty Good Ideas\" program.\n", + "ITAL 030 Six Pretty Good Knights. Alessandro Giammei. What do Batman (the Dark Knight) and Orlando (Charlemagne’s wise paladin) have in common? What is the thread that connects the Jedi knights of Star Wars and those that sat around king Arthur’s round table? How did medieval history and Renaissance poetry inform the expanded universes of superhero movies and fantasy literature, along with the inexhaustible fan-fiction that further extends and queers them? Chivalry, as a code of conduct and a network of symbols, inspired some of the most entertaining stories of the so-called Western canon, blurring the divide between high and popular culture. It offered storytellers (and nerds) of all ages a set of norms to question, bend, and break—especially in terms of gender. It challenged the very format of books, re-defining for good concepts like literary irony, seriality, and inter-mediality. This seminar proposes six pretty good trans-historical archetipes of fictional knights, combining iconic figures such as Marvel’s Iron Man and Italo Calvino’s Agilulfo, Ludovico Ariosto’s Bradamante and Game of Thrones’ Brienne of Tarth, Don Quixote and the Mandalorian. By analyzing together their oaths, weapons, armors, and destinies we aim to develop reading and writing skills to tackle any text, from epic and scholarship to TV-shows and comic-books.\n", + "ITAL 110 Elementary Italian I. Nicholas Berrettini. A beginning course with extensive practice in speaking, reading, writing, and listening and a thorough introduction to Italian grammar. Activities include group and pairs work, role-playing, and conversation. Introduction to Italian culture through readings and films. Conducted in Italian.\n", + "ITAL 110 Elementary Italian I. Giacomo Santoro. A beginning course with extensive practice in speaking, reading, writing, and listening and a thorough introduction to Italian grammar. Activities include group and pairs work, role-playing, and conversation. Introduction to Italian culture through readings and films. Conducted in Italian.\n", + "ITAL 110 Elementary Italian I. Zach Aguilar. A beginning course with extensive practice in speaking, reading, writing, and listening and a thorough introduction to Italian grammar. Activities include group and pairs work, role-playing, and conversation. Introduction to Italian culture through readings and films. Conducted in Italian.\n", + "ITAL 110 Elementary Italian I. Lydia Tuan. A beginning course with extensive practice in speaking, reading, writing, and listening and a thorough introduction to Italian grammar. Activities include group and pairs work, role-playing, and conversation. Introduction to Italian culture through readings and films. Conducted in Italian.\n", + "ITAL 110 Elementary Italian I. Francesca Leonardi. A beginning course with extensive practice in speaking, reading, writing, and listening and a thorough introduction to Italian grammar. Activities include group and pairs work, role-playing, and conversation. Introduction to Italian culture through readings and films. Conducted in Italian.\n", + "ITAL 110 Elementary Italian I. Deborah Pellegrino. A beginning course with extensive practice in speaking, reading, writing, and listening and a thorough introduction to Italian grammar. Activities include group and pairs work, role-playing, and conversation. Introduction to Italian culture through readings and films. Conducted in Italian.\n", + "ITAL 130 Intermediate Italian I. Michael Farina. The first half of a two-term sequence designed to increase students' proficiency in the four language skills and advanced grammar concepts. Authentic readings paired with contemporary films. In-class group and pairs activities, role-playing, and conversation. Admits to ITAL 140. Conducted in Italian.\n", + "ITAL 130 Intermediate Italian I. Deborah Pellegrino. The first half of a two-term sequence designed to increase students' proficiency in the four language skills and advanced grammar concepts. Authentic readings paired with contemporary films. In-class group and pairs activities, role-playing, and conversation. Admits to ITAL 140. Conducted in Italian.\n", + "ITAL 130 Intermediate Italian I. Michael Farina. The first half of a two-term sequence designed to increase students' proficiency in the four language skills and advanced grammar concepts. Authentic readings paired with contemporary films. In-class group and pairs activities, role-playing, and conversation. Admits to ITAL 140. Conducted in Italian.\n", + "ITAL 130 Intermediate Italian I. Deborah Pellegrino. The first half of a two-term sequence designed to increase students' proficiency in the four language skills and advanced grammar concepts. Authentic readings paired with contemporary films. In-class group and pairs activities, role-playing, and conversation. Admits to ITAL 140. Conducted in Italian.\n", + "ITAL 130 Intermediate Italian I. Anna Iacovella. The first half of a two-term sequence designed to increase students' proficiency in the four language skills and advanced grammar concepts. Authentic readings paired with contemporary films. In-class group and pairs activities, role-playing, and conversation. Admits to ITAL 140. Conducted in Italian.\n", + "ITAL 130 Intermediate Italian I. Michael Farina. The first half of a two-term sequence designed to increase students' proficiency in the four language skills and advanced grammar concepts. Authentic readings paired with contemporary films. In-class group and pairs activities, role-playing, and conversation. Admits to ITAL 140. Conducted in Italian.\n", + "ITAL 150 Advanced Composition and Conversation:. Anna Iacovella. Discussion of social, political, and literary issues in order to improve active command of the language. Development of advanced reading skills through magazine and newspaper articles, essays, short stories, films, and a novel; enhancement of writing skills through experiments with reviews, essays, creative writing, and business and informal Italian. Classroom emphasis on advanced speaking skills and vocabulary building.\n", + "ITAL 162 Introduction to Italian Literature: From the Duecento to the Renaissance. Simona Lorenzini. This is the first course in a sequence studying Italian Literature. The course aims to provide an introduction and a broad overview of Italian literature and culture from the Duecento to the Renaissance, specifically focusing on authors such as Dante, Petrarch, Boccaccio, Machiavelli, Ariosto, and literary and artistic movements such as Humanism and Renaissance. These authors and their masterpieces are introduced through readings, works of art, listening materials, videos, and films. Great space is left for in-class discussion and suggestions from students who may take an interest in specific authors or subjects. This course is interactive and open, and the authors mentioned here are only indicative of the path that we follow. At the end of the course, students are able to analyze and critique literary works of different genres and time periods. The course is conducted in Italian.\n", + "ITAL 310 Dante in Translation. A critical reading of Dante's Divine Comedy and selections from the minor works, with an attempt to place Dante's work in the intellectual and social context of the late Middle Ages by relating literature to philosophical, theological, and political concerns.\n", + "ITAL 310 Dante in Translation. A critical reading of Dante's Divine Comedy and selections from the minor works, with an attempt to place Dante's work in the intellectual and social context of the late Middle Ages by relating literature to philosophical, theological, and political concerns.\n", + "ITAL 310 Dante in Translation. Alejandro Cuadrado. A critical reading of Dante's Divine Comedy and selections from the minor works, with an attempt to place Dante's work in the intellectual and social context of the late Middle Ages by relating literature to philosophical, theological, and political concerns.\n", + "ITAL 315 The Catholic Intellectual Tradition. Carlos Eire. Introductory survey of the interaction between Catholicism and Western culture from the first century to the present, with a focus on pivotal moments and crucial developments that defined both traditions. Key beliefs, rites, and customs of the Roman Catholic Church, and the ways in which they have found expression; interaction between Catholics and the institution of the Church; Catholicism in its cultural and sociopolitical matrices. Close reading of primary sources.\n", + "ITAL 315 The Catholic Intellectual Tradition. Introductory survey of the interaction between Catholicism and Western culture from the first century to the present, with a focus on pivotal moments and crucial developments that defined both traditions. Key beliefs, rites, and customs of the Roman Catholic Church, and the ways in which they have found expression; interaction between Catholics and the institution of the Church; Catholicism in its cultural and sociopolitical matrices. Close reading of primary sources.\n", + "ITAL 315 The Catholic Intellectual Tradition. Introductory survey of the interaction between Catholicism and Western culture from the first century to the present, with a focus on pivotal moments and crucial developments that defined both traditions. Key beliefs, rites, and customs of the Roman Catholic Church, and the ways in which they have found expression; interaction between Catholics and the institution of the Church; Catholicism in its cultural and sociopolitical matrices. Close reading of primary sources.\n", + "ITAL 315 The Catholic Intellectual Tradition. Introductory survey of the interaction between Catholicism and Western culture from the first century to the present, with a focus on pivotal moments and crucial developments that defined both traditions. Key beliefs, rites, and customs of the Roman Catholic Church, and the ways in which they have found expression; interaction between Catholics and the institution of the Church; Catholicism in its cultural and sociopolitical matrices. Close reading of primary sources.\n", + "ITAL 315 The Catholic Intellectual Tradition. Introductory survey of the interaction between Catholicism and Western culture from the first century to the present, with a focus on pivotal moments and crucial developments that defined both traditions. Key beliefs, rites, and customs of the Roman Catholic Church, and the ways in which they have found expression; interaction between Catholics and the institution of the Church; Catholicism in its cultural and sociopolitical matrices. Close reading of primary sources.\n", + "ITAL 340 Dangerous Women: Sirens, Sibyls, Poets and Singers from Sappho through Elena Ferrante. Jane Tylus. Was Sappho a feminist? This course tries to answer that question by analyzing how women’s voices have been appropriated by the literary and cultural canon of the west–and how in turn women writers and readers have reappropriated those voices. Students read a generous amount of literary (and in some cases, musical) works, along with a variety of contemporary theoretical approaches so as to engage in conversation about authorship, classical reception, and materiality. Following an introduction to Greek and Roman texts key for problematic female figures such as sirens and sibyls, we turn to two later historical moments to explore how women artists have both broken out of and used the western canon, redefining genre, content, and style in literary creation writ large. How did Renaissance women such as Laura Cereta, Gaspara Stampa, and Sor Juana Inés de la Cruz fashion themselves as authors in light of the classical sources they had at hand? And once we arrive in the 20th and 21st centuries, how do Sibilla Aleramo, Elsa Morante, Anna Maria Ortese, and Elena Ferrante forge a new, feminist writing via classical, queer and/or animal viewpoints?\n", + "ITAL 470 Special Studies in Italian Literature. Simona Lorenzini. A series of tutorials to direct students in special interests and requirements. Students meet regularly with a faculty member.\n", + "ITAL 471 Special Studies in Italian Literature. Simona Lorenzini. A series of tutorials to direct students in special interests and requirements. Students meet regularly with a faculty member.\n", + "ITAL 491 The Senior Essay. Simona Lorenzini. A research essay on a subject selected by the student in consultation with the faculty adviser.\n", + "ITAL 552 Italian Lyric Poetry from the Middle Ages to the Renaissance. Alejandro Cuadrado. An exploration of Italy’s vernacular lyric tradition from its emergence in the thirteenth century through its flowerings in the sixteenth, with special attention to the emergence of the genre of the autobiographical Canzoniere and to the ascendance of the modern authorial self. Poets studied may include those of the Scuola Siciliana and Dolce stil novo, Boccaccio, Petrarca, Poliziano, Lorenzo de’ Medici, Sannazaro, Boiardo, Bembo, Vittoria Colonna, Gaspara Stampa, Veronica Franca, and Michelangelo.\n", + "ITAL 691 Directed Reading. Alessandro Giammei. \n", + "ITAL 948 Theorizing the Modern Subject. Jane Tylus. This class introduces graduate students in the Humanities and the Social Sciences to Italian critical theory from the 15th century to the present by focusing on different ways of thinking about the emergence of the modern subject, subjectivity and subjection. We read political thinkers and cultural critics like Machiavelli, Vico, Leopardi, Gramsci, Negri, Federici, Lazzarato, Agamben, Braidotti, and Eco. The theorists we read ask us to think about the multiple ways in which one becomes a modern subject by being hailed by particular ideas of what it means to be human, as well as by the State and by capitalism. Our journey into Italian thought is structured through four units: 1) Beyond the Modern Subject: Theorizing the Post-Human; 2) Subjectivity: Theorizing the Modern State; 3) Subjection: Theorizing Modern Economies; 4) The Modern Subject Before Modernity: Italian Renaissance Thought and the Human. During the course, students also draft, redraft, write, and edit a publishable article-length original piece of research working with one or more sources they have read in the class.\n", + "ITAL 999 Preparing for Doctoral Exams and Prospectus Writing. Jane Tylus. The aim of this seminar is to give third-year students the opportunity to work together on the three projects that will occupy them throughout Year 3: the oral comprehensive exam (for early November), the written exam on the three topics lists (for March–April), and the writing of the prospectus, to be defended in September of Year 4. Weekly meetings are run and coordinated by a faculty member in Italian, generally the graduate adviser. Each week of the first nine weeks is devoted to a specific topic on the comprehensive lists requested by the students themselves. Students are in conversation with each other, with the presiding faculty member, and with an additional guest lecturer who is an expert in the areas under discussion. Following the ninth week, there is a dry run of the oral exam. The remaining four weeks are devoted to discussing the composition of the topics lists and to the writing of the prospectus. Informal meetings may continue through the spring to discuss these issues as well.\n", + "JAPN 110 Elementary Japanese I. Hiroyo Nishimura. Introductory course for students with no previous background in Japanese. Development of proficiency in listening, speaking, reading, and writing, including hiragana, katakana, and kanji characters. Introduction to Japanese culture and society. Individual tutorial sessions to improve oral communication skills.\n", + "JAPN 110 Elementary Japanese I. Saori Nozaki. Introductory course for students with no previous background in Japanese. Development of proficiency in listening, speaking, reading, and writing, including hiragana, katakana, and kanji characters. Introduction to Japanese culture and society. Individual tutorial sessions to improve oral communication skills.\n", + "JAPN 110 Elementary Japanese I. Hiroyo Nishimura. Introductory course for students with no previous background in Japanese. Development of proficiency in listening, speaking, reading, and writing, including hiragana, katakana, and kanji characters. Introduction to Japanese culture and society. Individual tutorial sessions to improve oral communication skills.\n", + "JAPN 110 Elementary Japanese I. Saori Nozaki. Introductory course for students with no previous background in Japanese. Development of proficiency in listening, speaking, reading, and writing, including hiragana, katakana, and kanji characters. Introduction to Japanese culture and society. Individual tutorial sessions to improve oral communication skills.\n", + "JAPN 110 Elementary Japanese I. Mika Yamaguchi. Introductory course for students with no previous background in Japanese. Development of proficiency in listening, speaking, reading, and writing, including hiragana, katakana, and kanji characters. Introduction to Japanese culture and society. Individual tutorial sessions to improve oral communication skills.\n", + "JAPN 110 Elementary Japanese I. Saori Nozaki. Introductory course for students with no previous background in Japanese. Development of proficiency in listening, speaking, reading, and writing, including hiragana, katakana, and kanji characters. Introduction to Japanese culture and society. Individual tutorial sessions to improve oral communication skills.\n", + "JAPN 130 Intermediate Japanese I. Kumiko Nakamura. Continued development in both written and spoken Japanese. Aspects of Japanese culture, such as history, art, religion, and cuisine, explored through text, film, and animation. Online audio and visual aids facilitate listening, as well as the learning of grammar and kanji. Individual tutorial sessions improve conversational skills.\n", + "JAPN 130 Intermediate Japanese I. Kumiko Nakamura. Continued development in both written and spoken Japanese. Aspects of Japanese culture, such as history, art, religion, and cuisine, explored through text, film, and animation. Online audio and visual aids facilitate listening, as well as the learning of grammar and kanji. Individual tutorial sessions improve conversational skills.\n", + "JAPN 130 Intermediate Japanese I. Kumiko Nakamura. Continued development in both written and spoken Japanese. Aspects of Japanese culture, such as history, art, religion, and cuisine, explored through text, film, and animation. Online audio and visual aids facilitate listening, as well as the learning of grammar and kanji. Individual tutorial sessions improve conversational skills.\n", + "JAPN 150 Advanced Japanese I. Mika Yamaguchi. Advanced language course that further develops proficiency in reading, writing, speaking, and listening of Japanese. Discussion topics include a variety of Japanese culture and society, such as food, religion, and pop-culture. Individual tutorial sessions to improve oral communication skills.\n", + "JAPN 150 Advanced Japanese I. Mika Yamaguchi. Advanced language course that further develops proficiency in reading, writing, speaking, and listening of Japanese. Discussion topics include a variety of Japanese culture and society, such as food, religion, and pop-culture. Individual tutorial sessions to improve oral communication skills.\n", + "JAPN 150 Advanced Japanese I. Mika Yamaguchi. Advanced language course that further develops proficiency in reading, writing, speaking, and listening of Japanese. Discussion topics include a variety of Japanese culture and society, such as food, religion, and pop-culture. Individual tutorial sessions to improve oral communication skills.\n", + "JAPN 156 Advanced Japanese III. Hiroyo Nishimura. Close reading of modern Japanese writing on current affairs, social science, history, and literature. Development of speaking and writing skills in academic settings, including formal speeches, interviews, discussions, letters, e-mail, and expository writing. Interviews of and discussions with native speakers on current issues. Individual tutorial sessions provide speaking practice.\n", + "JAPN 170 Introduction to Literary Japanese. James Scanlon-Canegata. Introduction to the grammar and style of the premodern literary language (bungotai) through a variety of texts.\n", + "JAPN 570 Introduction to Literary Japanese. James Scanlon-Canegata. Introduction to the grammar and style of the premodern literary language (bungotai) through a variety of texts.\n", + "JDST 129 Jewish and Christian Bodies: Ritual, Law, Theory. Shraga Bick. This course employs a variety of methodological tools to explore the place and meaning of the body in Judaism and Christianity, by examining several central issues related to the body, such as observing the commandment; Martyrdom; Illness and death; sexuality and gender; and the performance of rituals.\n", + "JDST 200 Jews and the World: From the Bible through 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. Counts toward either European or non-Western distributional credit within the History major, upon application to the director of undergraduate studies.\n", + "JDST 213 Advanced Modern Hebrew: Daily Life in Israel. Orit Yeret. An examination of major controversies in Israeli society. Readings include newspaper editorials and academic articles as well as documentary and historical material. Advanced grammatical structures are introduced and practiced.\n", + "JDST 268 The Cairo Genizot and their Literatures. Miriam Goldstein. Ancient and medieval Jews did not throw away Hebrew texts they considered sacred, but rather, they deposited and/or buried them in dedicated rooms known as Genizot. The most famous of these depositories was in the Ben Ezra Synagogue in Old Cairo, which contained perhaps the single most important trove ever discovered of Jewish literary and documentary sources from around the Mediterranean basin, sources dating as early as the ninth century and extending into the early modern period. This course introduces students to the Jewish manuscript remains of the medieval Cairo Genizah as well as other important Cairo manuscript caches. Students study the wide \n", + "variety of types of literary and documentary genres in these collections, and gain familiarity with the history of the Genizah’s discovery in the late nineteenth and early twentieth century as well as the acquisition of these manuscripts by institutions outside the Middle East (including Harvard).\n", + "JDST 270 Medieval Jews, Christians, and Muslims In Conversation. Ivan Marcus. How members of Jewish, Christian, and Muslim communities thought of and interacted with members of the other two cultures during the Middle Ages. Cultural grids and expectations each imposed on the other; the rhetoric of otherness—humans or devils, purity or impurity, and animal imagery; and models of religious community and power in dealing with the other when confronted with cultural differences. Counts toward either European or Middle Eastern distributional credit within the History major, upon application to the director of undergraduate studies.\n", + "JDST 286 Paul Celan. Thomas Connolly. An undergraduate seminar in English exploring the life and work of Paul Celan (1920-1970), survivor of the Shoah, and one of the foremost European poets of the second half of the twentieth century. We will read from his early poems in both Romanian and German, and his published collections including Der Sand aus den Urnen, Mohn und Gedächtnis, Von Schelle zu Schelle, Sprachgitter, Die Niemandsrose, Atemwende, Fadensonnen, Lichtzwang, and Schneepart. We will also read from his rare pieces in prose and his correspondence with family, friends, and other intellectuals and poets including Bachmann, Sachs, Heidegger, Char, du Bouchet, Michaux, Ungaretti. A special focus on his poetic translations from French, but also Russian, English, American, Italian, Romanian, Portuguese, and Hebrew. Critical readings draw from Szondi, Adorno, Derrida, Agamben, and others. Readings in English translation or in the original languages, as the student desires. Discussions in English.\n", + "JDST 335 Jewish Philosophy. Introduction to Jewish philosophy, including classical rationalism of Maimonides, classical kabbalah, and Franz Rosenzweig's inheritance of both traditions. Critical examination of concepts arising in and from Jewish life and experience, in a way that illuminates universal problems of leading a meaningful human life in a multicultural and increasingly globalized world. No previous knowledge of Judaism is required.\n", + "JDST 351 The Global Right: From the French Revolution to the American Insurrection. Elli Stern. This seminar explores the history of right-wing political thought from the late eighteenth century to the present, with an emphasis on the role played by religious and pagan traditions. This course seeks to answer the question, what constitutes the right? What are the central philosophical, religious, and pagan, principles of those groups associated with this designation? How have the core ideas of the right changed over time? We do this by examining primary tracts written by theologians, political philosophers, and social theorists as well as secondary literature written by scholars interrogating movements associated with the right in America, Europe, Middle East and Asia. Though touching on specific national political parties, institutions, and think tanks, its focus is on mapping the intellectual overlap and differences between various right-wing ideologies. While the course is limited to the modern period, it adopts a global perspective to better understand the full scope of right-wing politics.\n", + "JDST 402 Creative Writing in Hebrew. Orit Yeret. An advanced language course with focus on creative writing and self-expression. Students develop knowledge of modern Hebrew, while elevating writing skills based on special interests, and in various genres, including short prose, poetry, dramatic writing, and journalism. Students engage with diverse authentic materials, with emphasis on Israeli literature, culture, and society.\n", + "JDST 403 Languages in Dialogue: Hebrew and Arabic. Dina Roginsky. Hebrew and Arabic are closely related as sister Semitic languages. They have a great degree of grammatical, morphological, and lexical similarity. Historically, Arabic and Hebrew have been in cultural contact in various places and in different aspects. This advanced Hebrew language class explores linguistic similarities between the two languages as well as cultural comparisons of the communities, built on mutual respect. Students benefit from a section in which they gain a basic exposure to Arabic, based on its linguistic similarity to Hebrew. Conducted in Hebrew.\n", + "JDST 471 Individual Tutorial. Hannan Hever. For students who wish, under faculty supervision, to investigate an area in Judaic Studies not covered by regular course offerings. May be used for research or for directed reading, but in either case a long essay or several short ones are required. To apply for admission, a student should present a prospectus with bibliography and a letter of support from the faculty member who will direct the work to the director of undergraduate studies.\n", + "JDST 491 The Senior Essay. Hannan Hever. The essay, written under the supervision of a faculty member, should be a substantial paper between 6,500 and 8,000 words for one term and between 12,500 and 15,000 words for two terms.\n", + "JDST 492 The Senior Essay. Hannan Hever. The essay, written under the supervision of a faculty member, should be a substantial paper between 6,500 and 8,000 words for one term and between 12,500 and 15,000 words for two terms.\n", + "JDST 670 Middle Persian. Kevin van Bladel. This one-term course covers the grammar of Middle Persian, focusing on royal and private inscriptions and the Zoroastrian priestly book tradition.\n", + "JDST 671 Creative Writing in Hebrew. Orit Yeret. An advanced language course with focus on creative writing and self-expression. Students develop knowledge of modern Hebrew, while elevating writing skills based on special interests, and in various genres, including short prose, poetry, dramatic writing, and journalism. Students engage with diverse authentic materials, with emphasis on Israeli literature, culture, and society.\n", + "JDST 674 Languages in Dialogue: Hebrew and Arabic. Dina Roginsky. Hebrew and Arabic are closely related as sister Semitic languages. They have a great degree of grammatical, morphological, and lexical similarity. Historically, Arabic and Hebrew have been in cultural contact in various places and in different aspects. This advanced Hebrew language class explores linguistic similarities between the two languages as well as cultural comparisons of the communities, built on mutual respect. Students benefit from a section in which they gain a basic exposure to Arabic, based on its linguistic similarity to Hebrew. Conducted in Hebrew.\n", + "JDST 761 Jews and the World: From the Bible through 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.\n", + "JDST 808 The Cairo Genizot and their Literatures. Miriam Goldstein. Ancient and medieval Jews did not throw away Hebrew texts they considered sacred, but rather, they deposited and/or buried them in dedicated rooms known as Genizot. The most famous of these depositories was in the Ben Ezra Synagogue in Old Cairo, which contained perhaps the single most important trove ever discovered of Jewish literary and documentary sources from around the Mediterranean basin, sources dating as early as the ninth century and extending into the early modern period. This course introduces students to the Jewish manuscript remains of the medieval Cairo Genizah as well as other important Cairo manuscript caches. Students study the wide variety of types of literary and documentary genres in these collections and gain familiarity with the history of the Genizah’s discovery in the late nineteenth and early twentieth century as well as the acquisition of these manuscripts by institutions outside the Middle East (including Harvard). Readings, including primary Genizah sources, are in English translation, but students with knowledge of Arabic are offered an additional weekly session providing instruction in reading Judeo-Arabic and centered on readings of sources in the Judeo-Arabic original.\n", + "JDST 862 The Betrayal of the Intellectuals. Hannan Hever. The target of the seminar is to clarify the concept of the intellectual and its political and literary uses during the twentieth and twenty-first centuries. The point of departure is Julien Benda’s influential book, The Betrayal of the Intellectuals (1927). Benda defines two kinds of intellectuals: the particularists, who are specifically committed to country, party, and economic issues—later thought of as the arena of \"identity politics\"—and the universalists, committed to more general humanist values. What makes one an intellectual? Does becoming an intellectual depend on specific historical, social, cultural, literary, and political conditions? Is being an intellectual a matter of \"talking truth to power\" in accordance with universalist values? The course looks at a variety of definitions of what constitutes an intellectual, based on approaches such as Benda’s notion of the betrayal of the particularist intellectual, or postcolonial intellectualism. The course then looks at the specificity of intellectualism as it appears in certain contexts through readings from Martin Luther King, Jr., Abraham Joshua Heschel, Jean-Paul Sartre, George Orwell, Naguib Mahfouz, Frantz Fanon, Eleanor Roosevelt, James Baldwin, Angela Davis, Martin Buber, Edward Said, Antonio Gramsci, Herbert Marcuse, and Toni Morrison.\n", + "KHMR 110 Elementary Khmer I. Basic structures of modern standard Cambodian introduced through the integration of communicative practice, reading, writing, and listening comprehension. Introduction to Khmer society and culture.\n", + "KHMR 130 Intermediate Khmer I. This course focuses on learning Khmer (the national language of Cambodia). Students communicate in day-to-day conversation using complex questions and answers. The course focuses on reading, writing, speaking, and listening to Khmer words, long sentences, and texts. The course also emphasizes grammar, sentence structure and using words correctly.\n", + "KREN 110 Elementary Korean I. Seunghee Back. A beginning course in modern Korean. Pronunciation, lectures on grammar, conversation practice, and introduction to the writing system (Hankul).\n", + "KREN 110 Elementary Korean I. Hye Seong Kim. A beginning course in modern Korean. Pronunciation, lectures on grammar, conversation practice, and introduction to the writing system (Hankul).\n", + "KREN 110 Elementary Korean I. Angela Lee-Smith. A beginning course in modern Korean. Pronunciation, lectures on grammar, conversation practice, and introduction to the writing system (Hankul).\n", + "KREN 110 Elementary Korean I. Seunghee Back. A beginning course in modern Korean. Pronunciation, lectures on grammar, conversation practice, and introduction to the writing system (Hankul).\n", + "KREN 110 Elementary Korean I. Hyunsung Lim. A beginning course in modern Korean. Pronunciation, lectures on grammar, conversation practice, and introduction to the writing system (Hankul).\n", + "KREN 110 Elementary Korean I. Hye Seong Kim. A beginning course in modern Korean. Pronunciation, lectures on grammar, conversation practice, and introduction to the writing system (Hankul).\n", + "KREN 130 Intermediate Korean I. Angela Lee-Smith. Continued development of skills in modern Korean, spoken and written, leading to intermediate-level proficiency.\n", + "KREN 130 Intermediate Korean I. Hye Seong Kim. Continued development of skills in modern Korean, spoken and written, leading to intermediate-level proficiency.\n", + "KREN 130 Intermediate Korean I. Seunghee Back. Continued development of skills in modern Korean, spoken and written, leading to intermediate-level proficiency.\n", + "KREN 132 Intermediate Korean for Advanced Learners I. Seungja Choi. Intended for students with some oral proficiency but little or no training in Hankul. Focus on grammatical analysis, the standard spoken language, and intensive training in reading and writing.\n", + "KREN 150 Advanced Korean I: Korean Language and Culture through K-Pop Music. Angela Lee-Smith. An advanced language course with emphasis on developing vocabulary and grammar, practice reading comprehension, speaking on a variety of topics, and writing in both formal and informal styles. Use storytelling, discussion, peer group activities, audio and written journals, oral presentations, and supplemental audiovisual materials and texts in class.\n", + "KREN 152 Advanced Korean III: Contemporary Life in Korea. Hyunsung Lim. This course is an advanced language course designed to further develop language skills through topics related to contemporary Korea, including lifestyle, society, culture, and literature, supplemented with authentic media materials. This course aims to expand students’ understanding of Korea while enhancing their multiliteracy. Intended for both non-heritage speakers and heritage speakers.\n", + "KREN 152 Advanced Korean III: Contemporary Life in Korea. Hyunsung Lim. This course is an advanced language course designed to further develop language skills through topics related to contemporary Korea, including lifestyle, society, culture, and literature, supplemented with authentic media materials. This course aims to expand students’ understanding of Korea while enhancing their multiliteracy. Intended for both non-heritage speakers and heritage speakers.\n", + "LAST 100 Introduction to Latin American Studies: History, Culture and Society. Maria Aguilar Velasquez. What is Latin America? The large area we refer to as Latin America is not unified by a single language, history, religion, or type of government. Nor is it unified by a shared geography or by the prevalence of a common language or ethnic group. Yet Latin America does, obviously, exist. It is a region forged from the merging of diverse cultures, historical experiences, and processes of resistance. This course provides an overview of Latin America and the Caribbean from the 16th century up to the present. While the class aims to provide students with an understanding of the region, due to time constraints, it focuses primarily on the experiences and histories of selected countries. The course introduces students to some of the most important debates about the region’s history, politics, society, and culture. The course follows a chronological structure while also highlighting thematic questions. Drawing on academic readings, films, music, art, literature, testimony, oral histories, and writings from local voices the class explores the political transformation of the region, as well as topics related to ethnic and racial identity, revolution, social movements, religion, violence, military rule, democracy, transition to democracy, and migration.\n", + "LAST 200 Introduction to Latin American Politics. Emily Sellars. Introduction to major theories of political and economic change in Latin America, and to the political and economic systems of particular countries. Questions include why the continent has been prone to unstable democratic rule, why countries in the region have adopted alternatively state-centered and market-centered economic models, and, with the most recent wave of democratization, what the remaining obstacles might be to attaining high-quality democracy.\n", + "LAST 200 Introduction to Latin American Politics. Introduction to major theories of political and economic change in Latin America, and to the political and economic systems of particular countries. Questions include why the continent has been prone to unstable democratic rule, why countries in the region have adopted alternatively state-centered and market-centered economic models, and, with the most recent wave of democratization, what the remaining obstacles might be to attaining high-quality democracy.\n", + "LAST 200 Introduction to Latin American Politics. Introduction to major theories of political and economic change in Latin America, and to the political and economic systems of particular countries. Questions include why the continent has been prone to unstable democratic rule, why countries in the region have adopted alternatively state-centered and market-centered economic models, and, with the most recent wave of democratization, what the remaining obstacles might be to attaining high-quality democracy.\n", + "LAST 214 Contesting Injustice. Elisabeth Wood. Exploration of why, when, and how people organize collectively to challenge political, social, and economic injustice. Cross-national comparison of the extent, causes, and consequences of inequality. Analysis of mobilizations for social justice in both U.S. and international settings.\n", + "LAST 214 Contesting Injustice. Exploration of why, when, and how people organize collectively to challenge political, social, and economic injustice. Cross-national comparison of the extent, causes, and consequences of inequality. Analysis of mobilizations for social justice in both U.S. and international settings.\n", + "LAST 214 Contesting Injustice. Exploration of why, when, and how people organize collectively to challenge political, social, and economic injustice. Cross-national comparison of the extent, causes, and consequences of inequality. Analysis of mobilizations for social justice in both U.S. and international settings.\n", + "LAST 214 Contesting Injustice: Writing Requisite Section. Exploration of why, when, and how people organize collectively to challenge political, social, and economic injustice. Cross-national comparison of the extent, causes, and consequences of inequality. Analysis of mobilizations for social justice in both U.S. and international settings.\n", + "LAST 214 Contesting Injustice: Writing Requisite Section. Exploration of why, when, and how people organize collectively to challenge political, social, and economic injustice. Cross-national comparison of the extent, causes, and consequences of inequality. Analysis of mobilizations for social justice in both U.S. and international settings.\n", + "LAST 222 Legal Spanish. Mercedes Carreras. An introduction to Spanish and Latin American legal culture with a focus on the specific traits of legal language and on the development of advanced language competence. Issues such as human rights, the death penalty, the jury, contracts, statutory instruments, and rulings by the constitutional courts are explored through law journal articles, newspapers, the media, and mock trials.\n", + "LAST 222 Legal Spanish. Mercedes Carreras. An introduction to Spanish and Latin American legal culture with a focus on the specific traits of legal language and on the development of advanced language competence. Issues such as human rights, the death penalty, the jury, contracts, statutory instruments, and rulings by the constitutional courts are explored through law journal articles, newspapers, the media, and mock trials.\n", + "LAST 222 Legal Spanish. Mercedes Carreras. An introduction to Spanish and Latin American legal culture with a focus on the specific traits of legal language and on the development of advanced language competence. Issues such as human rights, the death penalty, the jury, contracts, statutory instruments, and rulings by the constitutional courts are explored through law journal articles, newspapers, the media, and mock trials.\n", + "LAST 223 Spanish in Film: An Introduction to the New Latin American Cinema. Margherita Tortora. Development of proficiency in Spanish through analysis of critically acclaimed Latin American films. Includes basic vocabulary of film criticism in Spanish as well as discussion and language exercises. Enrollment limited to 18.\n", + "LAST 226 Reading Environments: Nature, Culture, and Agency. Luna Najera. Extreme weather, proliferation of species extinctions, climate migration, and the outbreak of pandemics can all be understood as instances of koyaanisqatsi, the Hopi word for life out of balance. They may also be viewed as indications that we are living in the age of the Anthropocene, a term in the natural and social sciences that acknowledges that human activities have had a radical geological impact on the planet since the onset of the Industrial revolution. In this course we study relations between humans and other-than-humans to understand how we arrived at a life out of balance. We inquire into how binary distinctions between nature and culture are made, sustained, or questioned through a diversity of meaning-making practices in Spanish, Latin American, and indigenous literature, visual culture, and material culture. The indigenous artifacts studied include Popol Vuh, poetry, petroglyphs, and documentaries by indigenous people of the Amazon, which provide opportunities for asking pressing questions: To what extent does the nature and culture binary foreclose alternative possibilities for imagining ourselves and our relation to the world? Are there ways of perceiving our world and ourselves that bypass such binaries and if so, what are they? In the final weeks of the course, we draw from our insights to investigate where the nature/culture binary figures in present discussions of environmental catastrophes and rights of nature movements in Latin America. Taught in Spanish.\n", + "LAST 227 Creative Writing. Maria Jordan. An introduction to the writing of fiction, poetry, and creative nonfiction, with a focus on developing techniques and abilities that are essential for crafting imaginative texts and honing self-expression. Through in-class tasks, substantive discussions on composition and craft, and analyses of contemporary Latinx, Latin American, and Spanish works, students enhance their writing skills and nurture their unique voices as writers. This course takes on the format of a workshop, with students receiving constructive feedback from both the instructor and their fellow writers. Conducted in Spanish.\n", + "LAST 228 Borders & Globalization in Hispanophone Cultures. Luna Najera. The borders that constitute the geographical divisions of the world are contingent, but they can have enormous ordering power in the lives of people and other beings. Human-made borders can both allow and disallow the flow of people and resources (including goods, knowledge, information, technologies, etc.). Like geographical borders, social borders such as race, caste, class, and gender can form and perpetuate privileged categories of humans that constrain the access of excluded persons to resources, education, security, and social mobility. Thus, bordering can differentially value human lives. Working with the premise that borders are sites of power, in this course we study bordering and debordering practices in the Hispanic cultures of Iberia, Latin America, and North America, from the 1490s to the present. Through analyses of a wide range of texts that may include treatises, maps, travel literature, visual culture, material culture (e.g., currency), law, music, and performance art, students investigate the multiple ways in which social, cultural, and spatial borders are initiated, expressed, materialized, and contested. More broadly, we explore, describe, and trace the entanglements of bordering, globalizations, and knowledge production in Hispanophone cultures. Some of the questions that will guide our conversations are: What are (social) borders and what are the processes through which they persist? How do the effects of practices that transcend borders (e.g., environmental pollution, deforestation) change our understanding of borders? What can we learn from indigenous peoples’ responses to bordering process and globalization? \n", + "\n", + "The course is conducted entirely in Spanish. Readings are available electronically through Canvas and the University Library. To be conducted in Spanish.\n", + "LAST 243 Advanced Spanish Grammar. Terry Seymour. A comprehensive, in-depth study of grammar intended to improve students' spoken and written command of Spanish. Linguistic analysis of literary selections; some English-to-Spanish translation.\n", + "LAST 247 Introduction to the Cultures of Latin America. Santiago Acosta. A chronological study of Latin American cultures through their expressions in literature and the arts, beginning in the pre-Columbian period and focusing on the period from the nineteenth century to the present. Emphasis on crucial historical moments and on distinctive rituals such as fiestas.\n", + "LAST 255 Inca Culture and Society. Richard Burger. The history and organization of the Inca empire and its impact on the nations and cultures it conquered. The role of archaeology in understanding the transformation of Andean lifeways; the interplay between ethnohistoric and archaeological approaches to the subject.\n", + "LAST 266 Studies in Latin American Literature I. Lisa Voigt. Cultural encounters in the New World as interpreted by authors of native American (Aztec and Inca) cultural traditions, the Spanish conquistadors and friars who encountered them and their heirs, and the Mexican creole nun (the now-world-famous Sor Juana Inés de la Cruz) who gave voice to some of their traditions as she created a space for her own writing in the literary world. Their resonance and legacy today.\n", + "LAST 305 Latin American Immigration to the United States: Past, Present, and Future. Angel Escamilla Garcia. Immigration from Latin America is the one of the most important and controversial issues in the United States today. The family separation crisis, the infamous border wall, and the Dream Act dominate political debate. Latinos—numbering more than 60 million in the U.S.—are a large, heterogeneous, and growing group with a unique social, political, and cultural history. This course explores key current issues in immigration, as well as the history of Latin American migration to the U.S., with the aim of providing students the tools necessary to thoughtfully participate in current debates.\n", + "LAST 334 Ethnicity, Nationalism, and the Politics of Knowledge in Latin America. Marcela Echeverri Munoz. Examination of ethnicity and nationalism in Latin America through the political lens of social knowledge. Comparative analysis of the evolution of symbolic, economic, and political perspectives on indigenous peoples, peasants, and people of African descent from the nineteenth century to the present. Consideration of the links between making ethnic categories in the social sciences and in literature and the rise of political mechanisms of participation and representation that have characterized the emergence of cultural politics.\n", + "LAST 351 Borges: Literature and Power. Anibal Gonzalez-Perez. An introduction to the work of Jorge Luis Borges, focusing on the relation between literature and power as portrayed in selected stories, essays, and poems. Topics include Borges and postmodernity; writing and ethics; and Borges's politics. Works include Ficciones, Otras inquisiciones, El aleph, El hacedor, El informe de Brodie, and Obra poética.\n", + "LAST 355 Colonial Latin America. Stuart Schwartz. A survey of the conquest and colonization of Latin America from pre-Columbian civilizations through the movements for independence. Emphasis on social and economic themes and the formation of identities in the context of multiracial societies.\n", + "LAST 355 Colonial Latin America. A survey of the conquest and colonization of Latin America from pre-Columbian civilizations through the movements for independence. Emphasis on social and economic themes and the formation of identities in the context of multiracial societies.\n", + "LAST 355 Colonial Latin America. A survey of the conquest and colonization of Latin America from pre-Columbian civilizations through the movements for independence. Emphasis on social and economic themes and the formation of identities in the context of multiracial societies.\n", + "LAST 359 Radical Cinemas in the Global Sixties. Lorenz Hegel, Moira Fradinger. \"1968\" has become a cipher for a moment of global turmoil, social transformation and cultural revolution. This class explores the \"long global sixties\" through cinema produced across continents. At the height of the Cold War between two blocks in the \"East\" and the \"West,\" the \"Third World\" emerged as a radical political project alternative to a world order shaped by centuries of colonialism, imperialism, slavery, and capitalist exploitation. Liberation, emancipation, independence, anticolonialism, decolonization, and revolution became key words in the global political discourse. Leaders from Africa, Asia, and Latin America created a new international platform, the Non-Aligned Movement (NAM) that challenged the Cold War bi-polarity. Radical filmmakers who belong in this period experimented with strategies of storytelling and of capturing reality, calling into question rigid distinctions between \"documentary\" and \"fiction\" and \"art and politics.\" The goal was not to \"show\" reality, but to change it. We study a world-wide range of examples that involve filmmakers’ collaborations across The Americas, Western Europe, North Africa, South and South-East Asia. Taught in English; films aresubtitled but knowledge of other languages may be useful.\n", + "LAST 360 Radical Cinemas of Latin America. Introduction to Latin American cinema, with an emphasis on post–World War II films produced in Cuba, Argentina, Brazil, and Mexico. Examination of each film in its historical and aesthetic aspects, and in light of questions concerning national cinema and \"third cinema.\" Examples from both pre-1945 and contemporary films.\n", + "LAST 386 Populism. Paris Aslanidis. Investigation of the populist phenomenon in party systems and the social movement arena. Conceptual, historical, and methodological analyses are supported by comparative assessments of various empirical instances in the US and around the world, from populist politicians such as Donald Trump and Bernie Sanders, to populist social movements such as the Tea Party and Occupy Wall Street.\n", + "LAST 394 World Cities and Narratives. Kenneth David Jackson. Study of world cities and selected narratives that describe, belong to, or represent them. Topics range from the rise of the urban novel in European capitals to the postcolonial fictional worlds of major Portuguese, Brazilian, and Lusophone cities.\n", + "LAST 491 The Senior Essay. Ana De La O. Preparation of a research paper about forty pages long under the direction of a faculty adviser, in either the fall or the spring term. Students write on subjects of their own choice. During the term before the essay is written, students plan the project in consultation with a qualified adviser or the director of undergraduate studies. The student must submit a suitable project outline and bibliography to the adviser and the director of undergraduate studies by the third week of the term. The outline should indicate the focus and scope of the essay topic, as well as the proposed research methodology.\n", + "Permission may be given to write a two-term essay after consultation with an adviser and the director of undergraduate studies and after submission of a project statement. Only those who have begun to do advanced work in a given area are eligible. The requirements for the one-term senior essay apply to the two-term essay, except that the two-term essay should be substantially longer.\n", + "LAST 492 The Senior Project. Ana De La O. A project of creative work formulated and executed by the student under the supervision of a faculty adviser in the fall or spring term. Students work on projects of their own choice. Proposals for senior projects are submitted to the adviser and the director of undergraduate studies by the end of the term preceding the last resident term. An interim project review takes place by the fifth week of the term the project is developed. Permission to complete the senior project can be withdrawn if satisfactory progress has not been made. An exhibition of selected work done in the project is expected of each student.\n", + "LATN 110 Beginning Latin: The Elements of Latin Grammar. James Patterson. Introduction to Latin. Emphasis on morphology and syntax within a structured program of readings and exercises. Prepares for LATN 120.\n", + "LATN 110 Beginning Latin: The Elements of Latin Grammar. Meghan Poplacean. Introduction to Latin. Emphasis on morphology and syntax within a structured program of readings and exercises. Prepares for LATN 120.\n", + "LATN 131 Latin Prose: An Introduction. Sydnie Chavez. Close reading of a major work of classical prose; review of grammar as needed.\n", + "LATN 131 Latin Prose: An Introduction. John Dillon. Close reading of a major work of classical prose; review of grammar as needed.\n", + "LATN 418 Cicero on Old Age. Christina Kraus. A reading of Cicero's De Senectute, with attention to content and style. Topics covered include: the persona of Cato the Elder; the values and disadvantages of old age; Roman ideas of growth and decay; the dialogue form; translation and quotation practices.\n", + "LATN 444 Roman Consolation Literature: Seneca and Boethius. Rosalie Stoner. In a Greco-Roman context, consolation literature is a genre of writing that attempts to comfort someone for a loss. By drawing on commonplace philosophical arguments and rhetorical exhortations, consolations offer a kind of therapy for those affected by the death or exile of a loved one, or by one’s own loss of status. This advanced Latin course introduces students to two important prose texts from the Roman tradition of consolation literature: Seneca the Younger’s Ad Helviam (first century CE) and Boethius’ De Consolatione Philosophiae (sixth century CE).  Seneca’s consolation, addressed to his mother, attempts to comfort her for his own exile, while Boethius’ consolation represents a dialogue between the author and the quasi-divine figure of Philosophia, who rebukes Boethius for mourning his loss of fortune and leads him to embrace a cosmic perspective on his suffering. While continuing to build fluency in reading Latin prose at the advanced level, we explore relevant secondary scholarship on these texts and familiarize ourselves with an oft-neglected genre that opens up broader questions about the roles that literature and philosophy can play in addressing emotional and psychological challenges.\n", + "LATN 477 Ovid's Poetic Career. Kirk Freudenburg. An advanced Latin course (L5), focused on the poetic career of the Roman poet, Ovid.  Readings are drawn from all the major works of Ovid, following their publication over the course of his long career. The course is designed to take students beyond matters of grammar, vocabulary, and syntax (though these are stressed) into the complex workings of Latin poetry (including metrics, stylistics, and advanced Latin syntax), and the larger political and social contexts of one of antiquity's greatest literary careers. Class sessions are devoted to close reading of Ovid’s Latin, with strong emphasis on grammar and syntax; analysis of Ovid’s art; discussion of cultural context; discussion of Ovid in reception and in modern scholarship.\n", + "LATN 718 Cicero on Old Age. Christina Kraus. A reading of Cicero's De Senectute, with attention to content and style. Topics covered include: the persona of Cato the Elder, the values and disadvantages of old age, Roman ideas of growth and decay, the dialogue form, translation and quotation practices.\n", + "LATN 777 Ovid's Poetic Career. Kirk Freudenburg. An advanced Latin course (L5) focused on the poetic career of the Roman poet Ovid.  Readings are drawn from all the major works of Ovid, following their publication over the course of his long career. The course is designed to take students beyond matters of grammar, vocabulary, and syntax (though these are stressed) into the complex workings of Latin poetry (including metrics, stylistics, and advanced Latin syntax), and the larger political and social contexts of one of antiquity's greatest literary careers. Class sessions are devoted to close reading of Ovid’s Latin, with strong emphasis on grammar and syntax; analysis of Ovid’s art; discussion of cultural context; and discussion of Ovid in reception and in modern scholarship.\n", + "LING 033 Words, Words, Words: The Structure and History of English Words. Peter Grund. Meggings. Perpendicular. Up. Ain’t. Eerily. Bae. The. These are all words in the English language, but, like all words, they have different meanings, functions, and social purposes; indeed, the meaning and function may be different for the same word depending on the context in which we use it (whether spoken or written). In this course, we explore the wonderful world of words. We look at how we create new words (and why), how we change the meaning of words, and how words have been lost (and revived) over time. As we do so, we look at debates over words and their meanings now (such as the feeling by some that ain’t is not a word at all) and historically (such as the distaste for subpeditals for ‘shoes’ in the sixteenth century), and how words can be manipulated to insult, hurt, and discriminate against others. We look at a wide range of texts by well-known authors (such as Shakespeare) as well as anonymous online bloggers, and we make use of online tools like the Google Ngram viewer and the Corpus of Historical American English to see how words change over time. At the end of the course, I hope you see how we make sophisticated use of words and how studying them opens up new ways for you to understand why other people use words the way they do and how you can use words for various purposes in your own speech and writing.\n", + "LING 107 Linguistic Diversity & Endangerment. Edwin Ko. \"How many languages are there in the world?\"—what does this question even mean? What would a satisfying answer look like? This class comprises a geographical and historical survey of the world’s languages and attends to how languages can differ from one another. According to UNESCO, more than half of world languages (virtually all of which are spoken by indigenous communities) will have gone extinct by the end of the century. We interrogate notions like language endangerment, shift and death, and we consider the threats that these pose to global linguistic diversity. There is a striking correlation between the geographic distribution of linguistic and biological diversity, although proportionally, far more languages are endangered than biological species; the question of how (and why? and whether?) to respond to that situation is a matter of serious import for the 21st Century. This course surveys the various ways in which the world’s linguistic diversity and language ecologies can be assessed—and discusses the serious threats to that diversity, why this might be a matter of concern, and the principle of linguistic human rights. Students have the opportunity to investigate a minority language in some depth and report on its status with respect to the range of issues discussed in class.\n", + "LING 110 Language: Introduction to Linguistics. Jim Wood. This is a course about language as a window into the human mind and language as glue in human society. Nature, nurture, or both? Linguistics is a science that addresses this puzzle for human language. Language is one of the most complex of human behaviors, but it comes to us without effort. Language is common to all societies and is typically acquired without explicit instruction. Human languages vary within highly specific parameters. The conventions of speech communities exhibit variation and change over time within the confines of universal grammar, part of our biological endowment. The properties of universal grammar are discovered through the careful study of the structures of individual languages and comparison across languages. This course introduces analytical methods that are used to understand this fundamental aspect of human knowledge. In this introductory course students learn about the principles that underly all human languages, and what makes language special. We study language sounds, how words are formed, how humans compute meaning, as well as language in society, language change, and linguistic diversity.\n", + "LING 115 Introductory Sanskrit I. Aleksandar Uskokov. An introduction to Sanskrit language and grammar. Focus on learning to read and translate basic Sanskrit sentences in Devanagari script.\n", + "LING 119 How to Create a Language: Constructed Language and Natural Language. This course explores how languages get invented, drawing inspiration both from well-known constructed/invented languages like Klingon, Dothraki, and Esperanto, as well as from natural languages. Students learn about the primary linguistic aspects of natural language—Phonetics, Phonology, Morphology, Syntax, and Semantics—and learn how those aspects of grammar are used in various constructed languages. Students, working in small groups, create and describe a new language (or at least a fragment of a new language) over the course of the semester, using the principles learned in class.\n", + "LING 131 Languages of Africa. Introduction to the almost 2000 languages of the African continent; phonology (sound systems), grammar and syntax, lexicon (words and word structure), semantics (word meanings); linguistic diversity and culture; language endangerment and planning, writing systems, and resources in natural language processing\n", + "LING 138 Intermediate Sanskrit I. Aleksandar Uskokov. The first half of a two-term sequence aimed at helping students develop the skills necessary to read texts written in Sanskrit. Readings include selections from the Hitopadesa, Kathasaritsagara, Mahabharata, and Bhagavadgita.\n", + "LING 150 Old English. Emily Thornbury. An introduction to the language, literature, and culture of earliest England. A selection of prose and verse, including riddles, heroic poetry, meditations on loss, a dream vision, and excerpts from Beowulf, which are read in the original Old English.\n", + "LING 165 Languages in Dialogue: Hebrew and Arabic. Dina Roginsky. Hebrew and Arabic are closely related as sister Semitic languages. They have a great degree of grammatical, morphological, and lexical similarity. Historically, Arabic and Hebrew have been in cultural contact in various places and in different aspects. This advanced Hebrew language class explores linguistic similarities between the two languages as well as cultural comparisons of the communities, built on mutual respect. Students benefit from a section in which they gain a basic exposure to Arabic, based on its linguistic similarity to Hebrew. Conducted in Hebrew.\n", + "LING 191 “Sprachkrise”—Philosophies & Language Crises. Sophie Schweiger. The crisis of language predates the invention of ChatGPT (who may or may not have helped write this syllabus). This course delves into the concept of language crises and its long history from a philosophical and literary perspective, examining how crises of language are represented in literature and how they reflect broader philosophical questions about language, identity, and power. We explore different philosophical approaches to language, such as the history of language and philology (Herder, Humboldt, Nietzsche), structuralism and post-structuralism (Saussure), analytical and pragmatic philosophies (Wittgenstein), phenomenology and deconstruction (Heidegger), and analyze how these theories shape our understanding of language while simultaneously evoking its crisis. The course also examines how such language crises are represented and produced in literature and the arts; how authors and artists approach the complexities of language loss, and how crises help birth alternative systems of signification. Through close readings of literary texts by Hofmannsthal, Musil, Bachmann, et. al., we analyze the symbolic and metaphorical significance of language crises, as well as the ethical and political implications of language loss for (cultural) identity. Experimental use of language such as DaDa artwork, performance cultures, and \"Sprachspiel\" poetry by the \"Wiener Gruppe,\" as well as contemporary KI/AI literature, further complement the theoretical readings. By exploring language crises through the lens of philosophy and literature, we gain a deeper understanding of the role of language—and its many crises—in shaping our understanding of ourselves and our communities.\n", + "LING 200 Experimentation in Linguistics. Maria Pinango. Principles and techniques of experimental design and research in linguistics. Linguistic theory as the basis for framing experimental questions. The development of theoretically informed hypotheses, notions of control and confounds, human subject research, statistical analysis, data reporting, and dissemination.\n", + "LING 212 Linguistic Change. Claire Bowern. How languages change, how we study change, and how language relates to other areas of society. This seminar is taught through readings chosen by instructor and students, on topics of interest.\n", + "LING 217 Language and Mind. Maria Pinango. The structure of linguistic knowledge and how it is used during communication. The principles that guide the acquisition of this system by children learning their first language, by children learning language in unusual circumstances (heritage speakers, sign languages) and adults learning a second language, bilingual speakers. The processing of language in real-time. Psychological traits that impact language learning and language use.\n", + "LING 220 Phonetics I. Jason Shaw. Each spoken language composes words using a relatively small number of speech sounds, a subset of the much larger set of possible human speech sounds. This course introduces tools to describe the complete set of speech sounds found in the world's spoken languages. It covers the articulatory organs involved in speech production and the acoustic structure of the resulting sounds. Students learn how to transcribe sounds using the International Phonetic Alphabet, including different varieties of English and languages around the world. The course also introduces sociophonetics, how variation in sound patterns can convey social meaning within a community, speech perception, and sound change.\n", + "LING 224 Mathematics of Language. Robert Frank. Study of formal systems that play an important role in the scientific study of language. Exploration of a range of mathematical structures and techniques; demonstrations of their application in theories of grammatical competence and performance including set theory, graphs and discrete structures, algebras, formal language, and automata theory. Evaluation of strengths and weaknesses of existing formal theories of linguistic knowledge.\n", + "LING 234 Quantitative Linguistics. Edwin Ko. This course introduces statistical methods in linguistics, which are an increasingly integral part of linguistic research. The course provides students with the skills necessary to organize, analyze, and visualize linguistic data using R, and explains the concepts underlying these methods, which set a foundation that positions students to also identify and apply new quantitative methods, beyond the ones covered in this course, in their future projects. Course concepts are framed around existing linguistic research, to help students design future research projects and critically evaluate academic literature. Assignments and in-class activities involve a combination of hands-on practice with quantitative tools and discussion of analyses used in published academic work. The course also include brief overviews of linguistic topics as a foundation for discussing the statistical methods used to investigate them.\n", + "LING 235 Phonology II. Natalie Weber. Topics in the architecture of a theory of sound structure. Motivations for replacing a system of ordered rules with a system of ranked constraints. Optimality theory: universals, violability, constraint types and their interactions. Interaction of phonology and morphology, as well as the relationship of phonological theory to language acquisition and learnability. Opacity, lexical phonology, and serial versions of optimality theory.\n", + "LING 236 Articulatory Phonology. Jason Shaw. Study of experimental methods to record articulatory movements using electromagnetic articulography and/or ultrasound technologies and analytical approaches for relating articulatory movements to phonological structure. Hands-on training in laboratory techniques are paired with discussion of related experimental and theoretical research.\n", + "LING 253 Syntax I. Raffaella Zanuttini. If you knew all the words of a language, would you be able to speak that language? No, because you’d still need to know how to put the words together to form all and only the grammatical sentences of that language. This course focuses on the principles of our mental grammar that determine how words are put together to form sentences. Some of these principles are shared by all languages, some differ from language to language. The interplay of the principles that are shared and those that are distinct allows us to understand how languages can be very similar and yet also very different at the same time. This course is mainly an introduction to syntactic theory: it introduces the questions that the field asks, the methodology it employs, some of the main generalizations that have been drawn and results that have been achieved. Secondarily, this course is also an introduction to scientific theorizing: what it means to construct a scientific theory, how to test it, and how to choose among competing theories.\n", + "LING 263 Semantics I. Lydia Newkirk. Introduction to truth-conditional compositional semantics. Set theory, first- and higher-order logic, and the lambda calculus as they relate to the study of natural language meaning. Some attention to analyzing the meanings of tense/aspect markers, adverbs, and modals.\n", + "LING 271 Philosophy of Language. Jason Stanley. An introduction to contemporary philosophy of language, organized around four broad topics: meaning, reference, context, and communication. Introduction to the use of logical notation.\n", + "LING 324 Sound Change. Claire Bowern. Topics in the foundations of sound change. Perception, production, and social factors. Seeds of sound change, mechanisms, and means of study. Overview of sound change research, including experimental, computational, simulation, evolutionary, and comparative methods.\n", + "LING 380 Topics in Computational Linguistics: Neural Network Models of Linguistic Structure. An introduction to the computational methods associated with \"deep learning\" (neural network architectures, learning algorithms, network analysis). The application of such methods to the learning of linguistic patterns in the domains of syntax, phonology, and semantics. Exploration of hybrid architectures that incorporate linguistic representation into neural network learning.\n", + "LING 385 Topics in Computational Linguistics: Language Models and Linguistic Theory. Robert Frank. A linguistically-guided exploration of the strengths and weaknesses of large language models (such as GPT-4 and its brethren), which form the foundation of current AI systems. What is the structure of these models and how are they trained? What do they know about language and how can we assess it? To what degree is the existence of these models cause for a re-evaluation of existing theories of linguistic structure?\n", + "LING 391 The Syntax of Coordination. Jim Wood. We discuss the syntax of coordination itself, along with a sample of the myriad constructions that coordination gives rise to, such as across-the-board dependencies, right-node raising, coordinate object drop, conjunction reduction and others. We discuss the special licensing of null arguments in coordinate structures, and whether heads can be coordinated, at or below the word level.\n", + "LING 398 Plurality, Optional Plurality, Pluractionality. Veneeta Dayal. The concept of singularity vs. plurality is arguably universal, yet its morpho-syntactic expression is subject to a great deal of cross-linguistic variation. Many languages have one form for singular reference and another for plural. English, for example, canonically uses the unmarked form of a noun for singular reference and a plural marked form for plural reference, at least with count nouns: dog vs. dog+s. In many languages, the base form itself can be used to refer to a plurality but there is nevertheless a form that can be added to ensure plurality. Mandarin, for example, uses the base form itself to refer to singularities as well as pluralities but the addition of the plural marker rules out the possibility of singular reference: gou \"the dog/the dogs\" vs. gou-men \"the dogs\". Finally, there are languages, such as Cuzco Quechua, in which the verb has a singular and a plural form, such that the singular form refers to a single event while the plural form refers to a plurality of events. In this course we discuss the semantic underpinnings of these three types of plural morphology, plural marking as in English -s, optional plurality as in Mandarin -men, and pluractionality as in Quechua plural marked verbs.\n", + "LING 471 Special Projects. Claire Bowern. Special projects set up by students with the help of a faculty adviser and the director of undergraduate studies to cover material not otherwise offered by the department. The project must terminate with at least a term paper or its equivalent and must have the approval of the director of undergraduate studies.\n", + "LING 490 Research Methods in Linguistics. Raffaella Zanuttini. Development of skills in linguistics research, writing, and presentation. Choosing a research area, identifying good research questions, developing hypotheses, and presenting ideas clearly and effectively, both orally and in writing; methodological issues; the balance between building on existing literature and making a novel contribution. Prepares for the writing of the senior essay.\n", + "LING 500 Old English I. Emily Thornbury. The essentials of the language, some prose readings, and close study of several celebrated Old English poems.\n", + "LING 510 Introduction to Linguistics. Jim Wood. The goals and methods of linguistics. Basic concepts in phonology, morphology, syntax, and semantics. Techniques of linguistic analysis and construction of linguistic models. Trends in modern linguistics. The relations of linguistics to psychology, logic, and other disciplines.\n", + "LING 515 Introductory Sanskrit I. Aleksandar Uskokov. 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 520/LING 525.\n", + "LING 519 Perspectives on Grammar. Claire Bowern. This biweekly, in-person meeting of all first-year students is led by faculty members and TFs. Students are asked to reflect upon the content introduced in the courses they are taking and share their understanding of how these multiple perspectives connect with each other. The goal is to provide a forum where students can synthesize their views on the grammar of natural language and at the same time create a cohort experience for first-year students.\n", + "LING 538 Intermediate Sanskrit I. Aleksandar Uskokov. The first half of a two-term sequence aimed at helping students develop the skills necessary to read texts written in Sanskrit. Readings include selections from the Hitopadesa, Kathasaritsagara, Mahabharata, and Bhagavadgita.\n", + "LING 600 Experimentation in Linguistics. Maria Pinango. Principles and techniques of experimental design and research in linguistics. Linguistic theory as the basis for framing experimental questions. The development of theoretically informed hypotheses, notions of control and confounds, human subject research, statistical analysis, data reporting, and dissemination.\n", + "LING 612 Linguistic Change. Claire Bowern. Principles governing linguistic change in phonology and morphology. Status and independence of proposed mechanisms of change. Relations between the principles of historical change and universals of language. Systematic change as the basis of linguistic comparison; assessment of other attempts at establishing linguistic relatedness.\n", + "LING 617 Language and Mind. Maria Pinango. The course is an introduction to language structure and processing as a capacity of the human mind and brain. Its purpose is to bridge traditional domains in linguistics (phonetics, morphology, syntax) with cognition (developmental psychology, memory systems, inferential reasoning). The main topics covered are morphosyntax and lexical semantics, sentence composition and sentence processing, first- and second-language acquisition, acquisition under unusual circumstances, focal brain lesions, and language breakdown.\n", + "LING 620 Phonetics I. Jason Shaw. Each spoken language composes words using a relatively small number of speech sounds, a subset of the much larger set of possible human speech sounds. This course introduces tools to describe the complete set of speech sounds found in the world's spoken languages. It covers the articulatory organs involved in speech production and the acoustic structure of the resulting sounds. Students learn how to transcribe sounds using the International Phonetic Alphabet, including different varieties of English and languages around the world. The course also introduces sociophonetics, how variation in sound patterns can convey social meaning within a community, speech perception, and sound change.\n", + "LING 624 Mathematics of Language. Robert Frank. Study of formal systems that play an important role in the scientific study of language. Exploration of a range of mathematical structures and techniques; demonstrations of their application in theories of grammatical competence and performance including set theory, graphs and discrete structures, algebras, formal language, and automata theory. Evaluation of strengths and weaknesses of existing formal theories of linguistic knowledge.\n", + "LING 634 Quantitative Linguistics. Edwin Ko. This course introduces quantitative methods in linguistics, which are an increasingly integral part of linguistic research. The course provides students with the skills necessary to organize, analyze, and visualize linguistic data using R, and explains the concepts underlying these methods, which set a foundation that positions students to also identify and apply new quantitative methods, beyond the ones covered in this course, in their future projects. Course concepts are framed around existing linguistic research, to help students use these methods when designing research projects and critically evaluating quantitative methods in the academic literature. Assignments and in-class activities are a combination of hands-on practice with quantitative tools and discussion of analyses used in published academic work.\n", + "LING 635 Phonology II. Natalie Weber. Topics in the architecture of a theory of sound structure. Motivations for replacing a system of ordered rules with a system of ranked constraints. Optimality theory: universals, violability, constraint types, and their interactions. Interaction of phonology and morphology, as well as relationship of phonological theory to language acquisition and learnability. Opacity, lexical phonology, and serial versions of optimality theory.\n", + "LING 636 Articulatory Phonology. Jason Shaw. Introduction to phonology as a system for combining units of speech (constriction gestures of the vocal organs) into larger structures. Analysis of articulatory movement data; modeling using techniques of dynamical systems. Emphasis on universal vs. language-particular aspects of gestural combination and coordination.\n", + "LING 653 Syntax I. Raffaella Zanuttini. An introduction to the syntax (sentence structure) of natural language. Introduction to generative syntactic theory and key theoretical concepts. Syntactic description and argumentation. Topics include phrase structure, transformations, and the role of the lexicon.\n", + "LING 663 Semantics I. Lydia Newkirk. Introduction to truth-conditional compositional semantics. Set theory, first- and higher-order logic, and the lambda calculus as they relate to the study of natural language meaning. Some attention to analyzing the meanings of tense/aspect markers, adverbs, and modals.\n", + "LING 685 Topics in Computational Linguistics: Language Models and Linguistic Theory. Robert Frank. A linguistically-guided exploration of the strengths and weaknesses of large language models (such as GPT-4 and its brethren), which form the foundation of current AI systems. What is the structure of these models, and how are they trained? What do they know about language, and how can we assess it? To what degree is the existence of these models cause for a re-evaluation of existing theories of linguistic structure?\n", + "LING 724 Sound Change. Claire Bowern. Topics in the foundations of sound change. Perception, production, and social factors. Seeds of sound change, mechanisms, and means of study. Overview of sound change research, including experimental, computational, simulation, and comparative methods.\n", + "LING 780 Topics in Computational Linguistics: Neural Network Models of Linguistic Structure. An introduction to the computational methods associated with \"deep learning\" (neural network architectures, learning algorithms, network analysis). The application of such methods to the learning of linguistic patterns in the domains of syntax, phonology, and semantics. Exploration of hybrid architectures that incorporate linguistic representation into neural network learning.\n", + "LING 791 The Syntax of Coordination. Jim Wood. We discuss the syntax of coordination itself, along with a sample of the myriad constructions that coordination gives rise to, such as across-the-board dependencies, right-node raising, coordinate object drop, conjunction reduction and others. We discuss the special licensing of null arguments in coordinate structures, and whether heads can be coordinated, at or below the word level.\n", + "LING 798 Plurality, Optional Plurality, Pluractionality. Veneeta Dayal. The concept of singularity vs. plurality is arguably universal, yet its morpho-syntactic expression is subject to a great deal of cross-linguistic variation. Many languages have one form for singular reference and another for plural. English, for example, canonically uses the unmarked form of a noun for singular reference and a plural marked form for plural reference, at least with count nouns: dog vs. dog+s. In many languages, the base form itself can be used to refer to a plurality but there is nevertheless a form that can be added to ensure plurality. Mandarin, for example, uses the base form itself to refer to singularities as well as pluralities but the addition of the plural marker rules out the possibility of singular reference: gou \"the dog/the dogs\" vs. gou-men \"the dogs\". Finally, there are languages, such as Cuzco Quechua, in which the verb has a singular and a plural form, such that the singular form refers to a single event while the plural form refers to a plurality of events. In this course we discuss the semantic underpinnings of these three types of plural morphology, plural marking as in English -s, optional plurality as in Mandarin -men, and pluractionality as in Quechua plural marked verbs.\n", + "LING 810 Directed Research in Linguistics. Jim Wood. By arrangement with faculty.\n", + "LITR 020 World Literature After Empire. Jill Jarvis. An introduction to contemporary French fiction in a global perspective that will transform the way you think about the relationship between literature and politics. Together we read prizewinning novels by writers of the former French Empire—in Africa, the Middle East, Southeast Asia, and the Caribbean—alongside key manifestos and theoretical essays that define or defy the notion of world literature. Keeping our focus on questions of race, gender, imperialism, and translation, we ask: has literature gone global? What does that mean? What can we learn from writers whose texts cross and confound linguistic and national borders?\n", + "LITR 028 Medicine and the Humanities: Certainty and Unknowing. Matthew Morrison. Sherwin Nuland often referred to medicine as \"the Uncertain Art.\" In this course, we address the role of uncertainty in medicine, and the role that narrative plays in capturing that uncertainty. We focus our efforts on major authors and texts that define the modern medical humanities, with primary readings by Mikhail Bulgakov, Henry Marsh, Atul Gawande, and Lisa Sanders. Other topics include the philosophy of science (with a focus on Karl Popper), rationalism and romanticism (William James), and epistemology and scientism (Wittgenstein).\n", + "LITR 029 Performing Antiquity. This seminar introduces students to some of the most influential texts of Greco-Roman Antiquity and investigates the meaning of their \"performance\" in different ways: 1) how they were musically and dramatically performed in their original context in Antiquity (what were the rhythms, the harmonies, the dance-steps, the props used, etc.); 2) what the performance meant, in socio-cultural and political terms, for the people involved in performing or watching it, and how performance takes place beyond the stage; 3) how these texts are performed in modern times (what it means for us to translate and stage ancient plays with masks, a chorus, etc.; to reenact some ancient institutions; to reconstruct ancient instruments or compose \"new ancient music\"); 4) in what ways modern poems, plays, songs, ballets constitute forms of interpretation, appropriation, or contestation of ancient texts; 5) in what ways creative and embodied practice can be a form of scholarship. Besides reading ancient Greek and Latin texts in translation, students read and watch performances of modern works of reception: poems, drama, ballet, and instrumental music. A few sessions are devoted to practical activities (reenactment of a symposium, composition of ancient music, etc.).\n", + "LITR 037 The Limits of the Human. Steven Shoemaker. As we navigate the demands of the 21st century, an onslaught of new technologies, from artificial intelligence to genetic engineering, has pushed us to question the boundaries between the human and the nonhuman. At the same time, scientific findings about animal, and even plant intelligence, have troubled these boundaries in similar fashion. In this course, we examine works of literature and film that can help us imagine our way into these \"limit cases'' and explore what happens as we approach the limits of our own imaginative and empathetic capacities. We read works of literature by Mary Shelley, Kazuo Ishiguro, Richard Powers, Octavia Butler, Ted Chiang, and Jennifer Egan, and watch the movies Blade Runner, Ex Machina, Arrival, Avatar, and Her.\n", + "LITR 130 How to Read. Hannan Hever. Introduction to techniques, strategies, and practices of reading through study of lyric poems, narrative texts, plays and performances, films, new and old, from a range of times and places. Emphasis on practical strategies of discerning and making meaning, as well as theories of literature, and contextualizing particular readings. Topics include form and genre, literary voice and the book as a material object, evaluating translations, and how literary strategies can be extended to read film, mass media, and popular culture. Junior seminar; preference given to juniors and majors.\n", + "LITR 154 The Bible as a Literature. Leslie Brisman. Study of the Bible as a literature—a collection of works exhibiting a variety of attitudes toward the conflicting claims of tradition and originality, historicity and literariness.\n", + "LITR 161 Imagining Global Lyric. Ayesha Ramachandran. What is lyric? And what might a multi-dimensional, expansive study of the lyric across cultures, languages, and media look like? This course investigates the possibility of studying lyric poetry in cross-cultural and transmedial ways by combining traditional humanistic approaches with new methods opened by the digital humanities. We begin by examining the lyric poem’s privileged position within a Western literary canon and exploring other conceptions of \"lyric\" in non-Western literary traditions. We then take an anthropological approach and trace the pervasiveness of lyric poetry in the world by focusing on four key questions: (a) what is lyric and how is it related to various literary genres? (b) what is the relationship between lyric and the visual image; (c) can lyric be translated across forms and languages? (d) how does lyric uniquely articulate our relationship to the natural world? Participants engage with primary texts in Yale’s special collections and contribute to a digital project to compile an exhibit of lyric poetry across the world—a project that highlights the importance and challenges of defining just what a lyric poem is. This is a Franke Seminar in the Humanities.\n", + "LITR 168 Tragedy in the European Literary Tradition. Timothy Robinson. The genre of tragedy from its origins in ancient Greece and Rome through the European Renaissance to the present day. Themes of justice, religion, free will, family, gender, race, and dramaturgy. Works might include Aristotle's Poetics or Homer's Iliad and plays by Aeschylus, Sophocles, Euripides, Seneca, Hrotsvitha, Shakespeare, Lope de Vega, Calderon, Racine, Büchner, Ibsen, Strindberg, Chekhov, Wedekind, Synge, Lorca, Brecht, Beckett, Soyinka, Tarell Alvin McCraney, and Lynn Nottage. Focus on textual analysis and on developing the craft of persuasive argument through writing.\n", + "LITR 169 Epic in the European Literary Tradition. Anastasia Eccles. The epic tradition traced from its foundations in ancient Greece and Rome to the modern novel. The creation of cultural values and identities; exile and homecoming; the heroic in times of war and of peace; the role of the individual within society; memory and history; politics of gender, race, and religion. Works include Homer's Odyssey, Vergil's Aeneid, Dante's Inferno, Cervantes's Don Quixote, and Joyce's Ulysses. Focus on textual analysis and on developing the craft of persuasive argument through writing.\n", + "LITR 183 Dante in Translation. A critical reading of Dante's Divine Comedy and selections from the minor works, with an attempt to place Dante's work in the intellectual and social context of the late Middle Ages by relating literature to philosophical, theological, and political concerns.\n", + "LITR 183 Dante in Translation. A critical reading of Dante's Divine Comedy and selections from the minor works, with an attempt to place Dante's work in the intellectual and social context of the late Middle Ages by relating literature to philosophical, theological, and political concerns.\n", + "LITR 183 Dante in Translation. Alejandro Cuadrado. A critical reading of Dante's Divine Comedy and selections from the minor works, with an attempt to place Dante's work in the intellectual and social context of the late Middle Ages by relating literature to philosophical, theological, and political concerns.\n", + "LITR 194 The Multicultural Middle Ages. Ardis Butterfield, Marcel Elias. Introduction to medieval English literature and culture in its European and Mediterranean context, before it became monolingual, canonical, or author-bound. Genres include travel writing, epic, dream visions, mysticism, the lyric, and autobiography, from the Crusades to the Hundred Years War, from the troubadours to Dante, from the Chanson de Roland to Chaucer. Formerly ENGL 189.\n", + "LITR 194 The Multicultural Middle Ages: Multicultural Middle Ages (WR). Introduction to medieval English literature and culture in its European and Mediterranean context, before it became monolingual, canonical, or author-bound. Genres include travel writing, epic, dream visions, mysticism, the lyric, and autobiography, from the Crusades to the Hundred Years War, from the troubadours to Dante, from the Chanson de Roland to Chaucer. Formerly ENGL 189.\n", + "LITR 194 The Multicultural Middle Ages: Multicultural Middle Ages (WR). Introduction to medieval English literature and culture in its European and Mediterranean context, before it became monolingual, canonical, or author-bound. Genres include travel writing, epic, dream visions, mysticism, the lyric, and autobiography, from the Crusades to the Hundred Years War, from the troubadours to Dante, from the Chanson de Roland to Chaucer. Formerly ENGL 189.\n", + "LITR 194 The Multicultural Middle Ages: Multicultural Middle Ages (WR). Introduction to medieval English literature and culture in its European and Mediterranean context, before it became monolingual, canonical, or author-bound. Genres include travel writing, epic, dream visions, mysticism, the lyric, and autobiography, from the Crusades to the Hundred Years War, from the troubadours to Dante, from the Chanson de Roland to Chaucer. Formerly ENGL 189.\n", + "LITR 195 Medieval Songlines. Ardis Butterfield. Introduction to medieval song in England via modern poetic theory, material culture, affect theory, and sound studies. Song is studied through foregrounding music as well as words, words as well as music.\n", + "LITR 198 The Tale of Genji. James Scanlon-Canegata. A reading of the central work of prose fiction in the Japanese classical tradition in its entirety (in English translation) along with some examples of predecessors, parodies, and adaptations (the latter include Noh plays and twentieth-century short stories). Topics of discussion include narrative form, poetics, gendered authorship and readership, and the processes and premises that have given The Tale of Genji its place in \"world literature.\" Attention will also be given to the text's special relationship to visual culture.\n", + "LITR 200 From Gilgamesh to Persepolis: Introduction to Near Eastern Literatures. Samuel Hodgkin. This course is an introduction to Near Eastern civilization through its rich and diverse literary cultures. We read and discuss ancient works, such as the Epic of Gilgamesh, Genesis, and \"The Song of Songs,\" medieval works, such as A Thousand and One Nights, selections from the Qur’an, and Shah-nama: The Book of Kings, and modern works of Israeli, Turkish, and Iranian novelists and Palestianian poets. Students complement classroom studies with visits to the Yale Babylonian Collection and the Beinecke Rare Book and Manuscript Library, as well as with film screenings and guest speakers. Students also learn fundamentals of Near Eastern writing systems, and consider questions of tradition, transmission, and translation. All readings are in translation.\n", + "LITR 205 Memory and Memoir in Russian Culture. Jinyi Chu. How do we remember and forget? How does memory transform into narrative? Why do we read and write memoirs and autobiography? What can they tell us about the past? How do we analyze the roles of the narrator, the author, and the protagonist? How should we understand the ideological tensions between official histography and personal reminiscences, especially in 20th-century Russia? This course aims to answer these questions through close readings of a few cultural celebrities’ memoirs and autobiographical writings that are also widely acknowledged as the best representatives of 20th-century Russian prose. Along the way, we read literary texts in dialogue with theories of memory, historiography, and narratology. Students acquire the theoretical apparatus that enables them to analyze the complex ideas, e.g. cultural memory and trauma, historicity and narrativity, and fiction and non-fiction. Students finish the course with an in-depth knowledge of the major themes of 20th-century Russian history, e.g. empire, revolution, war, Stalinism, and exilic experience, as well as increased skills in the analysis of literary texts. Students with knowledge of Russian are encouraged to read in the original language. All readings are available in English.\n", + "LITR 210 Art and Resistance in Belarus, Russia, and Ukraine. Andrei Kureichyk. This interdisciplinary seminar is devoted to the study of protest art as part of the struggle of society against authoritarianism and totalitarianism. It focuses on the example of the Soviet and post-Soviet transformation of Belarus, Russia, and Ukraine. The period under discussion begins after the death of Stalin in 1953 and ends with the art of protest against the modern post-Soviet dictatorships of Alexander Lukashenka in Belarus and Vladimir Putin in Russia, the protest art of the Ukrainian Maidan and the anti-war movement of artists against the Russian-Ukrainian war. The course begins by looking at the influence of the \"Khrushchev Thaw\" on literature and cinema, which opened the way for protest art to a wide Soviet audience. We explore different approaches to protest art in conditions of political unfreedom: \"nonconformism,\" \"dissidence,\" \"mimicry,\" \"rebellion.\" The course investigates the existential conflict of artistic freedom and the political machine of authoritarianism. These themes are explored at different levels through specific examples from the works and biographies of artists. Students immerse themselves in works of different genres: films, songs, performances, plays and literary works.\n", + "LITR 224 Proust Interpretations: Reading Remembrance of Things Past. A close reading (in English) of Marcel Proust’s masterpiece, Remembrance of Things Past, with emphasis upon major themes: time and memory, desire and jealousy, social life and artistic experience, sexual identity and personal authenticity, class and nation. Portions from Swann’s Way, Within a Budding Grove, Cities of the Plain, Time Regained considered from biographical, psychological/psychoanalytic, gender, sociological, historical, and philosophical perspectives.\n", + "LITR 232 Paul Celan. Thomas Connolly. An undergraduate seminar in English exploring the life and work of Paul Celan (1920-1970), survivor of the Shoah, and one of the foremost European poets of the second half of the twentieth century. We will read from his early poems in both Romanian and German, and his published collections including Der Sand aus den Urnen, Mohn und Gedächtnis, Von Schelle zu Schelle, Sprachgitter, Die Niemandsrose, Atemwende, Fadensonnen, Lichtzwang, and Schneepart. We will also read from his rare pieces in prose and his correspondence with family, friends, and other intellectuals and poets including Bachmann, Sachs, Heidegger, Char, du Bouchet, Michaux, Ungaretti. A special focus on his poetic translations from French, but also Russian, English, American, Italian, Romanian, Portuguese, and Hebrew. Critical readings draw from Szondi, Adorno, Derrida, Agamben, and others. Readings in English translation or in the original languages, as the student desires. Discussions in English.\n", + "LITR 239 Dionysus in Modernity. George Syrimis. Modernity's fascination with the myth of Dionysus. Questions of agency, identity and community, and psychological integrity and the modern constitution of the self. Manifestations of Dionysus in literature, anthropology, and music; the Apollonian-Dionysiac dichotomy; twentieth-century variations of these themes in psychoanalysis, surrealism, and magical realism.\n", + "LITR 254 Modern Chinese Literature. Tian Li. An introduction to modern Chinese literature. Themes include cultural go-betweens; sensations in the body; sexuality; diaspora, translation, and nationalism; globalization and homeland; and everyday life.\n", + "LITR 257 Poetics of the Short Form. Austen Hinkley. This seminar investigates the rich German tradition of literary short forms, such as the aphorism, the fairy tale, and the joke. Our readings cover small works by major authors from the 18th through the early 20th century, including novellas by Goethe, Kleist, and Droste-Hülshoff, fantastic tales by the Brothers Grimm and Kafka, and short philosophical texts by Lichtenberg, Nietzsche, and Benjamin. We focus on the ways in which short forms not only challenge our understanding of literature and philosophy, but also interact with a wide range of other fields of knowledge like medicine, natural science, law, and history. By considering the possibilities of these mobile and dynamic texts, we explore their power to change how we think about and act in the world. What can be said in an anecdote, a case study, or a novella that could not be said otherwise? How can short forms illuminate the relationship between the literary and the everyday? How might these texts transform our relationship to the short forms that we interact with in our own lives?\n", + "LITR 290 Machado de Assis: Major Novels. Kenneth David Jackson. A study of the last five novels of Machado de Assis, featuring the author's world and stage of Rio de Janeiro, along with his irony and skepticism, satire, wit, narrative concision, social critiques, and encyclopedic assimilation of world literature.\n", + "LITR 294 World Cities and Narratives. Kenneth David Jackson. Study of world cities and selected narratives that describe, belong to, or represent them. Topics range from the rise of the urban novel in European capitals to the postcolonial fictional worlds of major Portuguese, Brazilian, and Lusophone cities.\n", + "LITR 295 Caribbean Diasporic Literature. Fadila Habchi. An examination of contemporary literature written by Caribbean writers who have migrated to, or who journey between, different countries around the Atlantic rim. Focus on literature written in English in the twentieth and twenty-first centuries, both fiction and nonfiction. Writers include Caryl Phillips, Nalo Hopkinson, and Jamaica Kincaid.\n", + "LITR 303 Socialist '80s: Aesthetics of Reform in China and the Soviet Union. Jinyi Chu. This course offers an interdisciplinary introduction to the study of the complex cultural and political paradigms of late socialism from a transnational perspective by focusing on the literature, cinema, and popular culture of the Soviet Union and China in 1980s. How were intellectual and everyday life in the Soviet Union and China distinct from and similar to that of the West of the same era? How do we parse \"the cultural logic of late socialism?\" What can today’s America learn from it? Examining two major socialist cultures together in a global context, this course queries the ethnographic, ideological, and socio-economic constituents of late socialism. Students analyze cultural materials in the context of Soviet and Chinese history. Along the way, we explore themes of identity, nationalism, globalization, capitalism, and the Cold War. Students with knowledge of Russian and Chinese are encouraged to read in original languages. All readings are available in English.\n", + "LITR 345 Climate Change and the Humanities. Katja Lindskog. What can the Humanities tell us about climate change? The Humanities help us to better understand the relationship between everyday individual experience, and our rapidly changing natural world. To that end, students read literary, political, historical, and religious texts to better understand how individuals both depend on, and struggle against, the natural environment in order to survive.\n", + "LITR 347 Dangerous Women: Sirens, Sibyls, Poets and Singers from Sappho through Elena Ferrante. Jane Tylus. Was Sappho a feminist? This course tries to answer that question by analyzing how women’s voices have been appropriated by the literary and cultural canon of the west–and how in turn women writers and readers have reappropriated those voices. Students read a generous amount of literary (and in some cases, musical) works, along with a variety of contemporary theoretical approaches so as to engage in conversation about authorship, classical reception, and materiality. Following an introduction to Greek and Roman texts key for problematic female figures such as sirens and sibyls, we turn to two later historical moments to explore how women artists have both broken out of and used the western canon, redefining genre, content, and style in literary creation writ large. How did Renaissance women such as Laura Cereta, Gaspara Stampa, and Sor Juana Inés de la Cruz fashion themselves as authors in light of the classical sources they had at hand? And once we arrive in the 20th and 21st centuries, how do Sibilla Aleramo, Elsa Morante, Anna Maria Ortese, and Elena Ferrante forge a new, feminist writing via classical, queer and/or animal viewpoints?\n", + "LITR 360 Radical Cinemas of Latin America. Introduction to Latin American cinema, with an emphasis on post–World War II films produced in Cuba, Argentina, Brazil, and Mexico. Examination of each film in its historical and aesthetic aspects, and in light of questions concerning national cinema and \"third cinema.\" Examples from both pre-1945 and contemporary films.\n", + "LITR 361 Animation: Disney and Beyond. Survey of the history of animation, considering both its aesthetics and its social potentials. The focus is on Disney and its many alternatives, with examples from around the world, from various traditions, and from different periods.\n", + "LITR 361 Animation: Disney and Beyond. Aaron Gerow. Survey of the history of animation, considering both its aesthetics and its social potentials. The focus is on Disney and its many alternatives, with examples from around the world, from various traditions, and from different periods.\n", + "LITR 361 Animation: Disney and Beyond. Survey of the history of animation, considering both its aesthetics and its social potentials. The focus is on Disney and its many alternatives, with examples from around the world, from various traditions, and from different periods.\n", + "LITR 361 Animation: Disney and Beyond. Survey of the history of animation, considering both its aesthetics and its social potentials. The focus is on Disney and its many alternatives, with examples from around the world, from various traditions, and from different periods.\n", + "LITR 361 Animation: Disney and Beyond. Survey of the history of animation, considering both its aesthetics and its social potentials. The focus is on Disney and its many alternatives, with examples from around the world, from various traditions, and from different periods.\n", + "LITR 361 Animation: Disney and Beyond. Survey of the history of animation, considering both its aesthetics and its social potentials. The focus is on Disney and its many alternatives, with examples from around the world, from various traditions, and from different periods.\n", + "LITR 379 Radical Cinemas in the Global Sixties. Lorenz Hegel, Moira Fradinger. \"1968\" has become a cipher for a moment of global turmoil, social transformation and cultural revolution. This class explores the \"long global sixties\" through cinema produced across continents. At the height of the Cold War between two blocks in the \"East\" and the \"West,\" the \"Third World\" emerged as a radical political project alternative to a world order shaped by centuries of colonialism, imperialism, slavery, and capitalist exploitation. Liberation, emancipation, independence, anticolonialism, decolonization, and revolution became key words in the global political discourse. Leaders from Africa, Asia, and Latin America created a new international platform, the Non-Aligned Movement (NAM) that challenged the Cold War bi-polarity. Radical filmmakers who belong in this period experimented with strategies of storytelling and of capturing reality, calling into question rigid distinctions between \"documentary\" and \"fiction\" and \"art and politics.\" The goal was not to \"show\" reality, but to change it. We study a world-wide range of examples that involve filmmakers’ collaborations across The Americas, Western Europe, North Africa, South and South-East Asia. Taught in English; films aresubtitled but knowledge of other languages may be useful.\n", + "LITR 393 The Short Spring of German Theory. Kirk Wetters. Reconsideration of the intellectual microclimate of German academia 1945-1968. A German prelude to the internationalization effected by French theory, often in dialogue with German sources. Following Philipp Felsch's The Summer of Theory (English 2022): Theory as hybrid and successor to philosophy and sociology. Theory as the genre of the philosophy of history and grand narratives (e.g. \"secularization\"). Theory as the basis of academic interdisciplinarity and cultural-political practice. The canonization and aging of theoretical classics. Critical reflection on academia now and then. Legacies of the inter-War period and the Nazi past: M. Weber, Heidegger, Husserl, Benjamin, Kracauer, Adorno, Jaspers. New voices of the 1950s and 1960s: Arendt, Blumenberg, Gadamer, Habermas, Jauss, Koselleck, Szondi, Taubes.\n", + "LITR 399 Reality and the Realistic. Joanna Fiduccia, Noreen Khawaja. A multidisciplinary exploration of the concept of reality in Euro-American culture. What do we mean when we say something is \"real\" or \"realistic?\" From what is it being differentiated−the imaginary, the surreal, the speculative? Can we approach a meaningful concept of the unreal? This course wagers that representational norms do not simply reflect existing notions of reality; they also shape our idea of reality itself. We study the dynamics of realism and its counterparts across a range of examples from modern art, literature, philosophy, and religion. Readings may include: Aimé Cesaire, Mircea Eliade, Karen Barad, Gustave Flaubert, Sigmund Freud, Renee Gladman, Saidiya Hartman, Arthur Schopenhauer. Our goal is to understand how practices of representation reveal something about our understanding of reality, shedding light on the ways we use this most basic, yet most elusive concept.\n", + "LITR 410 Interpretations: Simone Weil. Greg Ellermann. Intensive study of the life and work of Simone Weil, one of the twentieth century’s most important thinkers. We read the iconic works that shaped Weil’s posthumous reputation as \"the patron saint of all outsiders,\" including the mystical aphorisms Gravity and Grace and the utopian program for a new Europe The Need for Roots. But we also examine in detail the lesser-known writings Weil published in her lifetime–writings that powerfully intervene in some of the most pressing debates of her day. Reading Weil alongside contemporaries such as Trotsky, Heidegger, Arendt, Levinas, and Césaire, we see how her thought engages key philosophical, ethical, and aesthetic problems of the twentieth century: the relation between dictatorship and democracy; empire and the critique of colonialism; the ethics of attention and affliction; modern science, technology, and the human point of view; the responsibility of the writer in times of war; beauty and the possibility of transcendence; the practice of philosophy as a way of life.\n", + "LITR 423 Politics and Literature in Modern Iran and Afghanistan. Bezhan Pazhohan. This course traces the emergence of modern Persian literature in Iran and Afghanistan, introducing the contemporary poets and writers of fiction who created this new literary tradition in spite of political, social, state, and religious constraints. Our readings include Iranian novelists working under censorship, Afghan memoirists describing their experience in a warzone, and even contemporary writers living in exile in the US or Europe. Major writers include Mohammad Ali Jamalzadeh, Sadegh Hedayat, Simin Behbahani, Forugh Farrokhzad, Homeira Qaderi (who will visit the class), and Khaled Hosseini.\n", + "LITR 428 The Quran. Travis Zadeh. Introduction to the study of the Quran. Topics include: the literary, historical, and theological reception of the Quran; its collection and redaction; the scriptural milieu of late antiquity; education and religious authority; ritual performance and calligraphic expression; the diversity of Muslim exegesis.\n", + "LITR 428 The Quran. Introduction to the study of the Quran. Topics include: the literary, historical, and theological reception of the Quran; its collection and redaction; the scriptural milieu of late antiquity; education and religious authority; ritual performance and calligraphic expression; the diversity of Muslim exegesis.\n", + "LITR 428 The Quran. Introduction to the study of the Quran. Topics include: the literary, historical, and theological reception of the Quran; its collection and redaction; the scriptural milieu of late antiquity; education and religious authority; ritual performance and calligraphic expression; the diversity of Muslim exegesis.\n", + "LITR 432 World War II: Homefront Literature and Film. Katie Trumpener. Taking a pan-European perspective, this course examines quotidian, civilian experiences of war, during a conflict of unusual scope and duration. Considering key works of wartime and postwar fiction and film alongside verbal and visual diaries, memoirs, documentaries, and video testimonies, we will explore the kinds of literary and filmic reflection war occasioned, how civilians experienced the relationship between history and everyday life (both during and after the war), women’s and children's experience of war, and the ways that home front, occupation and Holocaust memories shaped postwar avant-garde aesthetics.\n", + "LITR 466 War in Literature and Film. Representations of war in literature and film; reasons for changes over time in portrayals of war. Texts by Stendahl, Tolstoy, Juenger, Remarque, Malraux, and Vonnegut; films by Eisenstein, Tarkovsky, Joris Ivens, Coppola, Spielberg, and Altman.\n", + "LITR 482 The Mortality of the Soul: From Aristotle to Heidegger. Martin Hagglund. This course explores fundamental philosophical questions of the relation between matter and form, life and spirit, necessity and freedom, by proceeding from Aristotle's analysis of the soul in De Anima and his notion of practical agency in the Nicomachean Ethics. We study Aristotle in conjunction with seminal works by contemporary neo-Aristotelian philosophers (Korsgaard, Nussbaum, Brague, and McDowell). We in turn pursue the implications of Aristotle's notion of life by engaging with contemporary philosophical discussions of death that take their point of departure in Epicurus (Nagel, Williams, Scheffler). We conclude by analyzing Heidegger's notion of constitutive mortality, in order to make explicit what is implicit in the form of the soul in Aristotle.\n", + "LITR 491 The Senior Essay. Samuel Hodgkin. An independent writing and research project. The minimum length for an essay is twenty-five pages. Students are urged to arrange a topic and adviser early in the term before the term in which the essay is to be written. Dates and deadlines may be found on the department website.\n", + "LITR 492 The Yearlong Senior Essay. Samuel Hodgkin. An extended research project. Students must petition the curriculum committee for permission to enroll by the last day of classes in the term preceding enrollment in LITR 492. December graduates should consult the director of undergraduate studies for required deadlines. The minimum length for a yearlong senior essay is forty pages. Dates and deadline may be found on the department website.\n", + "MATH 108 Estimation and Error. C.J. Argue. A problem-based investigation of basic mathematical principles and techniques that help make sense of the world. Estimation, order of magnitude, approximation and error, counting, units, scaling, measurement, variation, simple modeling. Applications to demographics, geology, ecology, finance, and other fields. Emphasis on both the practical and the philosophical implications of the mathematics.\n", + "MATH 110 Introduction to Functions and Calculus I. Meghan Anderson. Comprehensive review of precalculus, limits, differentiation and the evaluation of definite integrals, with applications. Precalculus and calculus topics are integrated. Emphasis on conceptual understanding and problem solving. Successful completion of MATH 110 and 111 is equivalent to MATH 112. No prior acquaintance with calculus is assumed; some knowledge of algebra and precalculus mathematics is helpful. The course includes mandatory weekly workshops, scheduled at the beginning of term.\n", + "MATH 110 Introduction to Functions and Calculus I. John Hall. Comprehensive review of precalculus, limits, differentiation and the evaluation of definite integrals, with applications. Precalculus and calculus topics are integrated. Emphasis on conceptual understanding and problem solving. Successful completion of MATH 110 and 111 is equivalent to MATH 112. No prior acquaintance with calculus is assumed; some knowledge of algebra and precalculus mathematics is helpful. The course includes mandatory weekly workshops, scheduled at the beginning of term.\n", + "MATH 110 Introduction to Functions and Calculus I. Do Kien Hoang. Comprehensive review of precalculus, limits, differentiation and the evaluation of definite integrals, with applications. Precalculus and calculus topics are integrated. Emphasis on conceptual understanding and problem solving. Successful completion of MATH 110 and 111 is equivalent to MATH 112. No prior acquaintance with calculus is assumed; some knowledge of algebra and precalculus mathematics is helpful. The course includes mandatory weekly workshops, scheduled at the beginning of term.\n", + "MATH 110 Introduction to Functions and Calculus I. Maria Siskaki. Comprehensive review of precalculus, limits, differentiation and the evaluation of definite integrals, with applications. Precalculus and calculus topics are integrated. Emphasis on conceptual understanding and problem solving. Successful completion of MATH 110 and 111 is equivalent to MATH 112. No prior acquaintance with calculus is assumed; some knowledge of algebra and precalculus mathematics is helpful. The course includes mandatory weekly workshops, scheduled at the beginning of term.\n", + "MATH 110 Introduction to Functions and Calculus I. Comprehensive review of precalculus, limits, differentiation and the evaluation of definite integrals, with applications. Precalculus and calculus topics are integrated. Emphasis on conceptual understanding and problem solving. Successful completion of MATH 110 and 111 is equivalent to MATH 112. No prior acquaintance with calculus is assumed; some knowledge of algebra and precalculus mathematics is helpful. The course includes mandatory weekly workshops, scheduled at the beginning of term.\n", + "MATH 112 Calculus of Functions of One Variable I. Mengwei Hu. This course introduces the notions of derivative and of definite integral for functions of one variable, with some of their physical and geometrical motivation and interpretations. Emphasis is placed on acquiring an understanding of the concepts that underlie the subject, and on the use of those concepts in problem solving. This course also focuses on strategies for problem solving, communication and logical reasoning.\n", + "MATH 112 Calculus of Functions of One Variable I. Ian Adelstein. This course introduces the notions of derivative and of definite integral for functions of one variable, with some of their physical and geometrical motivation and interpretations. Emphasis is placed on acquiring an understanding of the concepts that underlie the subject, and on the use of those concepts in problem solving. This course also focuses on strategies for problem solving, communication and logical reasoning.\n", + "MATH 112 Calculus of Functions of One Variable I. Linh Tran. This course introduces the notions of derivative and of definite integral for functions of one variable, with some of their physical and geometrical motivation and interpretations. Emphasis is placed on acquiring an understanding of the concepts that underlie the subject, and on the use of those concepts in problem solving. This course also focuses on strategies for problem solving, communication and logical reasoning.\n", + "MATH 112 Calculus of Functions of One Variable I. Andrew Yarmola. This course introduces the notions of derivative and of definite integral for functions of one variable, with some of their physical and geometrical motivation and interpretations. Emphasis is placed on acquiring an understanding of the concepts that underlie the subject, and on the use of those concepts in problem solving. This course also focuses on strategies for problem solving, communication and logical reasoning.\n", + "MATH 112 Calculus of Functions of One Variable I. Amy Wang. This course introduces the notions of derivative and of definite integral for functions of one variable, with some of their physical and geometrical motivation and interpretations. Emphasis is placed on acquiring an understanding of the concepts that underlie the subject, and on the use of those concepts in problem solving. This course also focuses on strategies for problem solving, communication and logical reasoning.\n", + "MATH 112 Calculus of Functions of One Variable I. Haolin Shi. This course introduces the notions of derivative and of definite integral for functions of one variable, with some of their physical and geometrical motivation and interpretations. Emphasis is placed on acquiring an understanding of the concepts that underlie the subject, and on the use of those concepts in problem solving. This course also focuses on strategies for problem solving, communication and logical reasoning.\n", + "MATH 112 Calculus of Functions of One Variable I. C.J. Argue. This course introduces the notions of derivative and of definite integral for functions of one variable, with some of their physical and geometrical motivation and interpretations. Emphasis is placed on acquiring an understanding of the concepts that underlie the subject, and on the use of those concepts in problem solving. This course also focuses on strategies for problem solving, communication and logical reasoning.\n", + "MATH 112 Calculus of Functions of One Variable I. Kevin Hart. This course introduces the notions of derivative and of definite integral for functions of one variable, with some of their physical and geometrical motivation and interpretations. Emphasis is placed on acquiring an understanding of the concepts that underlie the subject, and on the use of those concepts in problem solving. This course also focuses on strategies for problem solving, communication and logical reasoning.\n", + "MATH 115 Calculus of Functions of One Variable II. Mihai Alboiu. A continuation of MATH 112, this course develops concepts and skills at the foundation of the STEM disciplines. In particular, we introduce Riemann sums, integration strategies, series convergence, and Taylor polynomial approximation. We use these tools to measure lengths of parametric curves, areas of polar regions and volumes of solids of revolution, and we explore applications of calculus to other disciplines including physics, economics, and statistics. MATH 115 also focuses on strategies for problem solving, communication, and logical reasoning.\n", + "MATH 115 Calculus of Functions of One Variable II. Meghan Anderson. A continuation of MATH 112, this course develops concepts and skills at the foundation of the STEM disciplines. In particular, we introduce Riemann sums, integration strategies, series convergence, and Taylor polynomial approximation. We use these tools to measure lengths of parametric curves, areas of polar regions and volumes of solids of revolution, and we explore applications of calculus to other disciplines including physics, economics, and statistics. MATH 115 also focuses on strategies for problem solving, communication, and logical reasoning.\n", + "MATH 115 Calculus of Functions of One Variable II. Haoyu Wang. A continuation of MATH 112, this course develops concepts and skills at the foundation of the STEM disciplines. In particular, we introduce Riemann sums, integration strategies, series convergence, and Taylor polynomial approximation. We use these tools to measure lengths of parametric curves, areas of polar regions and volumes of solids of revolution, and we explore applications of calculus to other disciplines including physics, economics, and statistics. MATH 115 also focuses on strategies for problem solving, communication, and logical reasoning.\n", + "MATH 115 Calculus of Functions of One Variable II. Maria Siskaki. A continuation of MATH 112, this course develops concepts and skills at the foundation of the STEM disciplines. In particular, we introduce Riemann sums, integration strategies, series convergence, and Taylor polynomial approximation. We use these tools to measure lengths of parametric curves, areas of polar regions and volumes of solids of revolution, and we explore applications of calculus to other disciplines including physics, economics, and statistics. MATH 115 also focuses on strategies for problem solving, communication, and logical reasoning.\n", + "MATH 115 Calculus of Functions of One Variable II. Ka Ho Wong. A continuation of MATH 112, this course develops concepts and skills at the foundation of the STEM disciplines. In particular, we introduce Riemann sums, integration strategies, series convergence, and Taylor polynomial approximation. We use these tools to measure lengths of parametric curves, areas of polar regions and volumes of solids of revolution, and we explore applications of calculus to other disciplines including physics, economics, and statistics. MATH 115 also focuses on strategies for problem solving, communication, and logical reasoning.\n", + "MATH 115 Calculus of Functions of One Variable II. Ka Ho Wong. A continuation of MATH 112, this course develops concepts and skills at the foundation of the STEM disciplines. In particular, we introduce Riemann sums, integration strategies, series convergence, and Taylor polynomial approximation. We use these tools to measure lengths of parametric curves, areas of polar regions and volumes of solids of revolution, and we explore applications of calculus to other disciplines including physics, economics, and statistics. MATH 115 also focuses on strategies for problem solving, communication, and logical reasoning.\n", + "MATH 115 Calculus of Functions of One Variable II. Abhinav Bhardwaj. A continuation of MATH 112, this course develops concepts and skills at the foundation of the STEM disciplines. In particular, we introduce Riemann sums, integration strategies, series convergence, and Taylor polynomial approximation. We use these tools to measure lengths of parametric curves, areas of polar regions and volumes of solids of revolution, and we explore applications of calculus to other disciplines including physics, economics, and statistics. MATH 115 also focuses on strategies for problem solving, communication, and logical reasoning.\n", + "MATH 115 Calculus of Functions of One Variable II. Reuben Drogin. A continuation of MATH 112, this course develops concepts and skills at the foundation of the STEM disciplines. In particular, we introduce Riemann sums, integration strategies, series convergence, and Taylor polynomial approximation. We use these tools to measure lengths of parametric curves, areas of polar regions and volumes of solids of revolution, and we explore applications of calculus to other disciplines including physics, economics, and statistics. MATH 115 also focuses on strategies for problem solving, communication, and logical reasoning.\n", + "MATH 115 Calculus of Functions of One Variable II. Phuc Tran. A continuation of MATH 112, this course develops concepts and skills at the foundation of the STEM disciplines. In particular, we introduce Riemann sums, integration strategies, series convergence, and Taylor polynomial approximation. We use these tools to measure lengths of parametric curves, areas of polar regions and volumes of solids of revolution, and we explore applications of calculus to other disciplines including physics, economics, and statistics. MATH 115 also focuses on strategies for problem solving, communication, and logical reasoning.\n", + "MATH 115 Calculus of Functions of One Variable II. Michele Tienni. A continuation of MATH 112, this course develops concepts and skills at the foundation of the STEM disciplines. In particular, we introduce Riemann sums, integration strategies, series convergence, and Taylor polynomial approximation. We use these tools to measure lengths of parametric curves, areas of polar regions and volumes of solids of revolution, and we explore applications of calculus to other disciplines including physics, economics, and statistics. MATH 115 also focuses on strategies for problem solving, communication, and logical reasoning.\n", + "MATH 115 Calculus of Functions of One Variable II. Mikey Chow. A continuation of MATH 112, this course develops concepts and skills at the foundation of the STEM disciplines. In particular, we introduce Riemann sums, integration strategies, series convergence, and Taylor polynomial approximation. We use these tools to measure lengths of parametric curves, areas of polar regions and volumes of solids of revolution, and we explore applications of calculus to other disciplines including physics, economics, and statistics. MATH 115 also focuses on strategies for problem solving, communication, and logical reasoning.\n", + "MATH 116 Mathematical Models in the Biosciences I: Calculus Techniques. John Hall. Techniques and applications of integration, approximation of functions by polynomials, modeling by differential equations. Introduction to topics in mathematical modeling that are applicable to biological systems. Discrete and continuous models of population, neural, and cardiac dynamics. Stability of fixed points and limit cycles of differential equations.\n", + "MATH 118 Introduction to Functions of Several Variables. Mihai Alboiu. A combination of linear algebra and differential calculus of several variables. Matrix representation of linear equations, Gauss elimination, vector spaces, independence, basis and dimension, projections, least squares approximation, and orthogonality. Three-dimensional geometry, functions of two and three variables, level curves and surfaces, partial derivatives, maxima and minima, and optimization. Intended for students in the social sciences, especially Economics.\n", + "MATH 120 Calculus of Functions of Several Variables. Christina Meng. Analytic geometry in three dimensions, using vectors. Real-valued functions of two and three variables, partial derivatives, gradient and directional derivatives, level curves and surfaces, maxima and minima. Parametrized curves in space, motion in space, line integrals; applications. Multiple integrals, with applications. Divergence and curl. The theorems of Green, Stokes, and Gauss.\n", + "MATH 120 Calculus of Functions of Several Variables. Brett Smith. Analytic geometry in three dimensions, using vectors. Real-valued functions of two and three variables, partial derivatives, gradient and directional derivatives, level curves and surfaces, maxima and minima. Parametrized curves in space, motion in space, line integrals; applications. Multiple integrals, with applications. Divergence and curl. The theorems of Green, Stokes, and Gauss.\n", + "MATH 120 Calculus of Functions of Several Variables. Sung Jin Park. Analytic geometry in three dimensions, using vectors. Real-valued functions of two and three variables, partial derivatives, gradient and directional derivatives, level curves and surfaces, maxima and minima. Parametrized curves in space, motion in space, line integrals; applications. Multiple integrals, with applications. Divergence and curl. The theorems of Green, Stokes, and Gauss.\n", + "MATH 120 Calculus of Functions of Several Variables. Su Ji Hong. Analytic geometry in three dimensions, using vectors. Real-valued functions of two and three variables, partial derivatives, gradient and directional derivatives, level curves and surfaces, maxima and minima. Parametrized curves in space, motion in space, line integrals; applications. Multiple integrals, with applications. Divergence and curl. The theorems of Green, Stokes, and Gauss.\n", + "MATH 120 Calculus of Functions of Several Variables. Sri Tata. Analytic geometry in three dimensions, using vectors. Real-valued functions of two and three variables, partial derivatives, gradient and directional derivatives, level curves and surfaces, maxima and minima. Parametrized curves in space, motion in space, line integrals; applications. Multiple integrals, with applications. Divergence and curl. The theorems of Green, Stokes, and Gauss.\n", + "MATH 120 Calculus of Functions of Several Variables. Tamunonye Cheetham-West. Analytic geometry in three dimensions, using vectors. Real-valued functions of two and three variables, partial derivatives, gradient and directional derivatives, level curves and surfaces, maxima and minima. Parametrized curves in space, motion in space, line integrals; applications. Multiple integrals, with applications. Divergence and curl. The theorems of Green, Stokes, and Gauss.\n", + "MATH 120 Calculus of Functions of Several Variables. Tamunonye Cheetham-West. Analytic geometry in three dimensions, using vectors. Real-valued functions of two and three variables, partial derivatives, gradient and directional derivatives, level curves and surfaces, maxima and minima. Parametrized curves in space, motion in space, line integrals; applications. Multiple integrals, with applications. Divergence and curl. The theorems of Green, Stokes, and Gauss.\n", + "MATH 120 Calculus of Functions of Several Variables. Andrew Yarmola. Analytic geometry in three dimensions, using vectors. Real-valued functions of two and three variables, partial derivatives, gradient and directional derivatives, level curves and surfaces, maxima and minima. Parametrized curves in space, motion in space, line integrals; applications. Multiple integrals, with applications. Divergence and curl. The theorems of Green, Stokes, and Gauss.\n", + "MATH 120 Calculus of Functions of Several Variables. Su Ji Hong. Analytic geometry in three dimensions, using vectors. Real-valued functions of two and three variables, partial derivatives, gradient and directional derivatives, level curves and surfaces, maxima and minima. Parametrized curves in space, motion in space, line integrals; applications. Multiple integrals, with applications. Divergence and curl. The theorems of Green, Stokes, and Gauss.\n", + "MATH 120 Calculus of Functions of Several Variables. Danny Nackan. Analytic geometry in three dimensions, using vectors. Real-valued functions of two and three variables, partial derivatives, gradient and directional derivatives, level curves and surfaces, maxima and minima. Parametrized curves in space, motion in space, line integrals; applications. Multiple integrals, with applications. Divergence and curl. The theorems of Green, Stokes, and Gauss.\n", + "MATH 222 Linear Algebra with Applications. Brett Smith. Matrix representation of linear equations. Gauss elimination. Vector spaces. Linear independence, basis, and dimension. Orthogonality, projection, least squares approximation; orthogonalization and orthogonal bases. Extension to function spaces. Determinants. Eigenvalues and eigenvectors. Diagonalization. Difference equations and matrix differential equations. Symmetric and Hermitian matrices. Orthogonal and unitary transformations; similarity transformations.\n", + "MATH 222 Linear Algebra with Applications. Surya Raghavendran. Matrix representation of linear equations. Gauss elimination. Vector spaces. Linear independence, basis, and dimension. Orthogonality, projection, least squares approximation; orthogonalization and orthogonal bases. Extension to function spaces. Determinants. Eigenvalues and eigenvectors. Diagonalization. Difference equations and matrix differential equations. Symmetric and Hermitian matrices. Orthogonal and unitary transformations; similarity transformations.\n", + "MATH 222 Linear Algebra with Applications. Surya Raghavendran. Matrix representation of linear equations. Gauss elimination. Vector spaces. Linear independence, basis, and dimension. Orthogonality, projection, least squares approximation; orthogonalization and orthogonal bases. Extension to function spaces. Determinants. Eigenvalues and eigenvectors. Diagonalization. Difference equations and matrix differential equations. Symmetric and Hermitian matrices. Orthogonal and unitary transformations; similarity transformations.\n", + "MATH 225 Linear Algebra. Pablo Boixeda Alvarez. An introduction to the theory of vector spaces, matrix theory and linear transformations, determinants, eigenvalues, inner product spaces, spectral theorem. The course focuses on conceptual understanding and serves as an introduction to writing mathematical proofs. For an approach focused on applications rather than proofs, consider MATH 222. Students with a strong mathematical background or interest are encouraged to consider MATH 226.\n", + "MATH 225 Linear Algebra. Pablo Boixeda Alvarez. An introduction to the theory of vector spaces, matrix theory and linear transformations, determinants, eigenvalues, inner product spaces, spectral theorem. The course focuses on conceptual understanding and serves as an introduction to writing mathematical proofs. For an approach focused on applications rather than proofs, consider MATH 222. Students with a strong mathematical background or interest are encouraged to consider MATH 226.\n", + "MATH 226 Linear Algebra (Intensive). Ebru Toprak. A fast-paced introduction to the theory of vector spaces, matrix theory and linear transformations, determinants, eigenvalues, inner product spaces, spectral theorem. Topics are covered at a deeper level than in MATH 225, and additional topics may be covered, for example canonical forms or the classical groups. The course focuses on conceptual understanding. Familiarity with writing mathematical proofs is recommended. For a less intensive course, consider MATH 225. For an approach focused on applications, consider MATH 222.\n", + "MATH 241 Probability Theory. Yihong Wu. Introduction to probability theory. Topics include probability spaces, random variables, expectations and probabilities, conditional probability, independence, discrete and continuous distributions, central limit theorem, Markov chains, and probabilistic modeling.\n", + "MATH 244 Discrete Mathematics. Abinand Gopal. Basic concepts and results in discrete mathematics: graphs, trees, connectivity, Ramsey theorem, enumeration, binomial coefficients, Stirling numbers. Properties of finite set systems.\n", + "MATH 246 Ordinary Differential Equations. Hanwen Zhang. First-order equations, second-order equations, linear systems with constant coefficients. Numerical solution methods. Geometric and algebraic properties of differential equations.\n", + "MATH 255 Analysis 1. Franco Vargas Pallete. Introduction to Analysis. Properties of real numbers, limits, convergence of sequences and series. Power series, Taylor series, and the classical functions. Differentiation and Integration. Metric spaces. The course focuses on conceptual understanding. Familiarity with writing mathematical proofs is assumed, and is further developed in the course.\n", + "MATH 270 Set Theory. Charles Smart. Algebra of sets; finite, countable, and uncountable sets. Cardinal numbers and cardinal arithmetic. Order types and ordinal numbers. The axiom of choice and the well-ordering theorem.\n", + "MATH 302 Vector Analysis and Integration on Manifolds. Lu Wang. A rigorous treatment of the modern toolkit of multivariable calculus. Differentiation and integration in R^n. Inverse function theorem. Fubini's theorem. Multilinear algebra and differential forms. Manifolds in R^n. Generalized Stokes' Theorem. The course focuses on conceptual structure and proofs, and serves as a gateway to more advanced courses which use the language of manifolds.\n", + "MATH 310 Introduction to Complex Analysis. Richard Kenyon. An introduction to the theory and applications of functions of a complex variable. Differentiability of complex functions. Complex integration and Cauchy's theorem. Series expansions. Calculus of residues. Conformal mapping.\n", + "MATH 320 Measure Theory and Integration. Or Landesberg. Construction and limit theorems for measures and integrals on general spaces; product measures; Lp spaces; integral representation of linear functionals.\n", + "MATH 330 Advanced Probability. Sekhar Tatikonda. Measure theoretic probability, conditioning, laws of large numbers, convergence in distribution, characteristic functions, central limit theorems, martingales.\n", + "MATH 345 Modern Combinatorics. Van Vu. Recent developments and important questions in combinatorics. Relations to other areas of mathematics such as analysis, probability, and number theory. Topics include probabilistic method, random graphs, random matrices, pseudorandomness in graph theory and number theory, Szemeredi's theorem and lemma, and Green-Tao's theorem.\n", + "MATH 350 Introduction to Abstract Algebra. Miki Havlickova. Group theory, structure of Abelian groups, and applications to number theory. Symmetric groups and linear groups including orthogonal and unitary groups; properties of Euclidean and Hermitian spaces. Some examples of group representations. Modules over Euclidean rings, Jordan and rational canonical forms of a linear transformation.\n", + "MATH 380 Algebra. Ivan Loseu. The course serves as an introduction to commutative algebra and category theory. Topics include commutative rings, their ideals and modules, Noetherian rings and modules, constructions with rings, such as localization and integral extension, connections to algebraic geometry, categories, functors and functor morphisms, tensor product and Hom functors, projective modules. Other topics may be discussed at instructor's discretion.\n", + "MATH 421 The Mathematics of Data Science. Kevin O'Neill. This course aims to be an introduction to the mathematical background that underlies modern data science. The emphasis is on the mathematics but occasional applications are discussed (in particular, no programming skills are required). Covered material may include (but is not limited to) a rigorous treatment of tail bounds in probability, concentration inequalities, the Johnson-Lindenstrauss Lemma as well as fundamentals of random matrices, and spectral graph theory.\n", + "MATH 470 Individual Studies. Miki Havlickova. Individual investigation of an area of mathematics outside of those covered in regular courses, involving directed reading, discussion, and either papers or an examination. A written plan of study approved by the student's adviser and the director of undergraduate studies is required. The course may normally be elected for only one term.\n", + "MATH 475 Senior Essay. Miki Havlickova. Interested students may write a senior essay under the guidance of a faculty member, and give an oral report to the department. Students wishing to write a senior essay should consult the director of undergraduate studies at least one semester in advance of the semester in which they plan to write the essay.\n", + "MATH 480 Senior Seminar: Mathematical Topics. Ebru Toprak. A number of mathematical topics are chosen each term—e.g., differential topology, Lie algebras, mathematical methods in physics—and explored in one section of the seminar. Students give several presentations on the chosen topic.\n", + "MATH 500 Algebra. Ivan Loseu. The course serves as an introduction to commutative algebra and category theory. Topics include commutative rings, their ideals and modules, Noetherian rings and modules, constructions with rings such as localization and integral extension, connections to algebraic geometry, categories, functors and functor morphisms, tensor product and Hom functors, and projective modules. Other topics may be discussed at the instructor’s discretion.\n", + "MATH 520 Measure Theory and Integration. Or Landesberg. Construction and limit theorems for measures and integrals on general spaces; product measures; Lp spaces; integral representation of linear functionals.\n", + "MATH 526 Introduction to Differentiable Manifolds. Subhadip Dey. This is an introduction to the general theory of smooth manifolds, developing tools for use elsewhere in mathematics. A rough plan of topics (with the later ones as time permits) includes (1) manifolds, tangent spaces, vector fields and flows; (2) natural examples, submanifolds, quotient manifolds, fibrations, foliations; (3) vector and tensor bundles,  differential forms; (4) Lie derivatives, Lie algebras and groups; (5) embedding, immersions and transversality; (6) Sard’s theorem, degree and intersection.\n", + "MATH 544 Introduction to Algebraic Topology. Sebastian Hurtado - Salazar. This is a one-term graduate introductory course in algebraic topology. We discuss algebraic and combinatorial tools used by topologists to encode information about topological spaces. Broadly speaking, we study the fundamental group of a space, its homology, and its cohomology. While focusing on the basic properties of these invariants, methods of computation, and many examples, we also see applications toward proving classical results. These include the Brouwer fixed-point theorem, the Jordan curve theorem, Poincaré duality, and others. The main text is Allen Hatcher’s Algebraic Topology, which is available for free on his website.\n", + "MATH 619 Foundations of Algebraic Geometry. Sam Raskin. This course provides an introduction to the language of basic ideas of algebraic geometry. We study affine and projective varieties, and introduce the more general theory of schemes. Our main references are Robin Hartshorne’s book and Ravi Vakil’s lecture notes.\n", + "MATH 640 Topics in Numerical Computation. This course discusses several areas of numerical computing that often cause difficulties to non-numericists, from the ever-present issue of condition numbers and ill-posedness to the algorithms of numerical linear algebra to the reliability of numerical software. The course also provides a brief introduction to \"fast\" algorithms and their interactions with modern hardware environments. The course is addressed to Computer Science graduate students who do not necessarily specialize in numerical computation; it assumes the understanding of calculus and linear algebra and familiarity with (or willingness to learn) either C or FORTRAN. Its purpose is to prepare students for using elementary numerical techniques when and if the need arises.\n", + "MATH 710 Harmonic Analysis on Graphs and Applications to Empirical Modeling. Ronald Coifman. The goal of this graduate-level class is to introduce analytic tools to enable the systematic organization of geometry and analysis on subsets of RN (data). In particular, extensions of multi-scale Fourier analysis on graphs and optimal graph constructions for efficient computations are studied. Geometrization of various Neural Net architectures and related challenges are discussed. Topics are driven by students goals.\n", + "MATH 713 Poisson Algebras and Poisson Geometry. Nicholas Ovenhouse. Poisson Geometry is, in some sense, a generalization of symplectic geometry and is the formalism used to describe classical mechanics. We discuss basic definitions, properties, and structural results about Poisson structures and look at many well-known examples. Beyond the basic theory, more advanced topics may include: R-matrix Poisson structures, integrable systems, Poisson structures on character varieties, and connections to cluster algebras. Prerequisites are basic algebra and differential geometry (such as in a first-year graduate course).\n", + "MATH 727 Vertex Operator Algebras and Related Structures. Igor Frenkel. Vertex operator algebras (VOA) is an algebraic formulation of two-dimensional conformal field theory. This course is dedicated to general theory of VOAs and fundamental examples related to representation theory of affine Kac-Moody algebras, Virasoro algebra, and the Monster group. Modular forms and functions is an important class of structures that naturally appear in VOA theory. Various realizations of modular forms and functions also suggest the relation of VOA with the universal quantum Teichmuller space and a mathematical construction of three-dimensional quantum gravity.\n", + "MATH 728 Kleinian Groups and Dynamics. Hee Oh. We discuss various topics on dynamics on hyperbolic manifolds.\n", + "MATH 729 Topics in Teichmuller Theory and Mapping Class Groups. Yair Minsky. Surfaces and their geometric structures play roles throughout mathematics. Of particular interest in this course are aspects of low-dimensional topology and geometry, as well as geometric group theory, but complex analysis plays a role as well. Depending on participant and lecturer interest, we cover aspects of the \"classical\" theory (Thurston compactification for example), coarse geometry of mapping class groups (and perhaps generalization to hierarchical hyperbolicity), and perhaps assorted topics like the study of infinite-type surfaces and their mapping class groups.\n", + "MATH 991 Ethical Conduct of Research. Inyoung Shin. This course forms a vital part of research ethics training, aiming to instill moral research codes in graduate students of computer science, math, and applied math. By delving into case studies and real-life examples related to research misconduct, students grasp core ethical principles in research and academia. The course also offers an opportunity to explore the societal impacts of research in computer science, math, and applied math. This course is designed specifically for first-year graduate students in computer science, applied math, and math. Successful completion of the course necessitates in-person attendance on eight occasions; virtual participation does not fulfill this requirement. In cases where illness, job interviews, or unforeseen circumstances prevent attendance, makeup sessions are offered.\n", + "MB&B 105 Biology, the World, and Us. This course is for non-science majors who wish to gain an understanding of modern biology by examining the scientific basis of current issues. We’ll consider issues related to:  i) pandemics and global infectious disease;  ii) the climate crisis;  iii) the future of genetics and the new green revolution. Many of the topics have an increasingly large impact on our daily lives.  The issues are both social and biological, and it’s crucial that social debate be based on a clear understanding of the underlying science.  The instructors will explain the scientific foundation beneath each issue.  We’ll emphasize the nature of science as a process of inquiry rather than a fixed body of terminology and facts.  The course is not intended to be a comprehensive survey of biology.\n", + "MB&B 105 Biology, the World, and Us. Jennifer Marlon, John Carlson, Josh Gendron, Ronit Kaufman. This course is for non-science majors who wish to gain an understanding of modern biology by examining the scientific basis of current issues. We’ll consider issues related to:  i) pandemics and global infectious disease;  ii) the climate crisis;  iii) the future of genetics and the new green revolution. Many of the topics have an increasingly large impact on our daily lives.  The issues are both social and biological, and it’s crucial that social debate be based on a clear understanding of the underlying science.  The instructors will explain the scientific foundation beneath each issue.  We’ll emphasize the nature of science as a process of inquiry rather than a fixed body of terminology and facts.  The course is not intended to be a comprehensive survey of biology.\n", + "MB&B 105 Biology, the World, and Us. This course is for non-science majors who wish to gain an understanding of modern biology by examining the scientific basis of current issues. We’ll consider issues related to:  i) pandemics and global infectious disease;  ii) the climate crisis;  iii) the future of genetics and the new green revolution. Many of the topics have an increasingly large impact on our daily lives.  The issues are both social and biological, and it’s crucial that social debate be based on a clear understanding of the underlying science.  The instructors will explain the scientific foundation beneath each issue.  We’ll emphasize the nature of science as a process of inquiry rather than a fixed body of terminology and facts.  The course is not intended to be a comprehensive survey of biology.\n", + "MB&B 105 Biology, the World, and Us. This course is for non-science majors who wish to gain an understanding of modern biology by examining the scientific basis of current issues. We’ll consider issues related to:  i) pandemics and global infectious disease;  ii) the climate crisis;  iii) the future of genetics and the new green revolution. Many of the topics have an increasingly large impact on our daily lives.  The issues are both social and biological, and it’s crucial that social debate be based on a clear understanding of the underlying science.  The instructors will explain the scientific foundation beneath each issue.  We’ll emphasize the nature of science as a process of inquiry rather than a fixed body of terminology and facts.  The course is not intended to be a comprehensive survey of biology.\n", + "MB&B 105 Biology, the World, and Us. This course is for non-science majors who wish to gain an understanding of modern biology by examining the scientific basis of current issues. We’ll consider issues related to:  i) pandemics and global infectious disease;  ii) the climate crisis;  iii) the future of genetics and the new green revolution. Many of the topics have an increasingly large impact on our daily lives.  The issues are both social and biological, and it’s crucial that social debate be based on a clear understanding of the underlying science.  The instructors will explain the scientific foundation beneath each issue.  We’ll emphasize the nature of science as a process of inquiry rather than a fixed body of terminology and facts.  The course is not intended to be a comprehensive survey of biology.\n", + "MB&B 105 Biology, the World, and Us. This course is for non-science majors who wish to gain an understanding of modern biology by examining the scientific basis of current issues. We’ll consider issues related to:  i) pandemics and global infectious disease;  ii) the climate crisis;  iii) the future of genetics and the new green revolution. Many of the topics have an increasingly large impact on our daily lives.  The issues are both social and biological, and it’s crucial that social debate be based on a clear understanding of the underlying science.  The instructors will explain the scientific foundation beneath each issue.  We’ll emphasize the nature of science as a process of inquiry rather than a fixed body of terminology and facts.  The course is not intended to be a comprehensive survey of biology.\n", + "MB&B 105 Biology, the World, and Us. This course is for non-science majors who wish to gain an understanding of modern biology by examining the scientific basis of current issues. We’ll consider issues related to:  i) pandemics and global infectious disease;  ii) the climate crisis;  iii) the future of genetics and the new green revolution. Many of the topics have an increasingly large impact on our daily lives.  The issues are both social and biological, and it’s crucial that social debate be based on a clear understanding of the underlying science.  The instructors will explain the scientific foundation beneath each issue.  We’ll emphasize the nature of science as a process of inquiry rather than a fixed body of terminology and facts.  The course is not intended to be a comprehensive survey of biology.\n", + "MB&B 105 Biology, the World, and Us. This course is for non-science majors who wish to gain an understanding of modern biology by examining the scientific basis of current issues. We’ll consider issues related to:  i) pandemics and global infectious disease;  ii) the climate crisis;  iii) the future of genetics and the new green revolution. Many of the topics have an increasingly large impact on our daily lives.  The issues are both social and biological, and it’s crucial that social debate be based on a clear understanding of the underlying science.  The instructors will explain the scientific foundation beneath each issue.  We’ll emphasize the nature of science as a process of inquiry rather than a fixed body of terminology and facts.  The course is not intended to be a comprehensive survey of biology.\n", + "MB&B 105 Biology, the World, and Us. This course is for non-science majors who wish to gain an understanding of modern biology by examining the scientific basis of current issues. We’ll consider issues related to:  i) pandemics and global infectious disease;  ii) the climate crisis;  iii) the future of genetics and the new green revolution. Many of the topics have an increasingly large impact on our daily lives.  The issues are both social and biological, and it’s crucial that social debate be based on a clear understanding of the underlying science.  The instructors will explain the scientific foundation beneath each issue.  We’ll emphasize the nature of science as a process of inquiry rather than a fixed body of terminology and facts.  The course is not intended to be a comprehensive survey of biology.\n", + "MB&B 105 Biology, the World, and Us. This course is for non-science majors who wish to gain an understanding of modern biology by examining the scientific basis of current issues. We’ll consider issues related to:  i) pandemics and global infectious disease;  ii) the climate crisis;  iii) the future of genetics and the new green revolution. Many of the topics have an increasingly large impact on our daily lives.  The issues are both social and biological, and it’s crucial that social debate be based on a clear understanding of the underlying science.  The instructors will explain the scientific foundation beneath each issue.  We’ll emphasize the nature of science as a process of inquiry rather than a fixed body of terminology and facts.  The course is not intended to be a comprehensive survey of biology.\n", + "MB&B 105 Biology, the World, and Us. This course is for non-science majors who wish to gain an understanding of modern biology by examining the scientific basis of current issues. We’ll consider issues related to:  i) pandemics and global infectious disease;  ii) the climate crisis;  iii) the future of genetics and the new green revolution. Many of the topics have an increasingly large impact on our daily lives.  The issues are both social and biological, and it’s crucial that social debate be based on a clear understanding of the underlying science.  The instructors will explain the scientific foundation beneath each issue.  We’ll emphasize the nature of science as a process of inquiry rather than a fixed body of terminology and facts.  The course is not intended to be a comprehensive survey of biology.\n", + "MB&B 105 Biology, the World, and Us. This course is for non-science majors who wish to gain an understanding of modern biology by examining the scientific basis of current issues. We’ll consider issues related to:  i) pandemics and global infectious disease;  ii) the climate crisis;  iii) the future of genetics and the new green revolution. Many of the topics have an increasingly large impact on our daily lives.  The issues are both social and biological, and it’s crucial that social debate be based on a clear understanding of the underlying science.  The instructors will explain the scientific foundation beneath each issue.  We’ll emphasize the nature of science as a process of inquiry rather than a fixed body of terminology and facts.  The course is not intended to be a comprehensive survey of biology.\n", + "MB&B 105 Biology, the World, and Us. This course is for non-science majors who wish to gain an understanding of modern biology by examining the scientific basis of current issues. We’ll consider issues related to:  i) pandemics and global infectious disease;  ii) the climate crisis;  iii) the future of genetics and the new green revolution. Many of the topics have an increasingly large impact on our daily lives.  The issues are both social and biological, and it’s crucial that social debate be based on a clear understanding of the underlying science.  The instructors will explain the scientific foundation beneath each issue.  We’ll emphasize the nature of science as a process of inquiry rather than a fixed body of terminology and facts.  The course is not intended to be a comprehensive survey of biology.\n", + "MB&B 105 Biology, the World, and Us. This course is for non-science majors who wish to gain an understanding of modern biology by examining the scientific basis of current issues. We’ll consider issues related to:  i) pandemics and global infectious disease;  ii) the climate crisis;  iii) the future of genetics and the new green revolution. Many of the topics have an increasingly large impact on our daily lives.  The issues are both social and biological, and it’s crucial that social debate be based on a clear understanding of the underlying science.  The instructors will explain the scientific foundation beneath each issue.  We’ll emphasize the nature of science as a process of inquiry rather than a fixed body of terminology and facts.  The course is not intended to be a comprehensive survey of biology.\n", + "MB&B 105 Biology, the World, and Us. This course is for non-science majors who wish to gain an understanding of modern biology by examining the scientific basis of current issues. We’ll consider issues related to:  i) pandemics and global infectious disease;  ii) the climate crisis;  iii) the future of genetics and the new green revolution. Many of the topics have an increasingly large impact on our daily lives.  The issues are both social and biological, and it’s crucial that social debate be based on a clear understanding of the underlying science.  The instructors will explain the scientific foundation beneath each issue.  We’ll emphasize the nature of science as a process of inquiry rather than a fixed body of terminology and facts.  The course is not intended to be a comprehensive survey of biology.\n", + "MB&B 121L Introduction to Physics in Living Systems I: Observation and Analysis. Caitlin Hansen, Katherine Schilling. A hands-on introduction to the physics that enables life and human measurement of living things. This lab builds student knowledge of scientific experimental design and practice. Topics include detection of light, basic circuit building, sterile technique in biology and physics, data collection with student-built instrumentation, and quantitative assessment. For students choosing to major in MB&B, this course may be used to fulfill the MB&B requirement for Practical Skills in physics.\n", + "\n", + "Priority is given to first-year students looking to fulfill medical school application requirements and students seeking to join research labs at Yale.\n", + "MB&B 124L Introduction to Physics in Living Systems Laboratory IV: Electricity, Magnetism, and Radiation. Caitlin Hansen, Katherine Schilling. Introduction to the physics that enables life and human measurement of living things. This lab introduces principles of electricity, magnetism, light and optics at work in the biological sciences. The syllabus emphasizes electric dipoles as a model for biomolecules, electric fields such as those across cell membranes, electric current, and magnetic fields. Light is developed in terms of electromagnetic radiation, ray optics and photons. The interaction of light with biomolecules to understand basic biological research and medical diagnostics are also covered. For students choosing to major in MB&B, this course may be used to fulfill the MB&B requirement for Practical Skills in physics.\n", + "\n", + "Priority is given to first-year students looking to fulfill medical school application requirements and students seeking to join research labs at Yale.\n", + "MB&B 200 Biochemistry. Ronald Breaker, Sigrid Nachtergaele. An introduction to the biochemistry of animals, plants, and microorganisms, emphasizing the relations of chemical principles and structure to the evolution and regulation of living systems.\n", + "MB&B 251L Laboratory for Biochemistry. An introduction to current experimental methods in molecular biology, biophysics, and biochemistry. Limited enrollment.\n", + "MB&B 251L Laboratory for Biochemistry. Katherine Schilling. An introduction to current experimental methods in molecular biology, biophysics, and biochemistry. Limited enrollment.\n", + "MB&B 251L Laboratory for Biochemistry. Katherine Schilling. An introduction to current experimental methods in molecular biology, biophysics, and biochemistry. Limited enrollment.\n", + "MB&B 275 Biology at the Molecular Level. Allison Didychuk, Enrique De La Cruz. An introductory course for students to learn the key concepts from physics and physical chemistry that govern the structure and function of biomolecules in biology and medicine. Emphasis is placed on atomic-scale biomolecular motions, energy, reaction rates and mechanisms; core elements that underpin the exquisite specificity and regulated control of life processes. This course prepares students for upper level course content where these concepts are revisited. Connections to medicine and research are made through the use of practical examples, laboratory-based activities and training in biologically relevant areas of math, statistics and computer programming. This course is open to all Yale students. For MB&B majors, this course is accepted as fulfillment of one semester of MB&B’s two-semester requirement in physical chemistry.\n", + "MB&B 300 Principles of Biochemistry I. Candie Paulsen, Matthew Simon, Michael Koelle. Discussion of the physical, structural, and functional properties of proteins, lipids, and carbohydrates, three major classes of molecules in living organisms. Energy metabolism and hormone signaling as examples of complex biological processes whose underlying mechanisms can be understood by identifying and analyzing the molecules responsible for these phenomena.\n", + "MB&B 300 Principles of Biochemistry I. Discussion of the physical, structural, and functional properties of proteins, lipids, and carbohydrates, three major classes of molecules in living organisms. Energy metabolism and hormone signaling as examples of complex biological processes whose underlying mechanisms can be understood by identifying and analyzing the molecules responsible for these phenomena.\n", + "MB&B 300 Principles of Biochemistry I. Discussion of the physical, structural, and functional properties of proteins, lipids, and carbohydrates, three major classes of molecules in living organisms. Energy metabolism and hormone signaling as examples of complex biological processes whose underlying mechanisms can be understood by identifying and analyzing the molecules responsible for these phenomena.\n", + "MB&B 300 Principles of Biochemistry I. Discussion of the physical, structural, and functional properties of proteins, lipids, and carbohydrates, three major classes of molecules in living organisms. Energy metabolism and hormone signaling as examples of complex biological processes whose underlying mechanisms can be understood by identifying and analyzing the molecules responsible for these phenomena.\n", + "MB&B 300 Principles of Biochemistry I. Discussion of the physical, structural, and functional properties of proteins, lipids, and carbohydrates, three major classes of molecules in living organisms. Energy metabolism and hormone signaling as examples of complex biological processes whose underlying mechanisms can be understood by identifying and analyzing the molecules responsible for these phenomena.\n", + "MB&B 300 Principles of Biochemistry I. Discussion of the physical, structural, and functional properties of proteins, lipids, and carbohydrates, three major classes of molecules in living organisms. Energy metabolism and hormone signaling as examples of complex biological processes whose underlying mechanisms can be understood by identifying and analyzing the molecules responsible for these phenomena.\n", + "MB&B 301 Principles of Biochemistry II. Building on the principles of MB&B 300 through study of the chemistry and metabolism of DNA, RNA, and proteins. Critical thinking emphasized by exploration of experimental methods and data interpretation, from classic experiments in biochemistry and molecular biology through current approaches.\n", + "MB&B 330 Modeling Biological Systems I. Purushottam Dixit, Thierry Emonet. Biological systems make sophisticated decisions at many levels. This course explores the molecular and computational underpinnings of how these decisions are made, with a focus on modeling static and dynamic processes in example biological systems. This course is aimed at biology students and teaches the analytic and computational methods needed to model genetic networks and protein signaling pathways. Students present and discuss original papers in class. They learn to model using MatLab in a series of in-class hackathons that illustrate the biological examples discussed in the lectures. Biological systems and processes that are modeled include: (i) gene expression, including the kinetics of RNA and protein synthesis and degradation; (ii) activators and repressors; (iii) the lysogeny/lysis switch of lambda phage; (iv) network motifs and how they shape response dynamics; (v) cell signaling, MAP kinase networks and cell fate decisions; and (vi) noise in gene expression.\n", + "MB&B 364 Light Microscopy: Techniques and Image Analysis. Joseph Wolenski. A rigorous study of principles and pertinent modalities involved in modern light microscopy. The overall course learning objective is to develop competencies involving advanced light microscopy applications common to multidisciplinary research. Laboratory modules coupled with critical analysis of pertinent research papers cover all major light microscope methods—from the basics (principles of optics, image contrast, detector types, fluorescence, 1P and 2P excitation, widefield, confocal principle, TIRF), to more recent advances, including: superresolution, lightsheet, FLIM/FRET, motion analysis and force measurements. This course is capped at 8 students to promote interactions and ensure a favorable hands-on experience. Priority for enrollment is given to students who are planning on using these techniques in their independent research.\n", + "MB&B 365 Biochemistry and Our Changing Climate. Climate change is impacting how cells and organisms grow and reproduce. Imagine the ocean spiking a fever: cold-blooded organisms of all shapes, sizes and complexities struggle to survive when water temperatures go up 2-4 degrees. Some organisms adapt to extremes, while others cannot. Predicted and observed changes in temperature, pH and salt concentration do and will affect many parameters of the living world, from the kinetics of chemical reactions and cellular signaling pathways to the accumulation of unforeseen chemicals in the environment, the appearance and dispersal of new diseases, and the development of new foods. In this course, we approach climate change from the molecular point of view, identifying how cells and organisms―from microbes to plants and animals―respond to changing environmental conditions. To embrace the concept of \"one health\" for all life on the planet, this course leverages biochemistry, cell biology, molecular biophysics, and genetics to develop an understanding of the impact of climate change on the living world. We consider the foundational knowledge that biochemistry can bring to the table as we meet the challenge of climate change.\n", + "MB&B 420 Macromolecular Structure and Biophysical Analysis. Joe Howard, Yong Xiong. Analysis of macromolecular architecture and its elucidation using modern methods of structural biology and biochemistry. Topics include architectural arrangements of proteins, RNA, and DNA; practical methods in structural analysis; and an introduction to diffraction and NMR.\n", + "MB&B 425 Basic Concepts of Genetic Analysis. Jun Lu. The universal principles of genetic analysis in eukaryotes. Reading and analysis of primary papers that illustrate the best of genetic analysis in the study of various biological issues. Focus on the concepts and logic underlying modern genetic analysis.\n", + "MB&B 435 Quantitative Approaches in Biophysics and Biochemistry. Julien Berro, Yong Xiong. An introduction to quantitative methods relevant to analysis and interpretation of biophysical and biochemical data. Topics include statistical testing, data presentation, and error analysis; introduction to mathematical modeling of biological dynamics; analysis of large datasets; and Fourier analysis in signal/image processing and macromolecular structural studies. Instruction in basic programming skills and data analysis using MATLAB; study of real data from MB&B research groups.\n", + "MB&B 443 Advanced Eukaryotic Molecular Biology. Selected topics in regulation of chromatin structure and remodeling, mRNA processing, mRNA stability, translation, protein degradation, DNA replication, DNA repair, site-specific DNA recombination, and somatic hypermutation.\n", + "MB&B 445 Methods and Logic in Molecular Biology. An examination of fundamental concepts in molecular biology through analysis of landmark papers. Development of skills in reading the primary scientific literature and in critical thinking.\n", + "MB&B 449 Medical Impact of Basic Science. Daniel DiMaio, David Schatz, Franziska Bleichert, George Miller, Joan Steitz, Karla Neugebauer, Seyedtaghi Takyar. Examples of recent discoveries in basic science that have elucidated the molecular origins of disease or that have suggested new therapies for disease. Readings from the primary scientific and medical literature, with emphasis on developing the ability to read this literature critically.\n", + "MB&B 470 Research in Biochemistry and Biophysics for the Major. Katherine Schilling. Individual laboratory projects under the supervision of a faculty member. Students must submit an enrollment form that specifies the research supervisor by the date that course schedules are due. Students are expected to commit at least ten hours per week to working in a laboratory. Written assignments include a research proposal, due near the beginning of the term, and a research report that summarizes experimental results, due before the beginning of the final examination period. Students receive a letter grade. Up to 2 credits of MB&B 470/471 may be counted toward the MB&B major requirements.\n", + "MB&B 472 Research in Biochemistry and Biophysics. Katherine Schilling. Individual laboratory projects under the supervision of a faculty member. Students must submit an enrollment form that specifies the research supervisor by the date that course schedules are due. Students are expected to commit at least ten hours per week to working in a laboratory. Written assignments include a research proposal, due near the beginning of the term, and a research report that summarizes experimental results, due before the beginning of the final examination period. Students are graded pass/fail. Taken after students have completed two credits of MB&B 470 and 471. These courses do not count toward the major requirements.\n", + "MB&B 473 Research in Biochemistry and Biophysics. Individual laboratory projects under the supervision of a faculty member. Students must submit an enrollment form that specifies the research supervisor by the date that course schedules are due. Students are expected to commit at least ten hours per week to working in a laboratory. Written assignments include a research proposal, due near the beginning of the term, and a research report that summarizes experimental results, due before the beginning of the final examination period. Students are graded pass/fail. Taken after students have completed two credits of MB&B 470 and 471. These courses do not count toward the major requirements.\n", + "MB&B 478 Intensive Research in Biochemistry and Biophysics for the Major. Katherine Schilling. Individual laboratory projects under the supervision of a faculty member. Students must submit an enrollment form that specifies the research supervisor by the day that course schedules are due. Students are expected to commit at least twenty hours per week to working in a laboratory. Written assignments include a research proposal, due near the beginning of the term, and a research report that summarizes experimental results, due before the beginning of the final examination period. No more than two course credits count as electives toward the B.S. degree.\n", + "MB&B 479 Intensive Research in Biochemistry and Biophysics for the Major. Individual laboratory projects under the supervision of a faculty member. Students must submit an enrollment form that specifies the research supervisor by the day that course schedules are due. A required organizational meeting will be held at the beginning of each term. Students are expected to commit at least twenty hours per week to working in a laboratory. Written assignments include a research proposal, due near the beginning of the term, and a research report that summarizes experimental results, due before the beginning of the final examination period. No more than two course credits count as electives toward the B.S. degree.\n", + "MB&B 490 The Senior Literature Essay. Katherine Schilling. This course fulfills the MB&B senior requirement for BA/BS majors and may taken in either the fall or spring term of senior year. Students complete an independent project by reading primary literature and writing a critical review on a topic chosen by the student in any area of molecular biophysics and biochemistry. The chosen topic cannot draw directly on the student’s research experiences while enrolled at Yale. For topics drawing directly from a student's research experience, students should enroll in MB&B 491: Senior Research Essay. The course structure first assists the student to identify a topic and then identifies a member of the MB&B faculty with appropriate expertise. The member of faculty meets regularly with the student as the topic is researched, drafted, and submitted at a quality appropriate for publication. A departmental poster session at the end of the semester gives the student the opportunity to disseminate their work to the broader MB&B and Yale community.\n", + "MB&B 491 The Senior Research Essay. Katherine Schilling. In this class, students complete an independent project by reading primary literature and writing a critical review on a topic chosen by the student in any area of molecular biophysics and biochemistry. The chosen topic must be related to the student’s research experiences while enrolled at Yale. For topics that do not draw from a student's research experience, students should enroll in MB&B 490: Senior Literature Essay. The course structure first assists the student to identify a topic and then identifies a member of the MB&B faculty with appropriate expertise. The faculty member, if a member of MB&B, can be the student’s research supervisor. The member of faculty meets regularly with the student as the topic is researched, drafted, and submitted at a quality appropriate for publication. A departmental poster session at the end of the semester gives the student the opportunity to disseminate their work to the broader MB&B and Yale community.\n", + "MB&B 500 Biochemistry. Ronald Breaker, Sigrid Nachtergaele. An introduction to the biochemistry of animals, plants, and microorganisms, emphasizing the relations of chemical principles and structure to the evolution and regulation of living systems.\n", + "MB&B 520 Boot Camp Biology. Corey O'Hern, Emma Carley. An intensive introduction to biological nomenclature, systems, processes, and techniques for graduate students with previous backgrounds in non-biological fields including physics, engineering, and computer science who wish to perform graduate research in the biological sciences. Counts as 0.5 credit toward MB&B graduate course requirements.\n", + "MB&B 523 Biological Physics. Yimin Luo. The course has two aims: (1) to introduce students to the physics of biological systems and (2) to introduce students to the basics of scientific computing. The course focuses on studies of a broad range of biophysical phenomena including diffusion, polymer statistics, protein folding, macromolecular crowding, cell motion, and tissue development using computational tools and methods. Intensive tutorials are provided for MATLAB including basic syntax, arrays, for-loops, conditional statements, functions, plotting, and importing and exporting data.\n", + "MB&B 561 Modeling Biological Systems I. Purushottam Dixit, Thierry Emonet. Biological systems make sophisticated decisions at many levels. This course explores the molecular and computational underpinnings of how these decisions are made, with a focus on modeling static and dynamic processes in example biological systems. This course is aimed at biology students and teaches the analytic and computational methods needed to model genetic networks and protein signaling pathways. Students present and discuss original papers in class. They learn to model using MatLab in a series of in-class hackathons that illustrate the biological examples discussed in the lectures. Biological systems and processes that are modeled include: (i) gene expression, including the kinetics of RNA and protein synthesis and degradation; (ii) activators and repressors; (iii) the lysogeny/lysis switch of lambda phage; (iv) network motifs and how they shape response dynamics; (v) cell signaling, MAP kinase networks and cell fate decisions; and (vi) noise in gene expression.\n", + "MB&B 570 Intensive Research for B.S./M.S. Candidates. Michael Koelle. Required of students in the joint B.S./M.S. program with Yale College.\n", + "MB&B 591 Integrated Workshop. Corey O'Hern. This required course for students in the PEB graduate program involves a series of modules, co-taught by faculty, in which students from different academic backgrounds and research skills collaborate on projects at the interface of physics, engineering, and biology. The modules cover a broad range of PEB research areas and skills. The course starts with an introduction to MATLAB, which is used throughout the course for analysis, simulations, and modeling.\n", + "MB&B 600 Principles of Biochemistry I. Candie Paulsen, Matthew Simon, Michael Koelle. Discussion of the physical, structural, and functional properties of proteins, lipids, and carbohydrates, three major classes of molecules in living organisms. Energy metabolism, hormone signaling, and muscle contraction as examples of complex biological processes whose underlying mechanisms can be understood by identifying and analyzing the molecules responsible for these phenomena.\n", + "MB&B 600 Principles of Biochemistry I. Candie Paulsen, Matthew Simon, Michael Koelle. Discussion of the physical, structural, and functional properties of proteins, lipids, and carbohydrates, three major classes of molecules in living organisms. Energy metabolism, hormone signaling, and muscle contraction as examples of complex biological processes whose underlying mechanisms can be understood by identifying and analyzing the molecules responsible for these phenomena.\n", + "MB&B 602 Molecular Cell Biology. Christopher Burd, David Breslow, Malaiyalam Mariappan, Martin Schwartz, Megan King, Min Wu, Nadya Dimitrova, Patrick Lusk, Shaul Yogev, Shawn Ferguson, Thomas Melia, Valerie Horsley, Xiaolei Su. A comprehensive introduction to the molecular and mechanistic aspects of cell biology for graduate students in all programs. Emphasizes fundamental issues of cellular organization, regulation, biogenesis, and function at the molecular level.\n", + "MB&B 625 Basic Concepts of Genetic Analysis. Jun Lu. The universal principles of genetic analysis in eukaryotes are discussed in lectures. Students also read a small selection of primary papers illustrating the very best of genetic analysis and dissect them in detail in the discussion sections. While other Yale graduate molecular genetics courses emphasize molecular biology, this course focuses on the concepts and logic underlying modern genetic analysis.\n", + "MB&B 635 Quantitative Approaches in Biophysics and Biochemistry. Julien Berro, Yong Xiong. The course offers an introduction to quantitative methods relevant to analysis and interpretation of biophysical and biochemical data. Topics covered include statistical testing, data presentation, and error analysis; introduction to dynamical systems; analysis of large datasets; and Fourier analysis in signal/image processing and macromolecular structural studies. The course also includes an introduction to basic programming skills and data analysis using MATLAB. Real data from research groups in MB&B are used for practice.\n", + "MB&B 650 Lab Rotation for BQBS First-Year Students. Christian Schlieker. Required of all first-year BQBS graduate students. Credit for full year only.\n", + "MB&B 675 Seminar for First-Year Students. Christian Schlieker, Karen Anderson, Thierry Emonet. Required of all first-year BQBS graduate students.\n", + "MB&B 720 Macromolecular Structure and Biophysical Analysis. Joe Howard, Yong Xiong. An in-depth analysis of macromolecular structure and its elucidation using modern methods of structural biology and biochemistry. Topics include architectural arrangements of proteins, RNA, and DNA; practical methods in structural analysis; and an introduction to diffraction and NMR.\n", + "MB&B 730 Methods and Logic in Molecular Biology. Anthony Koleske, Candie Paulsen, Mark Solomon, Matthew Simon. The course examines fundamental concepts in molecular biology through intense critical analysis of the primary literature. The objective is to develop primary literature reading and critical thinking skills. Required of and open only to first-year graduate students in BQBS.\n", + "MB&B 800 Advanced Topics in Molecular Medicine. Susan Baserga, William Konigsberg. The seminar, which covers topics in the molecular mechanisms of disease, illustrates timely issues in areas such as protein chemistry and enzymology, intermediary metabolism, nucleic acid biochemistry, gene expression, and virology. M.D. and M.D./Ph.D. students only.\n", + "MB&B 900 Reading Course in Molecular Biophysics and Biochemistry. Mark Solomon. Directed reading course in molecular biophysics and biochemistry. Term paper required. By arrangement with faculty. Open only to graduate students in MB&B. Please see the syllabus for additional requirements.\n", + "MBIO 530 Biology of the Immune System. Andrew Wang, Ann Haberman, Carla Rothlin, Carrie Lucas, Craig Roy, Craig Wilen, Daniel Jane-Wit, David Schatz, Ellen Foxman, Grace Chen, Jeffrey Ishizuka, Joao Pereira, Jordan Pober, Joseph Craft, Kevin O'Connor, Markus Muschen, Nikhil Joshi, Noah Palm, Paula Kavathas, Peter Cresswell. The development of the immune system. Cellular and molecular mechanisms of immune recognition. Effector responses against pathogens. Immunologic memory and vaccines. Human diseases including allergy, autoimmunity, cancer, immunodeficiency, HIV/AIDS.\n", + "MBIO 670 Laboratory Rotations. Ya-Chi Ho. Rotation in three laboratories. Required of all first-year graduate students.\n", + "MBIO 671 Laboratory Rotations. Ya-Chi Ho. Rotation in three laboratories. Required of all first-year graduate students.\n", + "MBIO 686 The Biology of Bacterial Pathogens I. Eduardo Groisman. The course provides an introduction to basic principles in bacterial pathogenesis. Topics focus on the bacterial determinants mediating infection and pathogenesis, as well as strategies to prevent and treat diseases. Each week a lecture is given on the topic, followed by student presentations of seminal papers in the field. All participants are required to present a paper.\n", + "MBIO 701 Research in Progress. Ya-Chi Ho. All students, beginning in their third year, are required to present their research once a year at the Graduate Student Research in Progress. These presentations are intended to give each student practice in presenting the student’s own work before a sympathetic but critical audience and to familiarize the faculty with the research.\n", + "MBIO 703 Microbiology Seminar Series. Ya-Chi Ho. All students are required to attend all Microbiology seminars scheduled throughout the academic year. Microbiologists from around the world are invited to describe their research.\n", + "MCDB 050 Immunity and Microbes. Paula Kavathas. In this interdisciplinary course students learn about immunology, microbiology, and pandemics. Fundamentals of the immune system are presented, including how the system recognizes and responds to specific microbes. Microbes that cause illness such as influenza, coronaviruses, HIV, and HPV are discussed as well as how we live in harmony with microbes that compose our microbiome. Readings include novels and historical works on pandemics, polio, AIDS, and smallpox.\n", + "MCDB 065 The Science and Politics of HIV/AIDS. Robert Bazell. Study of the basic virology and immunology of HIV/AIDS, along with its extraordinary historical and social effects. Issues include the threat of new epidemics emerging from a changing global environment; the potential harm of conspiracy theories based on false science; and how stigmas associated with poverty, gender inequality, sexual preference, and race facilitate an ongoing epidemic. For all first-year students regardless of whether they are considering a science major.\n", + "MCDB 105 Biology, the World, and Us. Jennifer Marlon, John Carlson, Josh Gendron, Ronit Kaufman. This course is for non-science majors who wish to gain an understanding of modern biology by examining the scientific basis of current issues. We’ll consider issues related to:  i) pandemics and global infectious disease;  ii) the climate crisis;  iii) the future of genetics and the new green revolution. Many of the topics have an increasingly large impact on our daily lives.  The issues are both social and biological, and it’s crucial that social debate be based on a clear understanding of the underlying science.  The instructors will explain the scientific foundation beneath each issue.  We’ll emphasize the nature of science as a process of inquiry rather than a fixed body of terminology and facts.  The course is not intended to be a comprehensive survey of biology.\n", + "MCDB 105 Biology, the World, and Us. This course is for non-science majors who wish to gain an understanding of modern biology by examining the scientific basis of current issues. We’ll consider issues related to:  i) pandemics and global infectious disease;  ii) the climate crisis;  iii) the future of genetics and the new green revolution. Many of the topics have an increasingly large impact on our daily lives.  The issues are both social and biological, and it’s crucial that social debate be based on a clear understanding of the underlying science.  The instructors will explain the scientific foundation beneath each issue.  We’ll emphasize the nature of science as a process of inquiry rather than a fixed body of terminology and facts.  The course is not intended to be a comprehensive survey of biology.\n", + "MCDB 105 Biology, the World, and Us. This course is for non-science majors who wish to gain an understanding of modern biology by examining the scientific basis of current issues. We’ll consider issues related to:  i) pandemics and global infectious disease;  ii) the climate crisis;  iii) the future of genetics and the new green revolution. Many of the topics have an increasingly large impact on our daily lives.  The issues are both social and biological, and it’s crucial that social debate be based on a clear understanding of the underlying science.  The instructors will explain the scientific foundation beneath each issue.  We’ll emphasize the nature of science as a process of inquiry rather than a fixed body of terminology and facts.  The course is not intended to be a comprehensive survey of biology.\n", + "MCDB 105 Biology, the World, and Us. This course is for non-science majors who wish to gain an understanding of modern biology by examining the scientific basis of current issues. We’ll consider issues related to:  i) pandemics and global infectious disease;  ii) the climate crisis;  iii) the future of genetics and the new green revolution. Many of the topics have an increasingly large impact on our daily lives.  The issues are both social and biological, and it’s crucial that social debate be based on a clear understanding of the underlying science.  The instructors will explain the scientific foundation beneath each issue.  We’ll emphasize the nature of science as a process of inquiry rather than a fixed body of terminology and facts.  The course is not intended to be a comprehensive survey of biology.\n", + "MCDB 105 Biology, the World, and Us. This course is for non-science majors who wish to gain an understanding of modern biology by examining the scientific basis of current issues. We’ll consider issues related to:  i) pandemics and global infectious disease;  ii) the climate crisis;  iii) the future of genetics and the new green revolution. Many of the topics have an increasingly large impact on our daily lives.  The issues are both social and biological, and it’s crucial that social debate be based on a clear understanding of the underlying science.  The instructors will explain the scientific foundation beneath each issue.  We’ll emphasize the nature of science as a process of inquiry rather than a fixed body of terminology and facts.  The course is not intended to be a comprehensive survey of biology.\n", + "MCDB 105 Biology, the World, and Us. This course is for non-science majors who wish to gain an understanding of modern biology by examining the scientific basis of current issues. We’ll consider issues related to:  i) pandemics and global infectious disease;  ii) the climate crisis;  iii) the future of genetics and the new green revolution. Many of the topics have an increasingly large impact on our daily lives.  The issues are both social and biological, and it’s crucial that social debate be based on a clear understanding of the underlying science.  The instructors will explain the scientific foundation beneath each issue.  We’ll emphasize the nature of science as a process of inquiry rather than a fixed body of terminology and facts.  The course is not intended to be a comprehensive survey of biology.\n", + "MCDB 105 Biology, the World, and Us. This course is for non-science majors who wish to gain an understanding of modern biology by examining the scientific basis of current issues. We’ll consider issues related to:  i) pandemics and global infectious disease;  ii) the climate crisis;  iii) the future of genetics and the new green revolution. Many of the topics have an increasingly large impact on our daily lives.  The issues are both social and biological, and it’s crucial that social debate be based on a clear understanding of the underlying science.  The instructors will explain the scientific foundation beneath each issue.  We’ll emphasize the nature of science as a process of inquiry rather than a fixed body of terminology and facts.  The course is not intended to be a comprehensive survey of biology.\n", + "MCDB 105 Biology, the World, and Us. This course is for non-science majors who wish to gain an understanding of modern biology by examining the scientific basis of current issues. We’ll consider issues related to:  i) pandemics and global infectious disease;  ii) the climate crisis;  iii) the future of genetics and the new green revolution. Many of the topics have an increasingly large impact on our daily lives.  The issues are both social and biological, and it’s crucial that social debate be based on a clear understanding of the underlying science.  The instructors will explain the scientific foundation beneath each issue.  We’ll emphasize the nature of science as a process of inquiry rather than a fixed body of terminology and facts.  The course is not intended to be a comprehensive survey of biology.\n", + "MCDB 105 Biology, the World, and Us. This course is for non-science majors who wish to gain an understanding of modern biology by examining the scientific basis of current issues. We’ll consider issues related to:  i) pandemics and global infectious disease;  ii) the climate crisis;  iii) the future of genetics and the new green revolution. Many of the topics have an increasingly large impact on our daily lives.  The issues are both social and biological, and it’s crucial that social debate be based on a clear understanding of the underlying science.  The instructors will explain the scientific foundation beneath each issue.  We’ll emphasize the nature of science as a process of inquiry rather than a fixed body of terminology and facts.  The course is not intended to be a comprehensive survey of biology.\n", + "MCDB 105 Biology, the World, and Us. This course is for non-science majors who wish to gain an understanding of modern biology by examining the scientific basis of current issues. We’ll consider issues related to:  i) pandemics and global infectious disease;  ii) the climate crisis;  iii) the future of genetics and the new green revolution. Many of the topics have an increasingly large impact on our daily lives.  The issues are both social and biological, and it’s crucial that social debate be based on a clear understanding of the underlying science.  The instructors will explain the scientific foundation beneath each issue.  We’ll emphasize the nature of science as a process of inquiry rather than a fixed body of terminology and facts.  The course is not intended to be a comprehensive survey of biology.\n", + "MCDB 105 Biology, the World, and Us. This course is for non-science majors who wish to gain an understanding of modern biology by examining the scientific basis of current issues. We’ll consider issues related to:  i) pandemics and global infectious disease;  ii) the climate crisis;  iii) the future of genetics and the new green revolution. Many of the topics have an increasingly large impact on our daily lives.  The issues are both social and biological, and it’s crucial that social debate be based on a clear understanding of the underlying science.  The instructors will explain the scientific foundation beneath each issue.  We’ll emphasize the nature of science as a process of inquiry rather than a fixed body of terminology and facts.  The course is not intended to be a comprehensive survey of biology.\n", + "MCDB 105 Biology, the World, and Us. This course is for non-science majors who wish to gain an understanding of modern biology by examining the scientific basis of current issues. We’ll consider issues related to:  i) pandemics and global infectious disease;  ii) the climate crisis;  iii) the future of genetics and the new green revolution. Many of the topics have an increasingly large impact on our daily lives.  The issues are both social and biological, and it’s crucial that social debate be based on a clear understanding of the underlying science.  The instructors will explain the scientific foundation beneath each issue.  We’ll emphasize the nature of science as a process of inquiry rather than a fixed body of terminology and facts.  The course is not intended to be a comprehensive survey of biology.\n", + "MCDB 105 Biology, the World, and Us. This course is for non-science majors who wish to gain an understanding of modern biology by examining the scientific basis of current issues. We’ll consider issues related to:  i) pandemics and global infectious disease;  ii) the climate crisis;  iii) the future of genetics and the new green revolution. Many of the topics have an increasingly large impact on our daily lives.  The issues are both social and biological, and it’s crucial that social debate be based on a clear understanding of the underlying science.  The instructors will explain the scientific foundation beneath each issue.  We’ll emphasize the nature of science as a process of inquiry rather than a fixed body of terminology and facts.  The course is not intended to be a comprehensive survey of biology.\n", + "MCDB 105 Biology, the World, and Us. This course is for non-science majors who wish to gain an understanding of modern biology by examining the scientific basis of current issues. We’ll consider issues related to:  i) pandemics and global infectious disease;  ii) the climate crisis;  iii) the future of genetics and the new green revolution. Many of the topics have an increasingly large impact on our daily lives.  The issues are both social and biological, and it’s crucial that social debate be based on a clear understanding of the underlying science.  The instructors will explain the scientific foundation beneath each issue.  We’ll emphasize the nature of science as a process of inquiry rather than a fixed body of terminology and facts.  The course is not intended to be a comprehensive survey of biology.\n", + "MCDB 105 Biology, the World, and Us. This course is for non-science majors who wish to gain an understanding of modern biology by examining the scientific basis of current issues. We’ll consider issues related to:  i) pandemics and global infectious disease;  ii) the climate crisis;  iii) the future of genetics and the new green revolution. Many of the topics have an increasingly large impact on our daily lives.  The issues are both social and biological, and it’s crucial that social debate be based on a clear understanding of the underlying science.  The instructors will explain the scientific foundation beneath each issue.  We’ll emphasize the nature of science as a process of inquiry rather than a fixed body of terminology and facts.  The course is not intended to be a comprehensive survey of biology.\n", + "MCDB 106 Biology of Malaria, Lyme, and Other Vector-Borne Diseases. Alexia Belperron. Introduction to the biology of pathogen transmission from one organism to another by insects; special focus on malaria, dengue, and Lyme disease. Biology of the pathogens including modes of transmission, establishment of infection, and immune responses; the challenges associated with vector control, prevention, development of vaccines, and treatments.\n", + "MCDB 202 Genetics. Josh Gendron, Stephen Dellaporta. An introduction to classical, molecular, and population genetics of both prokaryotes and eukaryotes and their central importance in biological sciences. Emphasis on analytical approaches and techniques of genetics used to investigate mechanisms of heredity and variation. Topics include transmission genetics, cytogenetics, DNA structure and function, recombination, gene mutation, selection, and recombinant DNA technology.\n", + "MCDB 203L Laboratory for Genetics. Amaleah Hartman. Introduction to laboratory techniques used in genetic analysis. Genetic model organisms—bacteria, yeast, Drosophila, and Arabidopsis—are used to provide practical experience with various classical and molecular genetic techniques including cytogenetics; complementation, epistasis, and genetic suppressors; mutagenesis and mutant analysis, recombination and gene mapping, isolation and manipulation of DNA, and transformation of model organisms.\n", + "MCDB 203L Laboratory for Genetics. Introduction to laboratory techniques used in genetic analysis. Genetic model organisms—bacteria, yeast, Drosophila, and Arabidopsis—are used to provide practical experience with various classical and molecular genetic techniques including cytogenetics; complementation, epistasis, and genetic suppressors; mutagenesis and mutant analysis, recombination and gene mapping, isolation and manipulation of DNA, and transformation of model organisms.\n", + "MCDB 203L Laboratory for Genetics. Introduction to laboratory techniques used in genetic analysis. Genetic model organisms—bacteria, yeast, Drosophila, and Arabidopsis—are used to provide practical experience with various classical and molecular genetic techniques including cytogenetics; complementation, epistasis, and genetic suppressors; mutagenesis and mutant analysis, recombination and gene mapping, isolation and manipulation of DNA, and transformation of model organisms.\n", + "MCDB 203L Laboratory for Genetics. Introduction to laboratory techniques used in genetic analysis. Genetic model organisms—bacteria, yeast, Drosophila, and Arabidopsis—are used to provide practical experience with various classical and molecular genetic techniques including cytogenetics; complementation, epistasis, and genetic suppressors; mutagenesis and mutant analysis, recombination and gene mapping, isolation and manipulation of DNA, and transformation of model organisms.\n", + "MCDB 221L Laboratory for Foundations of Biology. Maria Moreno. This lab complements the BIOL 101-103 series. An introduction to research and common methodologies in the biological sciences, with emphasis on the utility of model organisms. Techniques and methods commonly used in biochemistry, cell biology, genetics, and molecular and developmental biology; experimental design; data analysis and display; scientific writing.\n", + "MCDB 221L Laboratory for Foundations of Biology. This lab complements the BIOL 101-103 series. An introduction to research and common methodologies in the biological sciences, with emphasis on the utility of model organisms. Techniques and methods commonly used in biochemistry, cell biology, genetics, and molecular and developmental biology; experimental design; data analysis and display; scientific writing.\n", + "MCDB 221L Laboratory for Foundations of Biology. This lab complements the BIOL 101-103 series. An introduction to research and common methodologies in the biological sciences, with emphasis on the utility of model organisms. Techniques and methods commonly used in biochemistry, cell biology, genetics, and molecular and developmental biology; experimental design; data analysis and display; scientific writing.\n", + "MCDB 221L Laboratory for Foundations of Biology. This lab complements the BIOL 101-103 series. An introduction to research and common methodologies in the biological sciences, with emphasis on the utility of model organisms. Techniques and methods commonly used in biochemistry, cell biology, genetics, and molecular and developmental biology; experimental design; data analysis and display; scientific writing.\n", + "MCDB 221L Laboratory for Foundations of Biology. This lab complements the BIOL 101-103 series. An introduction to research and common methodologies in the biological sciences, with emphasis on the utility of model organisms. Techniques and methods commonly used in biochemistry, cell biology, genetics, and molecular and developmental biology; experimental design; data analysis and display; scientific writing.\n", + "MCDB 300 Biochemistry. Ronald Breaker, Sigrid Nachtergaele. An introduction to the biochemistry of animals, plants, and microorganisms, emphasizing the relations of chemical principles and structure to the evolution and regulation of living systems.\n", + "MCDB 301L Laboratory for Biochemistry. An introduction to current experimental methods in molecular biology, biophysics, and biochemistry. Limited enrollment.\n", + "MCDB 301L Laboratory for Biochemistry. Katherine Schilling. An introduction to current experimental methods in molecular biology, biophysics, and biochemistry. Limited enrollment.\n", + "MCDB 301L Laboratory for Biochemistry. Katherine Schilling. An introduction to current experimental methods in molecular biology, biophysics, and biochemistry. Limited enrollment.\n", + "MCDB 310 Physiological Systems. Stuart Campbell, W. Mark Saltzman. Regulation and control in biological systems, emphasizing human physiology and principles of feedback. Biomechanical properties of tissues emphasizing the structural basis of physiological control. Conversion of chemical energy into work in light of metabolic control and temperature regulation.\n", + "MCDB 310 Physiological Systems. Regulation and control in biological systems, emphasizing human physiology and principles of feedback. Biomechanical properties of tissues emphasizing the structural basis of physiological control. Conversion of chemical energy into work in light of metabolic control and temperature regulation.\n", + "MCDB 310 Physiological Systems. Regulation and control in biological systems, emphasizing human physiology and principles of feedback. Biomechanical properties of tissues emphasizing the structural basis of physiological control. Conversion of chemical energy into work in light of metabolic control and temperature regulation.\n", + "MCDB 310 Physiological Systems. Regulation and control in biological systems, emphasizing human physiology and principles of feedback. Biomechanical properties of tissues emphasizing the structural basis of physiological control. Conversion of chemical energy into work in light of metabolic control and temperature regulation.\n", + "MCDB 310 Physiological Systems. Regulation and control in biological systems, emphasizing human physiology and principles of feedback. Biomechanical properties of tissues emphasizing the structural basis of physiological control. Conversion of chemical energy into work in light of metabolic control and temperature regulation.\n", + "MCDB 310 Physiological Systems. Regulation and control in biological systems, emphasizing human physiology and principles of feedback. Biomechanical properties of tissues emphasizing the structural basis of physiological control. Conversion of chemical energy into work in light of metabolic control and temperature regulation.\n", + "MCDB 310 Physiological Systems. Regulation and control in biological systems, emphasizing human physiology and principles of feedback. Biomechanical properties of tissues emphasizing the structural basis of physiological control. Conversion of chemical energy into work in light of metabolic control and temperature regulation.\n", + "MCDB 320 Neurobiology. Haig Keshishian, Paul Forscher. The excitability of the nerve cell membrane as a starting point for the study of molecular, cellular, and systems-level mechanisms underlying the generation and control of behavior.\n", + "MCDB 321L Laboratory for Neurobiology. Haig Keshishian. Introduction to the neurosciences. Projects include the study of neuronal excitability, sensory transduction, CNS function, synaptic physiology, and neuroanatomy.\n", + "Concurrently with or after MCDB 320.\n", + "MCDB 321L Laboratory for Neurobiology. Haig Keshishian. Introduction to the neurosciences. Projects include the study of neuronal excitability, sensory transduction, CNS function, synaptic physiology, and neuroanatomy.\n", + "Concurrently with or after MCDB 320.\n", + "MCDB 329 Sensory Neuroscience Through Illusions. Damon Clark, Michael O'Donnell. Animals use sensory systems to obtain and process information about the environment around them. Sensory illusions occur when our sensory systems provide us with surprising or unexpected percepts of the world. The goal of this course is to introduce students to sensory neuroscience at the levels of sensor physiology and of the neural circuits that process information from sensors. The course is centered around sensory illusions, which are special cases of sensory processing that can be especially illustrative, as well as delightful. These special cases are used to learn about the general principles that organize sensation across modalities and species.\n", + "MCDB 330 Modeling Biological Systems I. Purushottam Dixit, Thierry Emonet. Biological systems make sophisticated decisions at many levels. This course explores the molecular and computational underpinnings of how these decisions are made, with a focus on modeling static and dynamic processes in example biological systems. This course is aimed at biology students and teaches the analytic and computational methods needed to model genetic networks and protein signaling pathways. Students present and discuss original papers in class. They learn to model using MatLab in a series of in-class hackathons that illustrate the biological examples discussed in the lectures. Biological systems and processes that are modeled include: (i) gene expression, including the kinetics of RNA and protein synthesis and degradation; (ii) activators and repressors; (iii) the lysogeny/lysis switch of lambda phage; (iv) network motifs and how they shape response dynamics; (v) cell signaling, MAP kinase networks and cell fate decisions; and (vi) noise in gene expression.\n", + "MCDB 342L Laboratory in Nucleic Acids I. F Kenneth Nelson. A project from a research laboratory within the MCDB department, using technologies from molecular and cell biology. Laboratories meet twice a week for the first half of the term. Concurrently with or after MCDB 202, 205, or 300. Enrollment limited. Special registration procedures apply; students should contact the instructor during January of the year you intend to take the course.\n", + "MCDB 343L Laboratory in Nucleic Acids II. F Kenneth Nelson. Continuation of MCDB 342L to more advanced projects in molecular and cell biology, such as microarray screening and analysis, next-generation DNA sequencing, or CRISPR/Cas editing of genes. Laboratories meet twice a week for the second half of the term. 0.5 Yale College course credit(s)\n", + "MCDB 350 Epigenetics. Josien van Wolfswinkel, Yannick Jacob. Study of epigenetic states and the various mechanisms of epigenetic regulation, including histone modification, DNA methylation, nuclear organization, and regulation by non-coding RNAs. Detailed critique of papers from primary literature and discussion of novel technologies, with specific attention to the impact of epigenetics on human health.\n", + "MCDB 355 The Cytoskeleton, Associated Proteins, and Disease. Surjit Chandhoke. In-depth discussion of the cytoskeleton, proteins associated with the cytoskeleton, and diseases that implicate members of these protein families. Preference given to seniors in the MCDB major.\n", + "MCDB 364 Light Microscopy: Techniques and Image Analysis. Joseph Wolenski. A rigorous study of principles and pertinent modalities involved in modern light microscopy. The overall course learning objective is to develop competencies involving advanced light microscopy applications common to multidisciplinary research. Laboratory modules coupled with critical analysis of pertinent research papers cover all major light microscope methods—from the basics (principles of optics, image contrast, detector types, fluorescence, 1P and 2P excitation, widefield, confocal principle, TIRF), to more recent advances, including: superresolution, lightsheet, FLIM/FRET, motion analysis and force measurements. This course is capped at 8 students to promote interactions and ensure a favorable hands-on experience. Priority for enrollment is given to students who are planning on using these techniques in their independent research.\n", + "MCDB 380 Advances in Plant Molecular Biology. Josh Gendron, Vivian Irish, Yannick Jacob. The study of basic processes in plant growth and development to provide a foundation for addressing critical agricultural needs in response to a changing climate. Topics include the latest breakthroughs in plant sciences with emphasis on molecular, cellular, and developmental biology; biotic and abiotic plant interactions; development, genomics, proteomics, epigenetics and chemical biology in the context of plant biology; and the current societal debates about agrobiotechnology.\n", + "MCDB 425 Basic Concepts of Genetic Analysis. Jun Lu. The universal principles of genetic analysis in eukaryotes. Reading and analysis of primary papers that illustrate the best of genetic analysis in the study of various biological issues. Focus on the concepts and logic underlying modern genetic analysis.\n", + "MCDB 430 Biology of the Immune System. Andrew Wang, Ann Haberman, Carla Rothlin, Carrie Lucas, Craig Roy, Craig Wilen, Daniel Jane-Wit, David Schatz, Ellen Foxman, Grace Chen, Jeffrey Ishizuka, Joao Pereira, Jordan Pober, Joseph Craft, Kevin O'Connor, Markus Muschen, Nikhil Joshi, Noah Palm, Paula Kavathas, Peter Cresswell. The development of the immune system. Cellular and molecular mechanisms of immune recognition. Effector responses against pathogens. Immunologic memory and vaccines. Human diseases including allergy, autoimmunity, immunodeficiency, and HIV/AIDS. After MCDB 300.\n", + "MCDB 430 Biology of the Immune System. The development of the immune system. Cellular and molecular mechanisms of immune recognition. Effector responses against pathogens. Immunologic memory and vaccines. Human diseases including allergy, autoimmunity, immunodeficiency, and HIV/AIDS. After MCDB 300.\n", + "MCDB 430 Biology of the Immune System. The development of the immune system. Cellular and molecular mechanisms of immune recognition. Effector responses against pathogens. Immunologic memory and vaccines. Human diseases including allergy, autoimmunity, immunodeficiency, and HIV/AIDS. After MCDB 300.\n", + "MCDB 430 Biology of the Immune System. The development of the immune system. Cellular and molecular mechanisms of immune recognition. Effector responses against pathogens. Immunologic memory and vaccines. Human diseases including allergy, autoimmunity, immunodeficiency, and HIV/AIDS. After MCDB 300.\n", + "MCDB 430 Biology of the Immune System. The development of the immune system. Cellular and molecular mechanisms of immune recognition. Effector responses against pathogens. Immunologic memory and vaccines. Human diseases including allergy, autoimmunity, immunodeficiency, and HIV/AIDS. After MCDB 300.\n", + "MCDB 430 Biology of the Immune System. The development of the immune system. Cellular and molecular mechanisms of immune recognition. Effector responses against pathogens. Immunologic memory and vaccines. Human diseases including allergy, autoimmunity, immunodeficiency, and HIV/AIDS. After MCDB 300.\n", + "MCDB 469 Biology of Humans through History, Science, and Society. This course is a collaborative course between HSHM and MCDB that brings together humanists and scientists to explore questions of biology, history, and identity. The seminar is intended for STEM and humanities majors interested in understanding the history of science and how it impacts identity, particularly race and gender, in the United States. The course explores how scientific methods and research questions have impacted views of race, sex, gender, gender identity, heterosexism, and obesity. Students learn and evaluate scientific principles and concepts related to biological theories of human difference. There are no prerequisites, this class is open to all.\n", + "MCDB 470 Tutorial in Molecular, Cellular, and Developmental Biology. Douglas Kankel. Individual or small-group study for qualified students who wish to investigate a broad area of experimental biology not presently covered by regular courses. A student must be sponsored by a Yale faculty member, who sets the requirements. The course must include one or more written examinations and/or a term paper. Intended to be a supplementary course and, therefore, to have weekly or biweekly discussion meetings between the student and the sponsoring faculty member. To register, the student must prepare a form, which is available at http://mcdb.yale.edu/forms as well as on the course site on Classes*v2, and a written plan of study with bibliography, approved by the faculty research adviser. The form and proposal must be uploaded to Classes*v2 by the end of the second week of classes. The final paper is due in the hands of the sponsoring faculty member, with a copy to the course instructor, by the last day of classes. In special cases, with approval of the director of undergraduate studies, this course may be elected for more than one term, but only one term may count as an elective toward the major.\n", + "MCDB 474 Independent Research. Jacob Musser, Joseph Wolenski. Research project under faculty supervision taken Pass/Fail. This is the only independent research course available to underclassmen. Students are expected to spend approximately ten hours per week in the laboratory. To register, the student must submit a form, which is available from the course site on Canvas@Yale, and a written plan of study with bibliography, approved by the faculty research adviser. The form and proposal must be uploaded to Canvas@Yale by the end of the second week of classes. A final research report is required at the end of the term. Students who take this course more than once must reapply each term. Guidelines for the course should be obtained from the office of the director of undergraduate studies or downloaded from the Canvas@Yale server.\n", + "MCDB 475 Senior Independent Research. Jacob Musser, Joseph Wolenski. Research project under faculty supervision, ordinarily taken to fulfill the senior requirement. This course is only available to MCDB seniors and they are awarded a letter grade. Students are expected to spend approximately ten hours per week in the laboratory. To register, the student must prepare a form, which is available from the course site on Canvas@Yale, and a written plan of study with bibliography, approved by the faculty research adviser. The form and proposal must be uploaded to Canvas@Yale by the end of the second week of classes. The final research paper is due in the hands of the sponsoring faculty member, with a copy uploaded to Canvas@Yale, by the last day of classes. Students who take this course more than once must reapply each term; students planning to conduct two terms of research should consider enrolling in MCDB 485, 486. Students should line up a research laboratory during the term preceding the research. Fulfills the senior requirement for the B.A. degree if taken in the senior year. Two consecutive terms of this course fulfill the senior requirement for the B.S. degree if at least one term is taken in the senior year.\n", + "MCDB 485 Senior Research. Jacob Musser, Joseph Wolenski. Individual two-term laboratory research projects under the supervision of a faculty member. For MCDB seniors only. Students are expected to spend ten to twelve hours per week in the laboratory, and to make presentations to students and advisers. Written assignments include a short research proposal summary due at the beginning of the first term, a grant proposal due at the end of the first term, and a research report summarizing experimental results due at the end of the second term. Students are also required to present their research in either the fall or the spring term. A poster session is held at the end of the spring term. Students should line up a research laboratory during the term preceding the research. Guidelines for the course may be obtained on the course site on Canvas@Yale. Written proposals are due by the end of the second week of classes. Fulfills the senior requirement for the B.S. degree if taken in the senior year.\n", + "MCDB 486 Senior Research. Jacob Musser, Joseph Wolenski. Individual two-term laboratory research projects under the supervision of a faculty member. For MCDB seniors only. Students are expected to spend ten to twelve hours per week in the laboratory, and to make presentations to students and advisers. Written assignments include a short research proposal summary due at the beginning of the first term, a grant proposal due at the end of the first term, and a research report summarizing experimental results due at the end of the second term. Students are also required to present their research in either the fall or the spring term. A poster session is held at the end of the spring term. Students should line up a research laboratory during the term preceding the research. Guidelines for the course may be obtained on the course Canvas site. Written proposals are due by the end of the second week of classes. Fulfills the senior requirement for the B.S. degree if taken in the senior year.\n", + "MCDB 495 Senior Research Intensive. Jacob Musser, Joseph Wolenski. Individual two-term directed research projects in the field of biology under the supervision of a faculty member. For MCDB seniors only. Before registering, the student must be accepted by a Yale faculty member with a research program in experimental biology and obtain the approval of the instructor in charge of the course. Students spend approximately twenty hours per week in the laboratory, and make written and oral presentations of their research to students and advisers. Written assignments include a short research proposal summary due at the beginning of the first term, a grant proposal due at the end of the first term, and a research report summarizing experimental results due at the end of the second term. Students must attend a minimum of three research seminar sessions (including their own) per term. Students are also required to present their research during both the fall and spring terms. A poster session is held at the end of the spring term. Guidelines for the course may be obtained from the course site on Canvas@Yale. Written proposals are due by the end of the second week of classes. Fulfills the senior requirement for the B.S. degree with an intensive major.\n", + "MCDB 496 Senior Research Intensive. Jacob Musser, Joseph Wolenski. Individual two-term directed research projects in the field of biology under the supervision of a faculty member. For MCDB seniors only. Before registering, the student must be accepted by a Yale faculty member with a research program in experimental biology and obtain the approval of the instructor in charge of the course. Students spend approximately twenty hours per week in the laboratory, and make written and oral presentations of their research to students and advisers. Written assignments include a short research proposal summary due at the beginning of the first term, a grant proposal due at the end of the first term, and a research report summarizing experimental results due at the end of the second term. Students must attend a minimum of three research seminar sessions (including their own) per term. Students are also required to present their research during both the fall and spring terms. A poster session is held at the end of the spring term. Guidelines for the course may be obtained from the course site on Canvas@Yale. Written proposals are due by the end of the second week of classes. Fulfills the senior requirement for the B.S. degree with an intensive major.\n", + "MCDB 500 Biochemistry. Ronald Breaker, Sigrid Nachtergaele. An introduction to the biochemistry of animals, plants, and microorganisms, emphasizing the relations of chemical principles and structure to the evolution and regulation of living systems.\n", + "MCDB 530 Biology of the Immune System. Andrew Wang, Ann Haberman, Carla Rothlin, Carrie Lucas, Craig Roy, Craig Wilen, Daniel Jane-Wit, David Schatz, Ellen Foxman, Grace Chen, Jeffrey Ishizuka, Joao Pereira, Jordan Pober, Joseph Craft, Kevin O'Connor, Markus Muschen, Nikhil Joshi, Noah Palm, Paula Kavathas, Peter Cresswell. The development of the immune system. Cellular and molecular mechanisms of immune recognition. Effector responses against pathogens. Immunologic memory and vaccines. Human diseases including allergy, autoimmunity, cancer, immunodeficiency, HIV/AIDS.\n", + "MCDB 550 Physiological Systems. Stuart Campbell, W. Mark Saltzman. The course develops a foundation in human physiology by examining the homeostasis of vital parameters within the body, and the biophysical properties of cells, tissues, and organs. Basic concepts in cell and membrane physiology are synthesized through exploring the function of skeletal, smooth, and cardiac muscle. The physical basis of blood flow, mechanisms of vascular exchange, cardiac performance, and regulation of overall circulatory function are discussed. Respiratory physiology explores the mechanics of ventilation, gas diffusion, and acid-base balance. Renal physiology examines the formation and composition of urine and the regulation of electrolyte, fluid, and acid-base balance. Organs of the digestive system are discussed from the perspective of substrate metabolism and energy balance. Hormonal regulation is applied to metabolic control and to calcium, water, and electrolyte balance. The biology of nerve cells is addressed with emphasis on synaptic transmission and simple neuronal circuits within the central nervous system. The special senses are considered in the framework of sensory transduction. Weekly discussion sections provide a forum for in-depth exploration of topics. Graduate students evaluate research findings through literature review and weekly meetings with the instructor.\n", + "MCDB 561 Modeling Biological Systems I. Purushottam Dixit, Thierry Emonet. Biological systems make sophisticated decisions at many levels. This course explores the molecular and computational underpinnings of how these decisions are made, with a focus on modeling static and dynamic processes in example biological systems. This course is aimed at biology students and teaches the analytic and computational methods needed to model genetic networks and protein signaling pathways. Students present and discuss original papers in class. They learn to model using MatLab in a series of in-class hackathons that illustrate the biological examples discussed in the lectures. Biological systems and processes that are modeled include: (i) gene expression, including the kinetics of RNA and protein synthesis and degradation; (ii) activators and repressors; (iii) the lysogeny/lysis switch of lambda phage; (iv) network motifs and how they shape response dynamics; (v) cell signaling, MAP kinase networks and cell fate decisions; and (vi) noise in gene expression.\n", + "MCDB 591 Integrated Workshop. Corey O'Hern. This required course for students in the PEB graduate program involves a series of modules, co-taught by faculty, in which students from different academic backgrounds and research skills collaborate on projects at the interface of physics, engineering, and biology. The modules cover a broad range of PEB research areas and skills. The course starts with an introduction to MATLAB, which is used throughout the course for analysis, simulations, and modeling.\n", + "MCDB 595 Intensive Research in MCDB for B.S./M.S. Candidates. Douglas Kankel, Farren Isaacs. A four-credit, yearlong course (two credits each term) that is similar to MCDB 495/496 and is taken during the senior year. During this course, students give an oral presentation describing their work. At the end of the course, students are expected to present their work to the department in the form of a poster presentation. In addition, students are expected to give an oral thesis defense, followed by a comprehensive examination of the thesis conducted by the thesis committee. Upon successful completion of this examination, as well as other requirements, the student is awarded the combined B.S./M.S. degree. Required of students in the joint B.S./M.S. program with Yale College.\n", + "MCDB 596 Intensive Research in MCDB for B.S./M.S. Candidates. Douglas Kankel, Farren Isaacs. A four-credit, yearlong course (two credits each term) that is similar to MCDB 495/496 and is taken during the senior year. During this course, students give an oral presentation describing their work. At the end of the course, students are expected to present their work to the department in the form of a poster presentation. In addition, students are expected to give an oral thesis defense, followed by a comprehensive examination of the thesis conducted by the thesis committee. Upon successful completion of this examination, as well as other requirements, the student is awarded the combined B.S./M.S. degree. Required of students in the joint B.S./M.S. program with Yale College.\n", + "MCDB 602 Molecular Cell Biology. Christopher Burd, David Breslow, Malaiyalam Mariappan, Martin Schwartz, Megan King, Min Wu, Nadya Dimitrova, Patrick Lusk, Shaul Yogev, Shawn Ferguson, Thomas Melia, Valerie Horsley, Xiaolei Su. A comprehensive introduction to the molecular and mechanistic aspects of cell biology for graduate students in all programs. Emphasizes fundamental issues of cellular organization, regulation, biogenesis, and function at the molecular level.\n", + "MCDB 603 Seminar in Molecular Cell Biology. Christopher Burd, David Breslow, Malaiyalam Mariappan, Martin Schwartz, Megan King, Patrick Lusk, Shaul Yogev, Shawn Ferguson, Thomas Melia, Valerie Horsley, Xiaolei Su. A graduate-level seminar in modern cell biology. The class is devoted to the reading and critical evaluation of classical and current papers. The topics are coordinated with the CBIO 602 lecture schedule. Thus, concurrent enrollment in CBIO 602 is required.\n", + "MCDB 625 Basic Concepts of Genetic Analysis. Jun Lu. The universal principles of genetic analysis in eukaryotes are discussed in lectures. Students also read a small selection of primary papers illustrating the very best of genetic analysis and dissect them in detail in the discussion sections. While other Yale graduate molecular genetics courses emphasize molecular biology, this course focuses on the concepts and logic underlying modern genetic analysis.\n", + "MCDB 650 Epigenetics. Josien van Wolfswinkel, Yannick Jacob. Study of epigenetic states and the various mechanisms of epigenetic regulation, including histone modification, DNA methylation, nuclear organization, and regulation by noncoding RNAs. A detailed critique of papers from primary literature and discussion of novel technologies, with specific attention to the role of epigenetics in development and its impact on human health.\n", + "MCDB 680 Advances in Plant Molecular Biology. Josh Gendron, Vivian Irish, Yannick Jacob. The study of basic processes in plant growth and development to provide a foundation for addressing critical agricultural needs in response to a changing climate. Topics include the latest breakthroughs in plant sciences with emphasis on molecular, cellular, and developmental biology; biotic and abiotic plant interactions; development, genomics, proteomics, epigenetics, and chemical biology in the context of plant biology; and the current societal debates about agrobiotechnology.\n", + "MCDB 720 Neurobiology. Haig Keshishian, Paul Forscher. Examination of the excitability of the nerve cell membrane as a starting point for the study of molecular, cellular, and intracellular mechanisms underlying the generation and control of behavior.\n", + "MCDB 900 Research Skills and Ethics I. Patrick Lusk. This course consists of a weekly seminar that covers ethics, writing, and research methods in cellular and molecular biology as well as student presentations (\"rotation talks\") of work completed in the first and second laboratory rotations.\n", + "MCDB 901 Research Skills and Ethics II. This course consists of a weekly seminar that covers ethics, writing, and research methods in cellular and molecular biology as well as student presentations (\"rotation talks\") of work completed in the third laboratory rotation.\n", + "MCDB 902 Advanced Graduate Seminar. The course allows students to hone their presentation skills through yearly presentation of their dissertation work. Two students each give thirty-minute presentations in each class session. Students are required to present every year beginning in their third year in the MCDB program. Each MCDB graduate student is expected to attend at least 80 percent of the class sessions. Two faculty members co-direct the course, attend the seminars, and provide feedback to the students.\n", + "MCDB 911 First Laboratory Rotation. Chenxiang Lin. First laboratory rotation for Molecular Cell Biology, Genetics, and Development (MCGD) and Plant Molecular Biology (PMB) track students.\n", + "MCDB 912 Second Laboratory Rotation. Second laboratory rotation for Molecular Cell Biology, Genetics, and Development (MCGD) and Plant Molecular Biology (PMB) track students.\n", + "MCDB 940 Developing and Writing a Scientific Research Proposal. David Breslow, Farren Isaacs, Josh Gendron, Valerie Horsley. Through lectures, discussions, writing activities, and revisions, students become familiar with the principles of scientific grant writing, including language, style, content, and how to formulate a hypothesis and specific aims. Students effectively articulate their overall research plan and the significance of their research in writing and in oral presentations, and they learn to critique and review grant proposals by engaging in peer-review activities with fellow classmates. By the end of the term, students review, revise, and complete the research strategy for an NRSA F31 or NSF and/or the foundation for their qualifying proposal.\n", + "MCDB 950 Second-Year Research. By arrangement with faculty.\n", + "MD 220 Topics in Global Med Health. \n", + "MDVL 534 An Indigenous Cultural History of Old English. This course introduces students to a history of Old English shaped by Indigenous poetic perspectives. Beginning with Tommy Pico’s Nature Poem, which lends the course its title, students learn to critique the cultural capital of English and the role such capital has played in developing English as a literary language. Initial readings in the course introduce students to the earliest moments of modern Old English study and their relationship to European imperialism. The second part of the course considers the role of Old English metrical forms on translation practices. In this section students, especially students without Old English experience, are encouraged to consider translation in capacious terms across genres, languages, and cultural contexts. The final third of the course applies the theory and method introduced in the first two sections to various translations of Beowulf. Students dissect the language of the poem as well as the cultural values embedded in translation decisions based on a thorough understanding of how Old English linguistics came to be in the nineteenth century.\n", + "MDVL 535 Postcolonial Middle Ages. Marcel Elias. This course explores the intersections and points of friction between postcolonial studies and medieval studies. We discuss key debates in postcolonialism and medievalists’ contributions to those debates. We also consider postcolonial scholarship that has remained outside the purview of medieval studies. The overall aim is for students, in their written and oral contributions, to expand the parameters of medieval postcolonialism. Works by critics including Edward Said, Homi Bhabha, Leela Gandhi, Lisa Lowe, Robert Young, and Priyamvada Gopal are read alongside medieval romances, crusade and jihād poetry, travel literature, and chronicles.\n", + "MDVL 541 Medieval Iberia. This course is a practical studio, introducing students to the historical debates and the range of historical sources for the study of medieval Iberia, including Latin, Arabic, Judeo-Arabic, and Spanish material. Reading knowledge of Latin and/or Arabic is required. Reading knowledge of Spanish is preferred.\n", + "MDVL 571 Introduction to Latin Paleography. Agnieszka Rec. Latin paleography from the fourth century CE to ca. 1500. Topics include the history and development of national hands; the introduction and evolution of Caroline minuscule, pre-gothic, gothic, and humanist scripts (both cursive and book hands); the production, circulation, and transmission of texts (primarily Latin, with reference to Greek and Middle English); advances in the technical analysis and digital manipulation of manuscripts. Seminars are based on the examination of codices and fragments in the Beinecke Library; students select a manuscript for class presentation and final paper.\n", + "MDVL 596 Jews and the World: From the Bible through 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.\n", + "MDVL 611 A Survey of Medieval Latin. John Dillon. This is an introductory reading course in Late Antique and Medieval Latin that is intended to help students interested in Christian Latin sources improve their reading ability. The primary objective is to familiarize students with Medieval Latin and improve their proficiency in reading and translating Medieval Latin texts. Students come to recognize the features (grammatical and syntactical) that make Medieval Latin distinct, improve their overall command of Latin by reviewing grammar and syntax, and gain an appreciation of the immense variety of texts written in Medieval Latin.\n", + "MDVL 615 Old French. R Howard Bloch. An introduction to the Old French language, medieval book culture, and the prose romance via study of manuscript Yale Beinecke 229, The Death of King Arthur, along with a book of grammar and an Old French dictionary. Primary and secondary materials are available on DVD. Work consists of a weekly in-class translation and a final exam comprised of a sight translation passage, a familiar passage from Yale 229, and a take-home essay.\n", + "MDVL 665 Old English I. Emily Thornbury. The essentials of the language, some prose readings, and close study of several celebrated Old English poems.\n", + "MDVL 712 History of Early Christianity: Origins and Growth. Teresa Morgan. This course introduces students to early Christianity from apostolic times through the eighth century. It examines the social, political, and religious context of early Christianity; its expansion and Imperial adoption; the character of its life, worship, and mission; the formation of the Christian scriptures; the articulation and defense of a central body of doctrine; church councils and creeds; the monastic movement; and early Christian art. In conversation with influential theologians of the period, we ask questions about ways in which early Christian identities are formed and explore how power is used and distributed in this process. Students are exposed to a range of primary sources and modes of historical study. This course serves as essential preparation for the study of Christian history and theology in later historical periods. Above all, it provides an opportunity to consider early Christianity on its own terms and to discover how it continues to shape the lives of Christian communities today.\n", + "MDVL 745 Byzantine Art and Architecture. Vasileios Marinis. This lecture course explores the art, architecture, and material culture of the Byzantine Empire from the foundation of its capital, Constantinople, in the fourth century to the fifteenth century. Centered around the Eastern Mediterranean, Byzantium was a dominant political power in Europe for several centuries and fostered a highly sophisticated artistic culture. This course aims to familiarize students with key objects and monuments from various media—mosaic, frescoes, wooden panels, metalwork, ivory carvings—and from a variety of contexts—public and private, lay and monastic, imperial and political. We give special attention to issues of patronage, propaganda, reception, and theological milieux, as well as the interaction of architecture and ritual. More generally, students become acquainted with the methodological tools and vocabulary that art historians employ to describe, understand, and interpret works of art.\n", + "MDVL 955 The Cult of Saints in Early Christianity and the Middle Ages. Felicity Harley, Vasileios Marinis. For all its reputed (and professed) disdain of the corporeal and earthly, Christianity lavished considerable attention and wealth on the material dimension of sainthood and the \"holy\" during its formative periods in late antiquity and the Middle Ages. Already in the second century Christian communities accorded special status to a select few \"friends of God,\" primarily martyrs put to death during Roman persecutions. Subsequently the public and private veneration of saints and their earthly remains proliferated, intensified, and became an intrinsic aspect of Christian spirituality and life in both East and West until the Reformation. To do so, it had to gradually develop a theology to accommodate everything from fingers of saints to controversial and miracle-working images. This course investigates the theology, origins, and development of the cult of saints in early Christianity and the Middle Ages with special attention to its material manifestations. The class combines the examination of thematic issues, such as pilgrimage and the use and function of reliquaries (both portable and architectural), with a focus on such specific cases as the evolution of the cult of the Virgin Mary.\n", + "MEDC 999 Courses in School of Medicine. \n", + "MEDR 999 Clinical Clerkships. \n", + "MENG 185 Mechanical Design. Rebecca Kramer-Bottiglio. A course designed for potential majors in mechanical engineering, with units on design methodology, statics, mechanics of materials, and machining. Includes a design project.\n", + "MENG 211 Thermodynamics for Mechanical Engineers. Cong Su. Study of energy and its transformation and utilization. First and Second Laws for closed and open systems, equations of state, multicomponent nonreacting systems, auxiliary functions (H, A, G), and the chemical potential and conditions of equilibrium. Engineering devices such as power and refrigeration systems and their efficiencies.\n", + "MENG 280 Mechanical Engineering I: Strength and Deformation of Mechanical Elements. Diana Qiu. Elements of statics; mechanical behavior of materials; equilibrium equations, strains and displacements, and stress-strain relations. Elementary applications to trusses, bending of beams, pressure vessels, and torsion of bars.\n", + "MENG 285 Introduction to Materials Science. Jan Schroers. Study of the atomic and microscopic origin of the properties of engineering materials: metals, glasses, polymers, ceramics, and composites. Phase diagrams; diffusion; rates of reaction; mechanisms of deformation, fracture, and strengthening; thermal and electrical conduction.\n", + "MENG 286L Solid Mechanics and Materials Science Laboratory. Amit Datye. This course introduces undergraduate students to a variety of microstructure characterization and mechanical testing techniques for engineering materials. It offers hands-on laboratory projects that enable students to investigate the relationship between the mechanical behavior of materials and their microstructure. Topics include bending and hardness tests, processing of materials, and fracture. The course uses several characterization methods, including scanning electron microscopy, atomic force microscopy, x-ray diffraction, differential scanning calorimetry, nanomechanical testing, and tensile testing.\n", + "MENG 286L Solid Mechanics and Materials Science Laboratory. This course introduces undergraduate students to a variety of microstructure characterization and mechanical testing techniques for engineering materials. It offers hands-on laboratory projects that enable students to investigate the relationship between the mechanical behavior of materials and their microstructure. Topics include bending and hardness tests, processing of materials, and fracture. The course uses several characterization methods, including scanning electron microscopy, atomic force microscopy, x-ray diffraction, differential scanning calorimetry, nanomechanical testing, and tensile testing.\n", + "MENG 286L Solid Mechanics and Materials Science Laboratory. This course introduces undergraduate students to a variety of microstructure characterization and mechanical testing techniques for engineering materials. It offers hands-on laboratory projects that enable students to investigate the relationship between the mechanical behavior of materials and their microstructure. Topics include bending and hardness tests, processing of materials, and fracture. The course uses several characterization methods, including scanning electron microscopy, atomic force microscopy, x-ray diffraction, differential scanning calorimetry, nanomechanical testing, and tensile testing.\n", + "MENG 320 Energy, Engines, and Climate. Alessandro Gomez. The course aims to cover the fundamentals of a field that is central to the future of the world. The field is rapidly evolving and, although an effort will be made to keep abreast of the latest developments, the course emphasis is on timeless fundamentals, especially from a physics perspective. Topics under consideration include: key concepts of climate change as a result of global warming, which is the primary motivator of a shift in energy supply and technologies to wean humanity off fossil fuels; carbon-free energy sources, with primary focus on solar, wind and associated needs for energy storage and grid upgrade; and, traditional power plants and engines using fossil fuels, that are currently involved in 85% of energy conversion worldwide and will remain dominant for at least a few decades. Elements of thermodynamics are covered throughout the course as needed, including the definition of various forms of energy, work and heat as energy transfer, the principle of conservation of energy, first law and second law, and rudiments of heat engines. We conclude with some considerations on energy policy and with the \"big picture\" on how to tackle future energy needs. The course is designed for juniors and seniors in science and engineering.\n", + "MENG 325 Machine Elements and Manufacturing Processes. Joran Booth. This course provides students a working knowledge of two fundamental topics related to mechanical design: machine elements and manufacturing processes. Machine elements refer one or more of a range of common design elements that transmit power and enable smooth and efficient motion in mechanical systems with moving parts. This course introduces the most common of these elements and gives students the tools to systems design with them. Topics include common linkages, gearing, bearings, springs, clutches, brakes, and common actuators such as DC motors. Manufacturing processes are necessary for the mechanical design engineer to effectively perform her or his duties; they provide an understanding of how the parts and systems that they design are fabricated, allowing \"Design for Manufacturing\" principles to be taken into account in the product development process. Students learn the basics of common commercial manufacturing processes for mechanical systems, including low-volume processes such as machining to high-volume processes such as casting (metal parts), molding (plastic parts), and stamping (sheet metal parts).\n", + "MENG 361 Mechanical Engineering II: Fluid Mechanics. Mitchell Smooke. Mechanical properties of fluids, kinematics, Navier-Stokes equations, boundary conditions, hydrostatics, Euler's equations, Bernoulli's equation and applications, momentum theorems and control volume analysis, dimensional analysis and similitude, pipe flow, turbulence, concepts from boundary layer theory, elements of potential flow.\n", + "MENG 383 Mechanical Engineering III: Dynamics. Ahalya Prabhakar. Kinematics and dynamics of particles and systems of particles. Relative motion; systems with constraints. Rigid body mechanics; gyroscopes.\n", + "MENG 400 Computer-Aided Engineering. Richard Freeman. Aspects of computer-aided design and manufacture (CAD/CAM). The computer's role in the mechanical design and manufacturing process; commercial tools for two- and three-dimensional drafting and assembly modeling; finite-element analysis software for modeling mechanical, thermal, and fluid systems.\n", + "MENG 441 Applied Numerical Methods for Differential Equations. Beth Anne Bennett. The derivation, analysis, and implementation of numerical methods for the solution of ordinary and partial differential equations, both linear and nonlinear. Additional topics such as computational cost, error estimation, and stability analysis are studied in several contexts throughout the course.\n", + "MENG 443 Fundamentals of Robot Modeling and Control. Ian Abraham. This course introduces fundamental concepts of robotics, optimal control, and reinforcement learning. Lectures cover topics on state representation, manipulator equations, forward/inverse kinematics/dynamics, planning and control of fully actuated and underactuated robots, operational space control, control via mathematical optimization, and reinforcement learning. The topics focus on connecting mathematical formulations to algorithmic implementation through simulated robotic systems. Coding assignments provide students experience setting up and interfacing with several simulated robotic systems, algorithmic implementation of several state-of-the-art methods, and a codebase for future use. Special topic lectures focus on recent developments in the field of robotics and highlight core research areas. A final class project takes place instead of a final exam where students leverage the codebase they have built throughout the course in a robot problem of their choosing.\n", + "MENG 466 Engineering Acoustics. Eric Dieckman. Wave propagation in strings, membranes, plates, ducts, and volumes; plane, cylindrical, and spherical waves; reflection, transmission, and absorption characteristics; sources of sound. Introduction to special topics such as architectural, underwater, psychological, nonlinear, and musical acoustics, noise, and ultrasonics.\n", + "MENG 469 Aerodynamics. Juan de la Mora. Review of fluid dynamics. Inviscid flows over airfoils; finite wing theory; viscous effects and boundary layer theory. Compressible aerodynamics: normal and oblique shock waves and expansion waves. Linearized compressible flows. Some basic knowledge of thermodynamics is expected.\n", + "MENG 471 Special Projects I. Madhusudhan Venkadesan. Faculty-supervised one- or two-person projects with emphasis on research (experiment, simulation, or theory), engineering design, or tutorial study. Students are expected to consult the course instructor, director of undergraduate studies, and/or appropriate faculty members to discuss ideas and suggestions for topics. Focus on development of professional skills such as writing abstracts, prospectuses, and technical reports as well as good practices for preparing posters and delivering presentations. Permission of advisor and director of undergraduate studies is required. Students are required to attend a 75-minute section once per week.\n", + "MENG 473 Special Projects II. Madhusudhan Venkadesan. Faculty-supervised one- or two-person projects with emphasis on research (experiment, simulation, or theory), engineering design, or tutorial study. Students are expected to consult the course instructor, director of undergraduate studies, and/or appropriate faculty members to discuss ideas and suggestions for topics. These courses may be taken at any time during the student's career and may be taken more than once.\n", + "MENG 475 Fluid Mechanics of Natural Phenomena. Amir Pahlavan. This course draws inspiration from nature and focuses on utilizing the fundamental concepts of fluid mechanics and soft matter physics to explain these phenomena. We study a broad range of problems related to i) nutrient transport in plants, slime molds, and fungi and the adaptation of their networks in dynamic environments, ii) collective behavior and chemotaxis of swimming microorganisms, and iii) pattern formation in nature, e.g. icicles, mud cracks, salt polygons, dendritic crystals, and Turing patterns. We also discuss how our understanding of these problems could be used to develop sustainable solutions for the society, e.g. designing synthetic trees to convert CO2 to oxygen, developing micro/nano robots for biomedical applications, and utilizing pattern formation and self-assembly to make new materials.\n", + "MENG 487L Mechanical Design: Process and Implementation I. Amit Datye, Joran Booth. This course is the first half of the capstone design sequence (students take MENG 488 in the spring semester of the same academic year) and is a unique opportunity to apply and demonstrate broad and detailed knowledge of engineering in a team effort to design, construct, and test a functioning engineering system. The lecture portion of the class provides guidance in planning and managing your project, as well other topics associated with engineering design. This course sequence requires quality design; analyses and experiments to support the design effort; and the fabrication and testing of the engineered system; as well as proper documentation and presentation of results to a technical audience.\n", + "MGMT 521 Workshop: International Trade. Workshop/seminar for presentations and discussion on topics in the field of international trade.\n", + "MGMT 702 Seminar in Accounting Research III. Thomas Bourveau. Study of empirical accounting research that covers topics such as valuation, pricing of accounting information, earnings management, reporting issues, accounting regulation, analyst forecasts, and auditing.\n", + "MGMT 708 FrontiersofDisclosure&RepResrc. \n", + "MGMT 721 Modeling Operational Processes. Nils Rudi. \n", + "MGMT 730 Organizational Behavior in Development. Jayanti Owens. Organizational Behavior in Development (OBID). PhD students, in each term of the program, are required to regularly attend the weekly internal brown bag seminar series, OBID. The seminar is jointly taught by the Organizations and Management faculty doing research with large-scale (usually archival) data sets, behavioral experiments, or qualitative data. These meetings provide a venue for the discussion of study design, research methods, the interpretation of research results, the crafting of papers, and important published research.\n", + "MGMT 734 Designing Social Research. Balazs Kovacs. This is a course in the design of social research. The goal of research design is \"to ensure that the evidence obtained enables us to answer the initial [research] question as unambiguously as possible\" (de Vaus 2001: 9). A good research design presupposes a well-specified (and hopefully interesting) research question. This question can be stimulated by a theoretical puzzle, an empirical mystery, or a policy problem. With the research question in hand, the next step is to develop a strategy for gathering the empirical evidence that will allow you to answer the question \"as unambiguously as possible.\"\n", + "MGMT 740 Financial Economics I. Paul Fontanier, Stefano Giglio. Current issues in theoretical financial economics are addressed through the study of current papers. Focuses on the development of the problem-solving skills essential for research in this area.\n", + "MGMT 742 Financial Econometrics and Machine Learning. Bryan Kelly. This course provides a theoretical treatment of major topics in corporate finance and banking, including: capital structure; incomplete contract and ownership; agency theory, information, and financial contracting; corporate finance and financial market; banking and intermediaries; and recent topics relating to financial crises.Economics Ph.D.students need to take both this course and Empirical Corporate Finance (ECON 676/MGMT 748) to obtain credit; then, together, they will be counted as one credit. The first class session for this course meets Friday, October 27, 2023.\n", + "MGMT 746 Financial Crises. An elective doctoral course covering theoretical and empirical research on financial crises. The first half of the course focuses on general models of financial crises and historical episodes from the nineteenth and twentieth centuries. The second half of the course focuses on the recent financial crisis.\n", + "MGMT 754 Behavioral Decision-Making II: Judgment. Nathan Novemsky, Ravi Dhar. This seminar examines research on the psychology of judgment. We focus on identifying factors that influence various judgments and compare them to which factors individuals want and expect to drive their judgments. Topics of discussion include judgment heuristics and biases, confidence and calibration, issues of well-being including predictions and experiences, regret and counterfactuals. The goal is threefold: to foster a critical appreciation of existing research on individual judgment, to develop the students’ skills in identifying and testing interesting research ideas, and to explore research opportunities for adding to existing knowledge. Students generally enroll from a variety of disciplines, including cognitive and social psychology, behavioral economics, finance, marketing, political science, medicine, and public health.\n", + "MGMT 757 Designing and Conducting Experimental Research. Gal Zauberman. This course discusses how to effectively generate, design, evaluate, report, and present behavioral research. Topics include theory development, idea generation, increasing statistical power, internal vs. external validity, between vs. within-subjects designs, psychological measurement, survey research methods, the publication process, writing high-quality abstracts and journal articles, and presenting research findings.\n", + "\n", + "This course offers a very practical, learning-by-doing approach. In addition to discussing the weekly readings, class sessions offer students ample opportunity to practice (1) generating appropriate and effective experimental designs, (2) generating high-quality survey questions, (3) critiquing and reviewing existing research, and (4) presenting research findings.\n", + "\n", + "This course is primarily for Ph.D. students intent on pursuing an academic career conducting behavioral research in psychology, marketing, organizational behavior, or a related field.\n", + "MGMT 762 Macro Finance. Alp Simsek. \n", + "MGMT 781 PhD Seminar: PhD Seminar: Accounting. Zeqiong Huang. 781-01, Accounting/Finance Workshop; 781-03, Marketing Workshop; 781-04, Organizations and Management Workshop; 781-05, Operations Workshop.\n", + "MGMT 781 PhD Seminar: PhD Seminar: Acct/Finance. Menaka Hampole. 781-01, Accounting/Finance Workshop; 781-03, Marketing Workshop; 781-04, Organizations and Management Workshop; 781-05, Operations Workshop.\n", + "MGMT 781 PhD Seminar: PhD Seminar: Marketing. Joowon Klusowski. 781-01, Accounting/Finance Workshop; 781-03, Marketing Workshop; 781-04, Organizations and Management Workshop; 781-05, Operations Workshop.\n", + "MGMT 781 PhD Seminar: PhD Seminar: O & M. Julia DiBenigno. 781-01, Accounting/Finance Workshop; 781-03, Marketing Workshop; 781-04, Organizations and Management Workshop; 781-05, Operations Workshop.\n", + "MGMT 781 PhD Seminar: PhD Seminar: Operations. Faidra Monachou. 781-01, Accounting/Finance Workshop; 781-03, Marketing Workshop; 781-04, Organizations and Management Workshop; 781-05, Operations Workshop.\n", + "MGMT 782 PhD PreSeminar: PhD PreSeminar: Accounting. Zeqiong Huang. 782-01 Financial Economics Doctoral Student Pre-Workshop Seminar; 782-02 Accounting Doctoral Student Pre-Workshop Seminar; 782-03, Marketing Doctoral Student Pre-Workshop Seminar; 782-04, Organizations and Management Doctoral Student Pre-Workshop Seminar; 782-05, Operations Doctoral Student Pre-Workshop Seminar.\n", + "MGMT 782 PhD PreSeminar: PhD PreSeminar: Fin Econ. Menaka Hampole. 782-01 Financial Economics Doctoral Student Pre-Workshop Seminar; 782-02 Accounting Doctoral Student Pre-Workshop Seminar; 782-03, Marketing Doctoral Student Pre-Workshop Seminar; 782-04, Organizations and Management Doctoral Student Pre-Workshop Seminar; 782-05, Operations Doctoral Student Pre-Workshop Seminar.\n", + "MGMT 782 PhD PreSeminar: PhD PreSeminar: Marketing. Joowon Klusowski. 782-01 Financial Economics Doctoral Student Pre-Workshop Seminar; 782-02 Accounting Doctoral Student Pre-Workshop Seminar; 782-03, Marketing Doctoral Student Pre-Workshop Seminar; 782-04, Organizations and Management Doctoral Student Pre-Workshop Seminar; 782-05, Operations Doctoral Student Pre-Workshop Seminar.\n", + "MGMT 782 PhD PreSeminar: PhD PreSeminar: O & M. Julia DiBenigno. 782-01 Financial Economics Doctoral Student Pre-Workshop Seminar; 782-02 Accounting Doctoral Student Pre-Workshop Seminar; 782-03, Marketing Doctoral Student Pre-Workshop Seminar; 782-04, Organizations and Management Doctoral Student Pre-Workshop Seminar; 782-05, Operations Doctoral Student Pre-Workshop Seminar.\n", + "MGMT 782 PhD PreSeminar: PhD PreSeminar: Operations. Faidra Monachou. 782-01 Financial Economics Doctoral Student Pre-Workshop Seminar; 782-02 Accounting Doctoral Student Pre-Workshop Seminar; 782-03, Marketing Doctoral Student Pre-Workshop Seminar; 782-04, Organizations and Management Doctoral Student Pre-Workshop Seminar; 782-05, Operations Doctoral Student Pre-Workshop Seminar.\n", + "MGMT 791 Independent Reading and Research. By arrangement with individual faculty.\n", + "MGMT 791 Independent Reading and Research. By arrangement with individual faculty.\n", + "MGRK 110 Elementary Modern Greek I. Maria Kaliambou. An introduction to modern Greek, with emphasis on oral expression. Use of communicative activities, graded texts, written assignments, grammar drills, audiovisual material, and contemporary documents. In-depth cultural study.\n", + "MGRK 130 Intermediate Modern Greek I. Maria Kaliambou. Further development of oral and written linguistic skills, using authentic readings and audiovisual materials. Continued familiarization with contemporary Greek culture.\n", + "MGRK 216 Dionysus in Modernity. George Syrimis. Modernity's fascination with the myth of Dionysus. Questions of agency, identity and community, and psychological integrity and the modern constitution of the self. Manifestations of Dionysus in literature, anthropology, and music; the Apollonian-Dionysiac dichotomy; twentieth-century variations of these themes in psychoanalysis, surrealism, and magical realism.\n", + "MGRK 237 Populism. Paris Aslanidis. Investigation of the populist phenomenon in party systems and the social movement arena. Conceptual, historical, and methodological analyses are supported by comparative assessments of various empirical instances in the US and around the world, from populist politicians such as Donald Trump and Bernie Sanders, to populist social movements such as the Tea Party and Occupy Wall Street.\n", + "MGRK 238 Weird Greek Wave Cinema. George Syrimis. The course examines the cinematic production of Greece in the last fifteen years or so and looks critically at the popular term \"weird Greek wave\" applied to it. Noted for their absurd tropes, bizarre narratives, and quirky characters, the films question and disturb traditional gender and social roles, as well as international viewers’ expectations of national stereotypes of classical luminosity―the proverbial \"Greek light\"―Dionysian exuberance, or touristic leisure. Instead, these works frustrate not only a wholistic reading of Greece as a unified and coherent social construct, but also the physical or aesthetic pleasure of its landscape and its ‘quaint’ people with their insistence on grotesque, violent, or otherwise disturbing images or themes (incest, sexual otherness and violence, aggression, corporeality, and xenophobia). The course also pays particular attention on the economic and political climate of the Greek financial crisis during which these films are produced and consumed and to which they partake.\n", + "MGRK 305 The Age of Revolution. Paris Aslanidis. The course is a comparative examination of the international dimensions of several revolutions from 1776 to 1848. It aims to explore mechanisms of diffusion, shared themes, and common visions between the revolutionary upheavals in the United States, France, Haiti, South America, Greece, and Italy. How similar and how different were these episodes? Did they emerge against a common structural and societal backdrop? Did they equally serve their ideals and liberate their people against tyranny? What was the role of women and the position of ethnic minorities in the fledgling nation-states? As the year 2021 marks the bicentennial of the Greek Revolution of 1821, special attention is given to the intricate links forged between Greek revolutionary intellectuals and their peers in Europe and other continents\n", + "MGT 502 Foundations of Accounting & Valuation. Rick Antle. \"Course is designed for non-SOM students and not open to MBA, MAM or MMS students. This course helps you acquire basic accounting and finance knowledge that is extremely useful in the day-to-day practice of general management, consulting, investment banking—virtually any career path that you may pursue. Accounting systems provide important financial information for all types of organizations. Despite their many differences, all accounting systems are built on common foundations. Economic concepts, such as assets, liabilities, and income are used to organize information into a fairly standard set of financial information. Bookkeeping mechanics compile financial information with the double entry system of debits and credits. Accounting conventions help guide the application of the concepts through the mechanics. This course provides these fundamentals of accounting. The financial valuation part of the course helps students to understand the financial environment in which firms operate and the concepts that need to be mastered in order to make decisions that benefit the stakeholders of a typical organization. The time value of money and net present values and their application to the valuation of bonds and stocks, the trade-off of risk and return in financial markets, the computation of the cost of obtaining capital for investment, and how firms balance the use of equity and debt to finance their activities, are all topics to be considered in this class. The course has been specifically designed to provide the requisite fundamentals of accounting and valuation for students that do not currently have access to SOM’s core courses. The aim has been to provide an introduction to the material relied upon by elective courses.\"\"\"\n", + "MGT 505 Introduction to Marketing. Thomas Hafen. Course Description and Objectives Course Description: This is a course designed for non-MBA students (undergraduate, MAM, and all other non-MBA degree students. MAM and MMS students must get instructor approval) This course introduces the principles of marketing management as practiced by industry leaders today. Although the implementation of marketing programs is undergoing a massive transformation from conventional to digital media, the underlying principles of consumer driven marketing remain essentially the same; we will discuss how great marketing, including digital programming, is driven by a sound understanding of consumer segmentation, brand positioning, distinct product benefits, and relevant in-market executions. Upon completion of this course, you should understand essential marketing concepts and use them to develop marketing strategies. You will develop this understanding through core readings, basic frameworks, and case studies involving firms such as Procter & Gamble, Coca-Cola, Unilever, Porsche, Nestle, Sephora, and Glossier. This course is relevant for students interested in driving consumer demand regardless of career path. There are no prerequisites. Key Concepts Taught in This Course: • Category and Competitive Dynamics • Consumer Segmentation • Brand Building • Commercial Strategy and New Product Innovation • Principles of Consumer Communication, Interactive Marketing, Social Media, and CRM\n", + "MGT 510 Data Analysis and Causal Inference. Robert Jensen. \"The most important questions in business, public policy and beyond often revolve around understanding how some variable X affects some other variable Y. For example: How will demand for my product respond to a change in price? Will advertising increase demand for my product? Does this microfinance project seeking funding from my organization reduce poverty? Should I hold back my child a year before they start school? Will the outcome of the next election affect the value of my stock portfolio? This course will examine when and how data can be used specifically to infer whether there is a causal relationship between two variables. We will emphasize the role of theory in interpreting data and guiding analysis, and explore advanced techniques for inferring causality, including: regression discontinuity designs; matching estimators; instrumental variables; synthetic controls; event studies; heterogeneity modeling; audit studies; randomized controlled trials; natural experiments (and unnatural experiments); and A/B testing. Lectures will contain some proofs and derivations (only calculus is required), but the emphasis will be on understanding the underlying concepts, and the practical use, implications and limitations of these techniques. Students will work intensively with data, drawing from examples in business and public policy. The goals of the course are for students to become expert consumers and producers of convincing causal empirical analysis.\"\"\"\n", + "MGT 525 Competitive Strategy: Cancelled Competitive Strategy. This course uses economic concepts to analyze strategic decisions facing an organization. Although the primary emphasis is on strategy at the individual business level, and the primary source of analytical methods is economics, other application areas (including finance, marketing, and organizational behavior) and other analytical perspectives are considered. The course provides the analytical and data analysis tools to balance the objectives, characteristics, and resources of the organization on the one hand, and the opportunities presented by the environment on the other. We will also focus understanding competitive interaction between firms, both in theory and in a variety of industry settings. The range of organizations studied includes nonprofits as well as for-profits. Class sessions are a mixture of case discussions and lectures. Written presentations of cases and participation are the classroom responsibilities of those taking the course. Assignments include case write-ups, analytical and numerical exercises, an exam, and a substantial project.\n", + "MGT 527 Strategic Management of Nonprofit Organizations. Judy Chevalier. \n", + "MGT 529 GlblSocialEntrprneurship:India. Asha Ghosh, Tony Sheldon. Launched in 2008 at the Yale School of Management, the Global Social Entrepreneurship (GSE) course links teams of Yale students with social enterprises based in India. GSE is committed to channeling the skills of Yale students to assist Indian organizations to expand their reach and impact on \"base of the pyramid\" communities. Yale students partner with mission-driven social entrepreneurs (SEs) to focus on a specific management challenge that the student/SE teams work together to address during the semester. GSE has worked with more than 50 leading and emerging Indian social enterprises engaged in economic development, sustainable energy, women’s empowerment, education, environmental conservation, and affordable housing. The course covers both theoretical and practical issues, including case studies and discussions on social enterprise, developing a theory of change and related social metrics, financing social businesses, the role of civil society in India, framing a consulting engagement, managing team dynamics, etc. The course is taught by Tony Sheldon, Lecturer in the Practice of Management and Executive Director of SOM’s Program on Social Enterprise. The course meets on Wednesday afternoons 2:40 – 5:40 during Fall-2 and Spring-1. All students will travel to India to work on-site with their partner SEs, and for a convening of all the student/SE project teams, in late January. As with the International Experience and the Global Network Immersion Week, students will be responsible for covering the costs of their round-trip airfare to India and related expenses (such as visa and immunizations). The School will cover in-country travel, hotel and related costs (based on available GSA days). Course enrollment is by application only. Students accepted and enrolled in GSE will allocate 150 of their fall course bidding points towards the course. This is considered a 6 unit course that spans fall-2 and spring-1. It may not be taken as a half semester course. 2 units are applied in fall-2 and 4 units applied in spring-1. If travel to India is cancelled the units will change from 4 to 2 in spring 2022.\n", + "MGT 531 Interpersonal Dynamics. Heidi Brooks. \n", + "MGT 532 Business Ethics. Jason Dana. Business is an activity in which parties exchange goods or services for valuable consideration. This course examines the ethical dimensions of such activities. We will give little focus to empirical questions (such as, \"Does ethical business pay?\") or descriptive questions (such as, \"Why do people engage in unethical behavior?\"). Rather, most of the focus will be on learning tools for reasoning about what is ethical and unethical in business. Questions addressed include \"In whose interests should firms be managed?,\" \"What rules guide firms’ engagement with customers?,\" and \"Should firms try to solve social problems?\" We will discover the tools we use for reasoning about right and wrong through discussion and debate about the readings, including on Canvas forums. Accordingly, class discussion will be a frequent part of the course.\n", + "MGT 532 Business Ethics. Jason Dana. Business is an activity in which parties exchange goods or services for valuable consideration. This course examines the ethical dimensions of such activities. We will give little focus to empirical questions (such as, \"Does ethical business pay?\") or descriptive questions (such as, \"Why do people engage in unethical behavior?\"). Rather, most of the focus will be on learning tools for reasoning about what is ethical and unethical in business. Questions addressed include \"In whose interests should firms be managed?,\" \"What rules guide firms’ engagement with customers?,\" and \"Should firms try to solve social problems?\" We will discover the tools we use for reasoning about right and wrong through discussion and debate about the readings, including on Canvas forums. Accordingly, class discussion will be a frequent part of the course.\n", + "MGT 536 UrbanPoverty&EconDevelopment. Kathryn Cooney. This semester long course provides an examination of current theory, research and policy on urban poverty and community development in the U.S., as a background for developing community wealth building economic development interventions in city and community settings. The course topics includes: (1) measurements and theoretical explanations of poverty, incorporating both panel data and ethnography; (2) analytic tools for assessing community and regional economic flows; and (3) strategies for economic development and wealth building among the low income urban populations and communities. We examine innovative approaches in the traditional areas of economic development practice areas of business creation and development, workforce development and skills training, housing, education, and individual income support and wealth building. Strategies to explore include: place based anchor strategies, cluster development with inclusive economic aims in mind, sector strategies for workforce development training, worker ownership, affordable housing and community land trusts, and asset building strategies. The course is designed to give students both a broad overview of theory, research, policy and current trends in urban poverty and community development through the readings, guest lectures and case based discussions, and the opportunity to self-direct their exploration of the an aspect of the economic development literature covered in the course literature more deeply through the course assignment.\n", + "MGT 537 Inequality & Social Mobility. Barbara Biasi. Class will begin on September 5, 2023. There will be a make-up class on September 8, 2023. This course provides a description of current trends in inequality and social and intergenerational mobility in the US and abroad, their possible causes, and the impact of public policies in shaping these trends. Drawing primarily on empirical evidence from the economics literature, we will examine the role of income, racial, and residential segregation; of access to education; and of labor market policies in determining economic opportunities within and across generations. The course will also provide a set of analytical tools required to understand and critically \"consume\" empirical academic research, as well as public commentary and policy, related to this topic. Class sessions are a mixture of lectures and discussion based on assigned readings. Assessment will be based on class participation, one/ two assignments, and a final project.\n", + "MGT 538 Mastering Influence & Persuasion. Zoe Chance. Set the stage for achieving your goals through ongoing mastery of influence and persuasion in a boot camp-style intensive course. Help you become a person people increasingly want to say yes to. Whether you have formal authority or not, your effectiveness as a leader and change agent depends on your ability to influence others to want to follow you. To want to say Yes. In this boot camp practicum, you'll study research findings and discuss tools like handling resistance and using other people's standards for themselves, but the real work and real benefit happens outside of class. You'll put influence into practice with weekly G-Force challenges to help you gain useful skills, shift your thinking, and build resilience. Although you'll learn some red flags to watch out for so you can protect yourself against would-be manipulators, and we'll discuss how to handle difficult people, we focus on making influence more comfortable and fun for all parties. Because then you'll be more likely to use it. Which means you'll be a stronger leader, better able to shape the world around you. Research shows nice people DO finish first—but \"\"nice\"\" might be different from what you thought. Find out for yourself.\n", + "MGT 538 Mastering Influence & Persuasion. Zoe Chance. Set the stage for achieving your goals through ongoing mastery of influence and persuasion in a boot camp-style intensive course. Help you become a person people increasingly want to say yes to. Whether you have formal authority or not, your effectiveness as a leader and change agent depends on your ability to influence others to want to follow you. To want to say Yes. In this boot camp practicum, you'll study research findings and discuss tools like handling resistance and using other people's standards for themselves, but the real work and real benefit happens outside of class. You'll put influence into practice with weekly G-Force challenges to help you gain useful skills, shift your thinking, and build resilience. Although you'll learn some red flags to watch out for so you can protect yourself against would-be manipulators, and we'll discuss how to handle difficult people, we focus on making influence more comfortable and fun for all parties. Because then you'll be more likely to use it. Which means you'll be a stronger leader, better able to shape the world around you. Research shows nice people DO finish first—but \"\"nice\"\" might be different from what you thought. Find out for yourself.\n", + "MGT 538 Mastering Influence & Persuasion. Zoe Chance. Set the stage for achieving your goals through ongoing mastery of influence and persuasion in a boot camp-style intensive course. Help you become a person people increasingly want to say yes to. Whether you have formal authority or not, your effectiveness as a leader and change agent depends on your ability to influence others to want to follow you. To want to say Yes. In this boot camp practicum, you'll study research findings and discuss tools like handling resistance and using other people's standards for themselves, but the real work and real benefit happens outside of class. You'll put influence into practice with weekly G-Force challenges to help you gain useful skills, shift your thinking, and build resilience. Although you'll learn some red flags to watch out for so you can protect yourself against would-be manipulators, and we'll discuss how to handle difficult people, we focus on making influence more comfortable and fun for all parties. Because then you'll be more likely to use it. Which means you'll be a stronger leader, better able to shape the world around you. Research shows nice people DO finish first—but \"\"nice\"\" might be different from what you thought. Find out for yourself.\n", + "MGT 538 Mastering Influence & Persuasion. Zoe Chance. Set the stage for achieving your goals through ongoing mastery of influence and persuasion in a boot camp-style intensive course. Help you become a person people increasingly want to say yes to. Whether you have formal authority or not, your effectiveness as a leader and change agent depends on your ability to influence others to want to follow you. To want to say Yes. In this boot camp practicum, you'll study research findings and discuss tools like handling resistance and using other people's standards for themselves, but the real work and real benefit happens outside of class. You'll put influence into practice with weekly G-Force challenges to help you gain useful skills, shift your thinking, and build resilience. Although you'll learn some red flags to watch out for so you can protect yourself against would-be manipulators, and we'll discuss how to handle difficult people, we focus on making influence more comfortable and fun for all parties. Because then you'll be more likely to use it. Which means you'll be a stronger leader, better able to shape the world around you. Research shows nice people DO finish first—but \"\"nice\"\" might be different from what you thought. Find out for yourself.\n", + "MGT 541 Corporate Finance. Heather Tookes Alexopoulos. This course focuses on financial management from the perspective inside the corporation or operating entity. It builds upon the concepts from the core finance courses, using lectures to develop the theory, and cases and problem sets to provide applications. Topics covered include capital structure, bankruptcy and restructuring, capital budgeting, the cost of capital, mergers and acquisitions, leasing, dividend policy, applications of option pricing to corporate finance, and risk management.\n", + "MGT 551 Customer Discovery & Rapid Prototyping in Tech Entrepreneurship. Zhuoxuan (Fanny) Li. This course is designed to provide students with rich knowledge and skills necessary to design and prototype new products in a start-up context. Students will learn how to identify opportunities, frame hypotheses, develop and validate product concepts,  design and test prototypes, and user interface (UI) and user experiences (UX) design.  The course will cover topics such as design thinking, product-market fit, customer development, rapid prototyping, UI/UX design. We will learn practices in frugal innovation, lean methods, user innovation, open source, web3 and metaverse, and GPT and AIGC tools, which greatly enrich and accelerate product development process.\n", + "MGT 558 Consumer Behavior. Joowon Klusowski. \n", + "MGT 558 Consumer Behavior. Joowon Klusowski. \n", + "MGT 558 Consumer Behavior. Joowon Klusowski. \n", + "MGT 559 Marketing Strategy. Jiwoong Shin. This course offers students the opportunity to develop skills and acquire experience in dealing with strategic marketing problems. The course aimes at helping students look at the entire marketing mix in light of the strategy of the firm. The course builds on the foundation developed in core courses, and the basic framework rests on the recent development in economics and strategy – resource based view (RBV) of strategy. You will have a chance to illustrate your ability to apply this framework in this course through case discussion and an in-class final exam. It will be most helpful to students pursuing careers in which they need to look at the firm as a whole. Examples include consultants, investment analysts, entrepreneurs, and product managers. Case studies will highlight marketing strategy exercise in consumer packaged goods, high tech, pharmaceuticals, and luxury goods.\n", + "MGT 559 Marketing Strategy. Jiwoong Shin. This course offers students the opportunity to develop skills and acquire experience in dealing with strategic marketing problems. The course aimes at helping students look at the entire marketing mix in light of the strategy of the firm. The course builds on the foundation developed in core courses, and the basic framework rests on the recent development in economics and strategy – resource based view (RBV) of strategy. You will have a chance to illustrate your ability to apply this framework in this course through case discussion and an in-class final exam. It will be most helpful to students pursuing careers in which they need to look at the firm as a whole. Examples include consultants, investment analysts, entrepreneurs, and product managers. Case studies will highlight marketing strategy exercise in consumer packaged goods, high tech, pharmaceuticals, and luxury goods.\n", + "MGT 563 Energy System Analysis. Narasimha Rao. This course offers a systems analysis approach to describe and explain the basics of energy systems, including all forms of energy (fossil and renewable), all sectors/activities of energy production/conversion, and all end-uses, irrespective of the form of market transaction (commercial or noncommercial) or form of technology (traditional as well as novel advanced concepts) deployed. Students gain a comprehensive theoretical and empirical knowledge base from which to analyze energy-environmental issues as well as to participate effectively in policy debates. Special attention is given to introduce students to formal methods used to analyze energy systems or individual energy projects and to discuss also traditionally lesser-researched elements of energy systems (energy use in developing countries; energy densities and urban energy use; income, gender, and lifestyle differences in energy end-use patterns) in addition to currently dominant energy issues such as energy security and climate change. Active student participation is encouraged, including voluntary (extra credit) research projects with class presentations and participation in student debates. Completion of 6 problem sets and a final written exam are mandatory. Invited external speakers complement topics covered in class. This is a cross-listed course from the School of Forestry.\n", + "MGT 582 The Future of Global Finance. Jeffrey Garten. This course is open to graduate students throughout Yale and to seniors in Yale College. The only prerequisite is an undergraduate or graduate course on macroeconomics. Please note that in order to enroll in the course, you must attend the first class meeting. Additionally, please note that there will be an assignment due prior to the first class. Course description: Finance can be likened to the circulatory system of the global economy, and we will focus on the past, present and future of that system. The course is designed to deal with questions such as these: What is the global financial system and how does it work? What are the pressures on that system including market, regulatory, political and social dynamics? What are the key challenges to that system? How can the system be strengthened? In this course we are defining the global financial system (GFS) as encompassing central banks, commercial banks, and other financial institutions such as asset managers and private equity firms, financial regulators and international organizations. Thus we will encompass subjects such as the U.S. Federal Reserve and the European Central Bank, Goldman Sachs and the Hong Kong Shanghai Bank, the Carlyle Group and the BlackRock Investment Management Co., the Financial Stability Oversight Council and the Financial Stability Board, the Bank for International Settlements and the International Monetary Fund. We will take a broad view of the GFS including its history, its geopolitical framework, its economic foundations and its legal underpinnings. We will consider the GFS as a critical public good in the same way that clean air is a public good. We will look at a number of other key issues such as how the GFS deals with economic growth, economic and financial stability, distributional questions, employment issues, and long term investments in infrastructure. We will discuss how new technologies are affecting several of the biggest issues in global finance. We will examine the GFS as a large-scale complex network, thereby compelling us to see it in an interconnected and multidisciplinary way. The emphasis will be on the practice of global finance more than the theory.\n", + "MGT 582 The Future of Global Finance. Jeffrey Garten. This course is open to graduate students throughout Yale and to seniors in Yale College. The only prerequisite is an undergraduate or graduate course on macroeconomics. Please note that in order to enroll in the course, you must attend the first class meeting. Additionally, please note that there will be an assignment due prior to the first class. Course description: Finance can be likened to the circulatory system of the global economy, and we will focus on the past, present and future of that system. The course is designed to deal with questions such as these: What is the global financial system and how does it work? What are the pressures on that system including market, regulatory, political and social dynamics? What are the key challenges to that system? How can the system be strengthened? In this course we are defining the global financial system (GFS) as encompassing central banks, commercial banks, and other financial institutions such as asset managers and private equity firms, financial regulators and international organizations. Thus we will encompass subjects such as the U.S. Federal Reserve and the European Central Bank, Goldman Sachs and the Hong Kong Shanghai Bank, the Carlyle Group and the BlackRock Investment Management Co., the Financial Stability Oversight Council and the Financial Stability Board, the Bank for International Settlements and the International Monetary Fund. We will take a broad view of the GFS including its history, its geopolitical framework, its economic foundations and its legal underpinnings. We will consider the GFS as a critical public good in the same way that clean air is a public good. We will look at a number of other key issues such as how the GFS deals with economic growth, economic and financial stability, distributional questions, employment issues, and long term investments in infrastructure. We will discuss how new technologies are affecting several of the biggest issues in global finance. We will examine the GFS as a large-scale complex network, thereby compelling us to see it in an interconnected and multidisciplinary way. The emphasis will be on the practice of global finance more than the theory.\n", + "MGT 595 Quantitative Investing. Toby Moskowitz. \"This course delves into quantitative factor investing, the basic building blocks of quantitative models of investing. We will explore the scientific evidence and theory behind factor investing and examine its applications, including index funds, smart beta, quantitative hedge fund models, and performance evaluation. The course is primarily empirically focused with heavy data applications. Students will replicate studies and design their own tests of theories and apply them to the data. Attention will also be paid to how these concepts fit within the theoretical paradigms of risk-based and behavioral asset pricing theory.\"\n", + "MGT 600 Global Network Week Course: GNW: Asian Institute of Manage. \n", + "MGT 600 Global Network Week Course: GNW: Bocconi University, Italy. \n", + "MGT 600 Global Network Week Course: GNW: EGADE Business School, Te. \n", + "MGT 600 Global Network Week Course: GNW: ESMT Berlin. \n", + "MGT 600 Global Network Week Course: GNW: FGV Brazil. \n", + "MGT 600 Global Network Week Course: GNW: Fudan University School o. \n", + "MGT 600 Global Network Week Course: GNW: Haas, UC Berkeley. \n", + "MGT 600 Global Network Week Course: GNW: IE Madrid. \n", + "MGT 600 Global Network Week Course: GNW: IIMB-Indian Inst.Bangalor. \n", + "MGT 600 Global Network Week Course: GNW: IIMB-Indian Inst.Bangalor. \n", + "MGT 600 Global Network Week Course: GNW: INCAE Costa Rica. \n", + "MGT 600 Global Network Week Course: GNW: Koc Univ. Turkey. \n", + "MGT 600 Global Network Week Course: GNW: Lagos Busines School, Pan. \n", + "MGT 600 Global Network Week Course: GNW: PUC Chile. \n", + "MGT 600 Global Network Week Course: GNW: Said Business School - Ox. \n", + "MGT 600 Global Network Week Course: GNW: Smurfit Ireland. \n", + "MGT 600 Global Network Week Course: GNW: UBC Sauder. \n", + "MGT 600 Global Network Week Course: GNW: UCT, South Africa. \n", + "MGT 600 Global Network Week Course: GNW: UNSW Australia. \n", + "MGT 600 Global Network Week Course: GNW: University of Indonesia. \n", + "MGT 606 EconEvol&ChllngsLatinAmCountri. Ernesto Zedillo. \n", + "MGT 611 Policy Modeling. Edward H Kaplan. Policy modeling refers to applications of operations research and allied quantitative methods to policy problems. Policy modeling is most useful when the amounts of data, money, time, and other resources one would like for purely scientific investigation are highly constrained by the decision-making environment. Recognizing that analyses of all sorts often exhibit diminishing returns in insight to effort, the idea is to capture key features of various policy issues with relatively simple \"first-strike\" models that provide support for decision making. Building on earlier coursework in probability modeling, decision analysis and economics, the techniques introduced include \"back of the envelope\" probabilistic models such as Bernoulli, Poisson, Markov and elementary renewal processes, hazard functions, queueing theory, and epidemic modeling. Simple cost-benefit and cost-effectiveness approaches are integrated with the above. This year the course will feature several applications to the prevention and control of SARS-CoV-2, the causal virus of COVID-19, in addition to problems drawn from other areas of public health, criminal justice, public housing, and counterterrorism. Students will be responsible for attending lectures and reading assigned articles. There will be weekly problem sets which must be submitted on-time to receive credit, and a take-home exam scheduled for the latter part of the semester. Prerequisite: Students must have completed MGT 403 (Probability Modeling and Statistics) or equivalent to take this class. The probability modeling knowledge required is covered in any introductory probability course and includes: sample space, event probabilities including marginal, joint and conditional, Bayes' Rule, random variables, probability distributions, expected value, mean, variance, Bernoulli, binomial, uniform, and normal random variables, joint distributions, independence, covariance and correlation, sums of random variables (both independent and dependent), central limit theorem, and sampling distributions. Policy modeling is not a class in statistics or econometrics.\n", + "MGT 611 Policy Modeling. Edward H Kaplan. Policy modeling refers to applications of operations research and allied quantitative methods to policy problems. Policy modeling is most useful when the amounts of data, money, time, and other resources one would like for purely scientific investigation are highly constrained by the decision-making environment. Recognizing that analyses of all sorts often exhibit diminishing returns in insight to effort, the idea is to capture key features of various policy issues with relatively simple \"first-strike\" models that provide support for decision making. Building on earlier coursework in probability modeling, decision analysis and economics, the techniques introduced include \"back of the envelope\" probabilistic models such as Bernoulli, Poisson, Markov and elementary renewal processes, hazard functions, queueing theory, and epidemic modeling. Simple cost-benefit and cost-effectiveness approaches are integrated with the above. This year the course will feature several applications to the prevention and control of SARS-CoV-2, the causal virus of COVID-19, in addition to problems drawn from other areas of public health, criminal justice, public housing, and counterterrorism. Students will be responsible for attending lectures and reading assigned articles. There will be weekly problem sets which must be submitted on-time to receive credit, and a take-home exam scheduled for the latter part of the semester. Prerequisite: Students must have completed MGT 403 (Probability Modeling and Statistics) or equivalent to take this class. The probability modeling knowledge required is covered in any introductory probability course and includes: sample space, event probabilities including marginal, joint and conditional, Bayes' Rule, random variables, probability distributions, expected value, mean, variance, Bernoulli, binomial, uniform, and normal random variables, joint distributions, independence, covariance and correlation, sums of random variables (both independent and dependent), central limit theorem, and sampling distributions. Policy modeling is not a class in statistics or econometrics.\n", + "MGT 612 Introduction to Social Entrepreneurship. Teresa Chahine. Have you ever wondered what it would be like to practice social entrepreneurship? You don't have to found your own company to make a difference. Everyone can learn from the social entrepreneurship mindset and skillset, and apply it in their own way to create social impact. In this course, we combine theory and practice, applying a systematic framework to guide students through the social entrepreneurship experience. We start by identifying a social or environmental challenge each student is interested in tackling. Students form interdisciplinary teams to immerse themselves in characterizing the challenge, ideating potential solutions, and building business models around those solutions. Social Entrepreneurship Lab is a safe space to experiment, iterate, prototype, test, and fail. You don't need to launch your venture, though some teams will. You'll meet alumni who launched new ventures; and social entrepreneurs from New Haven and around the world. All students are welcome; no prior experience necessary.\n", + "MGT 622 Game Theory. Benjamin Polak. An introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere. Prerequisite microeconomics. This course is cross-listed from Yale College and will follow the Yale College academic calendar.\n", + "MGT 628 Central Banking. William English. Introduction to the different roles and responsibilities of modern central banks, including the operation of payments systems, monetary policy, supervision and regulation, and financial stability. Discussion of different ways to structure central banks to best manage their responsibilities. Prerequisites: Intermediate Microeconomics, Intermediate Macroeconomics, and Introductory Econometrics. This course is cross-listed from Yale College. It will be held there and follow their Academic Calendar.\n", + "MGT 629 Ethical Choices in Public Leadership. Eric Braverman. The application for this course will be available through Jackson and won't be posted until August. All public leaders must make choices that challenge their code of ethics. Sometimes, a chance of life or death is literally at stake: how and when should a leader decide to let some people die, or explicitly ask people to die to give others a chance to live? At other times, while life or death may not be at stake, a leader must still decide difficult issues: when to partner with unsavory characters, when to admit failure, when to release information or make choices transparent. The pandemic today makes clearer than ever the consequences of decisions in one community that can affect the entire world. This interdisciplinary seminar draws on perspectives from law, management, and public policy in exploring how leaders develop their principles, respond when their principles fail or conflict, and make real-world choices when, in fact, there are no good choices. Application ONLY: visit https://jackson.yale.edu/academics/registrar/ in August to apply. Attendance at first session is mandatory. Location: Horchow Hall, 55 Hillhouse Avenue Course dates/times: Fridays, 8:30-11:15am on Sept 8, 15, 29, Oct. 13, Nov 3, 17, Dec 1 AND on Thursday Nov 30, 6:00-8:00pm.\n", + "MGT 632 Housing Connecticut: Developing Healthy and Sustainable Neighborhoods. Alan Plattus, Andrei Harwell, Anika Singh Lemar. Enrollment in this course is by application. Please submit a statement of interest to rhona.ceppos@yale.edu including relevant course work and experience (see below). Applications are due by August 18, 2023. Students will be informed of their acceptance by August 25, 2023. In this interdisciplinary clinic taught between the School of Architecture, School of Law, and School of Management, and organized by the Yale Urban Design Workshop, students will gain hands-on, practical experience in architectural and urban development and social entrepreneurship while contributing novel, concrete solutions to the housing affordability crisis in Connecticut. Working in teams directly with local community-based non-profits, students will co-create detailed development proposals and architectural designs anchored by affordable housing, but which will also engage with a range of community development issues including environmental justice, sustainability, resilience, social equity, identity, food scarcity, mobility, and health. Through seminars and workshops with Yale faculty and guest practitioners, students will be introduced to the history, theory, issues, and contemporary practices in the field, and will get direct feedback on their work. Offered in partnership with the Connecticut Department of Housing (DOH) as part of the Connecticut Plan for Healthy Cities, student projects will center on community wealth building and equitable economic recovery in some of Connecticut’s most economically distressed neighborhoods, by proposing multi-sector, place-based projects that focus on housing, health, and economic development. Proposals will have the opportunity to receive funding from the State both towards the implementation of rapidly deployed pilot projects during the course period, as well as towards predevelopment activities for larger projects, such as housing rehabilitation or new building construction. Students in the course will be organized into multi-disciplinary teams including law, management, and architecture students, who will ideate together and take on specific team roles, modeling real-world project development teams. Teams will be assigned to work with non-profit developers tackling development or redevelopment projects that include affordable housing. Facilities of the Yale Urban Design Workshop will be available to students of the course. Students may have the opportunity to continue their leadership in these projects following the end of the course, in a professional capacity, as they move towards implementation. Students will interact with their nonprofit partners, the Connecticut Commissioner of Housing, Connecticut Housing Finance Authority, and the Connecticut Green Bank. Projected Enrollment: 12 Architecture, 6 Law, 6 Management Law prerequisites: Please indicate in your statement of interest whether you have previously taken Property, Land Use Law, Local Government Law, the Community and Economic Development Clinic, or the Housing Clinic. SOM prerequisites: SOM students who have taken MGT536 or Real Estate related coursework will receive priority. Please indicate in your statement of interest how this course will build on previous course work or work experience. Architecture prerequisites: M.Arch I students in their second or third year, and M.Arch II students in any year are eligible.\n", + "MGT 633 GlobalLdrshp:TopicsinBus&Socty. Robert Jensen. \"One of the biggest problems in business today is short-termism. The same, incidentally, is true for politics. Quarterly earnings, the 24hr news cycle, and social media blips command much of if not most attention. Yet the opportunity set facing business is overwhelmingly shaped by broad macro-trends and systemic risks – call them \"big issues.\" Climate change, the prevalence of chronic diseases, and urbanization are just some of the trends that will make some industries rise while others fall; challenge managers to reinvent their companies, products, and even themselves; and provide exciting opportunities for global leaders who are change agents and entrepreneurs. At the same time, because of business’s ability to adapt to and even steer major change, many stakeholders are looking to the business community to help solve global problems. To meet stakeholder expectations, and to ultimately convert global challenges into business opportunities, aspiring leaders must understand an array of issues that extend far beyond traditional business concerns. Only then can they create ‘shared value’ at the nexus of business and society. This course is designed to foster participants’ ability to think more holistically about globalization, global trends, and the role of business. It is structured around the Sustainable Development Goals (SDGs), a set of 17 objectives, backed up by 169 specific targets, that were adopted by the UN in 2015 after broad-based consultations involving governments, non-governmental organizations (NGOs), academics, and the business community.\"\n", + "MGT 636 Global Leadership: Increasing Personal and Interpersonal Effectiveness. David Tate. Leaders for business and society need an array of competencies, but for leaders who work in global/multinational environments, there are additional skills, abilities, and knowledge needed to be successful. This course is designed to help students learn about and practice the mindsets and skills necessary to be more flexible, resilient, and confident when working across geographic, interpersonal and cultural contexts. The central focus is to increase students’ personal and interpersonal skills necessary for more effective leadership in global contexts.\n", + "MGT 637 Social Innovation Starter. Teresa Chahine. This course is about experiencing social innovation. Over the course of the semester, students form innovation teams working with real-world organizations representing multiple topic areas including health, education, climate, civic engagement, and other topics. We will apply the ten-stage framework of the textbook \"Social Entrepreneurship: Building Impact Step by Step.\" Partner organizations are social enterprises or other social purpose organizations based globally and locally who present Yale students with a problem statement to work on over the course of one semester. This could include creating new programs or products, reaching new populations, measuring the impact of existing work, creating new communications tools for existing work, or other challenges. Students gain social innovation and entrepreneurship experience, and partner organizations benefit from students’ problem solving. Students from all programs and concentrations at Yale are welcome to join Jackson students in forming inter-disciplinary teams to tackle social and environmental challenges. This course runs during the same semester as the Social Entrepreneurship Lab at Yale School of Management, which is also cross-listed. The key distinction is that in the former, students pick their own topic to research and ideate on, whereas in this course students work on projects for existing organizations. Jackson students may elect to follow up on this course with an independent study and/or summer internship with the partner organization, to help support implementation of their solution, if the partner organization and the school administration accepts their application.\n", + "MGT 646 Start-up Founder Practicum. Jennifer McFadden. The purpose of this course is to provide full-time Yale SOM students with a mechanism to work on their start-up ventures for credit, applying principles derived from their other coursework, particularly the integrated core curriculum. Students in this course articulate milestones for their ventures and work with faculty, staff, and mentors to meet those milestones. Generally, the course employs \"lean\" methodology. Admission to the course is restricted to students in a full-time program at Yale SOM who have formed a venture prior to the beginning of the class. Admission is by application only and is limited to Yale SOM students and joint degree students. To apply for Fall 2023, please fill out the application at https://forms.gle/SavSMn8AqX6SywNr5 and provide all relevant supplementary documents. Applications are due by 11:59 PM on Saturday, 8/5 and students will be notified of admission into the class by Friday, 8/11. No bid points will be applied to this course. If you have any questions, please contact Jennifer McFadden, Lecturer and Associate Director of Entrepreneurial Programs at jennifer.mcfadden@yale.edu.\n", + "MGT 649 World Financial History. William Goetzmann. The course explores the history of finance from its earliest beginnings to the modern era. Each class will focus on a different topic in financial history and its implications for understanding current events. Students will learn about the roots of financial crises, the origins and purpose of corporations, the legal framework for financial contracts, investment banking, sovereign debt, initial public offerings, financing of international trade, collateralized lending, central banking, options, mutual funds, the time value of money, property rights, methods of risk mitigation, valuation with uncertainty, the efficient market theory, the equity premium, securitization and mortgages, international diversification and the political implications of capitalism and international financial institutions.\n", + "MGT 650 CustomerInsights&Applications. Jennie Liu, Nathan Novemsky, Treeny Ahmed. This 6-credit, project-based course gives students exposure to some of the complex questions and challenges on the minds of top marketing executives today. In this experiential learning course, each small group of students will be paired with a leading corporation and will work alongside experienced faculty and advisors to tackle a current business challenge. This course applies theories in Behavioral Science to help uncover the drivers of consumers’ beliefs and motivations. These insights will then be used to meet the real-world marketing challenge and results will be presented to high-level managers within the participating firm. Students will learn how to go from problem to solution in real-world situations. Each five-member student team will meet at least once per week as a group, and will attend weekly faculty advising meetings. Approximately 10 mandatory lectures / course events will take place on Wednesdays from 5:45-7:15PM EST, dates TBC. This course is by application only; there are no bid points assigned. See YCCI site for more information: https://som.yale.edu/faculty-research-centers/centers-initiatives/center-for-customer-insights/discovery-projects\n", + "MGT 656 Management of Software Development. Kyle Jensen. Students in this course will learn how to manage software development teams through the process of building a basic web application. We will discuss \"agile\", continuous delivery, \"devops\", and related management practices. Along the way, students will acquire elementary software development skills for creating consumer web applications including both front-end development (typically HTML, JavaScript and CSS) and back-end development (typically Google’s Go language). The coursework in MGT656 typically includes homework (mostly programming assignments completed individually), pre-class quizzes, in-class exams, and a group final project. Some experience programming is beneficial, though not necessary for the motivated student. The course is open to all Yale students. In some semesters MGT660 is offered as an advanced version of this course. For more information, see the class website at http://656.mba (offline between semesters).\n", + "MGT 659 Business Organizations. Jonathan Macey. An introduction to the business corporation laws affecting the rights and roles of corporate boards of directors, senior executive officers, and shareholders, with attention to both large, publicly traded firms and to closely-held companies. Shareholders' economic interests are examined from the perspective of limited liability and dividend standards, expectations of liquidity or transferability of shares, and the use of debt capital as a mode of financing corporate activity. Shareholders' limited participation rights in corporate decision making will be examined from the perspective of state and federal rules governing shareholder voting and the disclosure of corporate information and the notion of managerial expertise (e.g., as evidenced by judicial application of the \"business judgment rule\"). The latter part of the course will focus on directors' and officers' fiduciary obligations to shareholders, examining the operation of these duties in a variety of settings and transactions. Issues relating to the roles and functions assumed by corporate attorneys (with respect to their clients) and the role of business corporations within society will also be addressed.\n", + "MGT 663 Innov,Invt,&NewFrontiersinMed. Stephen Knight. This course serves as a description and critical assessment of the life science industries, focusing on the pharmaceutical or biopharmaceutical, but including discussion of the medical device and diagnostic industries. The topics covered include drug discovery, preclinical development, clinical investigation, and economic, financial, and strategic considerations of the drug development process. Emerging areas of interest and development, ethical issues and societal impact will also be explored. A multidisciplinary perspective is provided by the faculty, who represent clinical, life, and management sciences. Various guests from academia and industry also participate. Prerequisite for the course is one semester of college level biology.\n", + "MGT 667 Secured Transactions. Eric Brunstad. This seminar is designed as a one-credit \"add-on\" to the basic three-credit course on Secured Transactions. The seminar will provide an in-depth examination of the history and theory of the law of secured credit transactions, including the development, enactment, and reform of Article 9 of the Uniform Commercial Code. Discussions of the history of the subject will focus on the origins of the law of security interests in various types of tangible and intangible personal property, focusing on the development of security devices in England and the United States. Discussions of the theory of the subject will focus on various scholarly writings analyzing why security interests exist, their function, their utility, various problems that arise from having them, and possible reform. Two chapters of the course book used in the basic three-credit course are devoted to the history and theory of security devices, and we will focus on the materials in these chapters. Students should expect a lively discussion of the history and theory of secured transactions from a number of different perspectives. Enrollment in the basic three-credit Secured Transactions course concurrent with enrollment in the seminar, or a prior course in secured transactions under Article 9, is required. A seminar paper is also required. This course is cross-listed with the Law School and will follow the Law School academic calendar.\n", + "MGT 671 Entrepreneurship through Acquisition. A. J. Wasserstein. The purpose of this course is to provide students with an opportunity to explore being an entrepreneur by purchasing a company, rather than starting one from scratch. The readings and class discussions will help students understand how to purchase a business, finance an acquisition, and operate and grow a business. The cases and conversations will help students understand what it is like being a young, first time CEO and what types of challenges and issues will be encountered. The general course structure will follow the lifecycle of an entrepreneur who purchases a business to operate. The first few session will explore the concept of entrepreneurship through acquisition and how this compares to different forms of entrepreneurship and its pros and cons. How to purchase a business and what type of business to purchase will be examined. How to operate and grow a business as a young, first time CEO will be considered. What happens when a business works well and when it does not work well will be discussed. Finally, how and when to sell a business and what that means for the entrepreneur and business will be reviewed. This course will require active participation in class. Please be prepared and committed to participate in class. If you do not enjoy participating in class, this might not be the right course for you. Official and unofficial auditing is not permitted. Please see the Registrar’s Office (not the instructor) for all enrollment, registration, and auditing questions.\n", + "MGT 673 History and Theory of Secured Transactions. Eric Brunstad. This seminar is designed as a one-credit \"add-on\" to the basic three-credit course on Secured Transactions. The seminar will provide an in-depth examination of the history and theory of the law of secured credit transactions, including the development, enactment, and reform of Article 9 of the Uniform Commercial Code. Discussions of the history of the subject will focus on the origins of the law of security interests in various types of tangible and intangible personal property, focusing on the development of security devices in England and the United States. Discussions of the theory of the subject will focus on various scholarly writings analyzing why security interests exist, their function, their utility, various problems that arise from having them, and possible reform. Two chapters of the course book used in the basic three-credit course are devoted to the history and theory of security devices, and we will focus on the materials in these chapters. Students should expect a lively discussion of the history and theory of secured transactions from a number of different perspectives. Enrollment in the basic three-credit Secured Transactions course concurrent with enrollment in the seminar, or a prior course in secured transactions under Article 9, is required. A seminar paper is also required. This course is cross-listed with the Law School and will follow the Law School academic calendar.\n", + "MGT 674 Leading Small and Medium Enterprises. A. J. Wasserstein. This course will provide students with an opportunity to explore being a CEO, owner, entrepreneur of an emerging small or medium enterprise. The course will examine operational, organizational and financial issues that are prevalent in developing small and medium businesses. Cases will examine startups, acquired companies, family businesses and sponsored businesses (private equity owned). Not for profits will also be considered. The course will focus on the developing and adolescent stages of the business – beyond start up and prior to maturity or exit. The size of the businesses will roughly be $2m to $100m in annual revenue. Students will discover that organizations of this size can be resource constrained, lack infrastructure and will require innovative and creative solutions and strategies to grow and create value. The general nature of the course will give students a complete view of the enterprise and an understanding of what choices can be made to grow the enterprise, improve the enterprise, finance the businesses and create value. Students will be required to assess the current situation of the enterprise and its leader, diagnose the challenges and opportunities and make specific recommendations and action plans with quantitative and qualitative support. Students will learn new skills and concepts while analyzing the cases and will also draw upon the Core foundation. The course will provide students with an opportunity to understand what it is like to lead, run, grow and manage a smaller organization and how this might fit as a career choice. This course will require active participation in class. Please be prepared and committed to participate in class. If you do not enjoy participating in class, this might not be the right course for you. Official and unofficial auditing is not permitted. Please see the Registrar’s Office (not the instructor) for all enrollment, registration, and auditing questions.\n", + "MGT 676 Just Energy Transitions. Andre de Ruyter. The necessity of accelerating decarbonisation of coal-based power systems to counteract anthropomorphic global warming is obvious from a rational and scientific perspective. Implementing this in practice is a major challenge having regard to the incumbency of coal-fired generation. In this course, using a combined framework of the energy trilemma and an ever-narrowing focus on geopolitical, regional, and local issues, including matters such as resource nationalism and perceived global iniquities, CBAM and historical emission and growth patterns, are explored. At an energy-system level, the need for dispatchable electricity to maintain a constant frequency on the grid, additional storage, and grid strengthening are explored to illustrate the complexity of greening a fossil-dominated electricity system. At a social level, challenges with reskilling and upskilling coal value chain workers are considered, as well as the challenges of legacy assets, and the cost of decommissioning and rehabilitation. A South African JET project is considered to understand the challenges at national, regional, and grassroots levels; how incumbent value chains have legitimate concerns; and what ameliorative steps can be taken to ensure that the transition is as just as possible. The impacts on employment, public health, water consumption, and regional development are considered. Deployment of renewable energy does not always coincide with the location of coal-fired assets and transmission grids, further complicating efforts to render the transition a just one.\n", + "MGT 699 ColloquiumHealthcareLeadership. Howard Forman. Attendance for this course will be virtual for students outside of the MBA/MD and MBA/MPH joint degree programs and you will be enrolled as an auditor (no credit) for AY 2021-2022. The Colloquium in Healthcare Leadership brings prominent leaders from public, private, and nonprofit healthcare organizations to campus for candid discussions. You will deepen your understanding of the major trends in healthcare as well as the challenges of being a leader in this space. (The course provides credit (2 School of Management units) in the spring semester for a full-year of attendance. Only students that have been attending fall sessions can enroll in the spring). Thursday Evening Series - 6:30 PM , Beaumont Room, Sterling Hall of Medicine (2nd Floor), 333 Cedar Street http://som.yale.edu/programs/joint-degrees/medicine/colloquium-in-healthcare-leadership-thursday-evening-series\n", + "MGT 802 Large Language Models. K. Sudhir, Kyle Jensen. \n", + "MGT 805 Fixed Income Securities – Bonds, Swaps, and Derivatives. Saman Majd. Fixed income markets are among the largest in the world and fixed income products are a key component of any investment strategy. This course covers the valuation and risk management of the key fixed income products – bonds, futures, forwards, swaps, options, and structured products. It combines theory with practical examples and exercises demonstrating the complications that arise when applying theory to realistic situations.\n", + "MGT 809 Advanced Business Analytics with Spreadsheets. Zhen Lian. In this elective we will study different modeling approaches to assist in managerial decision making. In the first half of the course, we will review and cover new formulations of the quantitative tools surveyed in the MBA core course MGT 405, thereby greatly extending the range of business problems that can be solved using existing methods. In the second half of the course, we will introduce simulation modeling, a useful tool for guiding decisions under uncertainty. These tools collectively fall under the discipline known as \"Management Science\", or the science of decision making. Modeling concepts covered include linear programming (LP), network LP, integer LP, non-linear optimization methods, Monte Carlo simulation methods, estimating summary statistics using simulation, and accuracy and precision in simulation models. The course will be taught with a collection of interactive examples, ample opportunities for in-class implementation and practice, followed by lectures, discussion, and debrief. The first half of the course will be taught primarily in Excel with the Solver Add-In. The second half of the course will be taught using R. There are no prerequisites for this course; you do not need to be familiar with R to take this course.\n", + "MGT 809 Advanced Business Analytics with Spreadsheets. Zhen Lian. In this elective we will study different modeling approaches to assist in managerial decision making. In the first half of the course, we will review and cover new formulations of the quantitative tools surveyed in the MBA core course MGT 405, thereby greatly extending the range of business problems that can be solved using existing methods. In the second half of the course, we will introduce simulation modeling, a useful tool for guiding decisions under uncertainty. These tools collectively fall under the discipline known as \"Management Science\", or the science of decision making. Modeling concepts covered include linear programming (LP), network LP, integer LP, non-linear optimization methods, Monte Carlo simulation methods, estimating summary statistics using simulation, and accuracy and precision in simulation models. The course will be taught with a collection of interactive examples, ample opportunities for in-class implementation and practice, followed by lectures, discussion, and debrief. The first half of the course will be taught primarily in Excel with the Solver Add-In. The second half of the course will be taught using R. There are no prerequisites for this course; you do not need to be familiar with R to take this course.\n", + "MGT 810 MachineLearning&Marketing: CanceledMachineLearning&Mrking. \n", + "MGT 815 Managerial Controls. Thomas Steffen. Building on the concepts and material from several core courses, Managerial Controls focuses on the use of internal accounting information for planning, controlling, and evaluating firms' operational decisions and personnel. The course integrates accounting with ideas from microeconomics, data analysis, decision analysis, finance, operations management, and organizational behavior. The vocabulary and skills developed in the course are essential for managers (or their consultants) seeking to better understand organizations' internal operations. During the course, students will learn to identify and synthesize relevant information from internal accounting systems to make decisions and evaluate performance. These skills are valuable and applicable in many settings, including consulting, finance, marketing, operations, and strategy.\n", + "MGT 815 Managerial Controls. Thomas Steffen. Building on the concepts and material from several core courses, Managerial Controls focuses on the use of internal accounting information for planning, controlling, and evaluating firms' operational decisions and personnel. The course integrates accounting with ideas from microeconomics, data analysis, decision analysis, finance, operations management, and organizational behavior. The vocabulary and skills developed in the course are essential for managers (or their consultants) seeking to better understand organizations' internal operations. During the course, students will learn to identify and synthesize relevant information from internal accounting systems to make decisions and evaluate performance. These skills are valuable and applicable in many settings, including consulting, finance, marketing, operations, and strategy.\n", + "MGT 815 Managerial Controls. Thomas Steffen. Building on the concepts and material from several core courses, Managerial Controls focuses on the use of internal accounting information for planning, controlling, and evaluating firms' operational decisions and personnel. The course integrates accounting with ideas from microeconomics, data analysis, decision analysis, finance, operations management, and organizational behavior. The vocabulary and skills developed in the course are essential for managers (or their consultants) seeking to better understand organizations' internal operations. During the course, students will learn to identify and synthesize relevant information from internal accounting systems to make decisions and evaluate performance. These skills are valuable and applicable in many settings, including consulting, finance, marketing, operations, and strategy.\n", + "MGT 817 Sports Analytics. Nils Rudi, Toby Moskowitz. How can you predict the fraction of games a baseball team will win from the number of runs scored for and against? When does it make sense to try for a two point conversion in football? What are good picks for a March Madness basketball pool? In Mathletics, we will tackle (!) sports questions like these using probability models, statistics, decision analysis, and spreadsheets. The goal is to further develop your modeling skills while having fun with examples from the wonderful world of sports. Prerequisites: MGT 403 (Probability Modeling and Statistics), MGT 405 (Modeling Managerial Decisions).\n", + "MGT 823 Insurance and Finance for the Poor. Robert Jensen. This course will focus on insurance, savings, credit and other financial services for the poor. We will use the tools of economic theory and quantitative analysis to explore these topics, including: the potential role these instruments play as drivers of well-being, poverty alleviation, income growth and social and economic development; why households lack access to these instruments; and potential solutions. We will consider the role played by the state, market and broader society, including both the formal and informal sectors. We will focus primarily on low income countries, but the underlying concepts and examples will apply to low income households in wealthier countries.\n", + "MGT 834 Strategic Organizational Design and Implementation. Gautam Mukunda. Designed for individuals at any stage of their career, this course is meant to debunk the fallacies that we have about power and to explore the fundamentals of power in interpersonal relationships, in organizations, and in society. In doing so, we will lift the veil on power, revealing what it really is, and how it works, ultimately unleashing your potential to build and use power to effect change. It is meant for those who want to make things happen, despite the obstacles that might stand in the way. This course is also intended to prepare you to use power responsibly as well as to understand its corruptive perils, both for yourself and those around you. As such, it will equip you to challenge the status quo in order to address some of the most pressing social and environmental problems of our time, from fighting racism to reducing economic inequalities, saving the planet, and protecting democracy. The course introduces conceptual models, tactical approaches, and assessment tools to help you develop your own influence style and understand political dynamics as they unfold around you. By focusing on specific expressions of power and influence, this course will give you the opportunity to observe effective—and ineffective—uses of power in different contexts and stages of a person’s career. The subject matter will challenge you to define for yourself what constitutes the ethical exercise of power and influence in your life. The course builds on the book \"Power, For All: How It Really Works and Why It’s Everyone’s Business\" (Simon & Schuster, 2021), written by Julie Battilana and Tiziana Casciaro. Some of the chapters of the book will be assigned together with other readings throughout the course, but you do not need to have read the book (except for the introduction that will be an assigned reading for the first session) before the beginning of class. The list of readings and the detailed schedule of each of the course sessions will be posted in September, which will give you ample time to prepare before the beginning of the course.\n", + "MGT 837 Policy Design. Jason Abaluck. \n", + "MGT 838 EntrepreneurshipintheArtMarket. Magnus Resch. \"The art market is enormously seductive. The multi billion dollar market, sensational auction battles, rich and beautiful clientele and extravagant vernissage events fuel this glamorous appearance. The reality, however, is not quite so. Entrepreneurs in the art world find it tough and complex, and many are struggling. 30% of all galleries run at a loss, while over 90% of all artists can’t live from their practice. How can entrepreneurs achieve success in the art world? Why is the artist KAWS successful and Al Diaz not? Why does Gagosian turn over a billion, while the average gallery makes only $200k? What impact has the internet had on the art trade? Can auction houses and art fairs be replaced by new models after Covid-19? The objective of this course is to give students first hand insight into the life of entrepreneurs in the art market. This will be achieved through a thorough theoretical analysis, and experts from the field are invited to give first-hand insights. Students will direct and shape these guest lecture sessions and will host lively discussions to challenge the expert’s view, exercising a critical reflection of the market and developing their own perspective.\"\n", + "MGT 840 Stakeholders, Management, and Capitalism. Edward Snyder. This new elective builds on the school’s Integrated Curriculum and the modules on stakeholders that were introduced in the Executive course in Spring II 2023. The course will: · Develop frameworks and tools for managing stakeholders. · Assess new evidence collected by the Yale Program on Stakeholder Innovation and Management (Y-SIM). · Analyze cases. · Discuss strategies with global CEOs. Various hypotheses will be introduced and evaluated: 1. Maximization of shareholder value should be prioritized in market-based economies. 2. CEOs of major corporations have substantial discretion in how they manage stakeholders. 3. Management cannot resolve conflicts among stakeholders. 4. Management should rely on design thinking to benefit stakeholders. 5. Management should take actions to increase franchise value even when Pareto improvements are not possible. 6. Management should focus on stakeholders with whom they are in explicit or implicit contractual relationships.\n", + "MGT 847 Private Equity: Leveraged Buyouts. Joshua Cascade. This course focuses on the investment decision process of leveraged buyout (LBO) firms. Students will gain an understanding of how private equity professionals evaluate opportunities and manage due diligence. Topics covered include early deal screening, thesis/risk assessment, due diligence, business forecasting and LBO modeling, debt structure alternatives, and value creation strategies. Classes will be comprised of discussions of organizational frameworks and practices of PE firms, and group analysis of LBO transactions. Student teams will prepare investment materials based on transaction case studies which mirror a PE firm’s process of evaluating LBO opportunities.\n", + "MGT 850 The Science of Experiences and Well-Being. Gal Zauberman. The goal of this course is to provide an in-depth exploration of the role of experiences in business and people’s lives. Experiences play a vital role driving overall well-being, from momentary enjoyment to life satisfaction and sense of self. This course explores a wide range of questions surrounding experiences and well-being based on current scientific evidence. By developing an evidence-based and nuanced understanding of these issues, this course will aid you in designing better experiences for employees, for customers, and for yourself, allowing a more effective management of well-being. Please note that students must attend the first two sessions in order to enroll in the course. Exceptions will be made for only excused absences.\n", + "MGT 850 The Science of Experiences and Well-Being. Gal Zauberman. The goal of this course is to provide an in-depth exploration of the role of experiences in business and people’s lives. Experiences play a vital role driving overall well-being, from momentary enjoyment to life satisfaction and sense of self. This course explores a wide range of questions surrounding experiences and well-being based on current scientific evidence. By developing an evidence-based and nuanced understanding of these issues, this course will aid you in designing better experiences for employees, for customers, and for yourself, allowing a more effective management of well-being. Please note that students must attend the first two sessions in order to enroll in the course. Exceptions will be made for only excused absences.\n", + "MGT 851 Strategic Market Measurement. K. Sudhir. \"Any company is confronted with management decision problems that require collection and analysis of data, as well as managerial knowledge and experience to interpret the data correctly. \"Strategic Market Measurement\" will equip you with practical data analysis tools to implement marketing strategies you have learned in the core \"Customer\" course. It is a prerequisite for \"Listening to the Customer\" (MGT 852) - which will be offered in Fall 2 - where you learn how to collect the right qualitative and quantitative data in order to answer management decision problems. \"Strategic Market Measurement\" is thus the first part of a classic \"Marketing Research\" class offered in most MBA programs, but can also be taken separately if you would like to get a \"hands-on\" introduction to basic data analysis concepts and tools. This course is also a good preparation for the MGT 556 (\"Big Data for Customer Analytics\") and MGT 869 (\"Machine Learning for Customer Analytics\") offered in the Spring. After successful completion of \"Strategic Market Management,\" you will be able to 1) conduct data analysis techniques such as Hypothesis testing, A/B testing, multi-armed bandit approach (which is frequently used to test website designs, products, email marketing, …), Logistic regression and discriminant analysis (which is frequently used for one-to-one marketing, targeting, …), Cluster Analysis (which is frequently used for market segmentation, determination of the competitive set, …), Factor analysis, perceptual maps (which is used for positioning of a brand, dealing with multi-colinearity in regressions, …), Conjoint analysis (which is frequently used for new product development and market simulations). 2) choose and apply the correct tool to implement marketing strategies. 3) evaluate how a specific data analysis tool can inform your marketing strategies and understand the limitations of each statistical analysis. We will first practice each concept using simple, small data sets for educational purposes and then apply them to \"real\" data that I am collecting from a pre-course student survey. The group projects, the final assessment of your learning in this course, will consist of an application to company data.\"\"\"\n", + "MGT 851 Strategic Market Measurement. K. Sudhir. \"Any company is confronted with management decision problems that require collection and analysis of data, as well as managerial knowledge and experience to interpret the data correctly. \"Strategic Market Measurement\" will equip you with practical data analysis tools to implement marketing strategies you have learned in the core \"Customer\" course. It is a prerequisite for \"Listening to the Customer\" (MGT 852) - which will be offered in Fall 2 - where you learn how to collect the right qualitative and quantitative data in order to answer management decision problems. \"Strategic Market Measurement\" is thus the first part of a classic \"Marketing Research\" class offered in most MBA programs, but can also be taken separately if you would like to get a \"hands-on\" introduction to basic data analysis concepts and tools. This course is also a good preparation for the MGT 556 (\"Big Data for Customer Analytics\") and MGT 869 (\"Machine Learning for Customer Analytics\") offered in the Spring. After successful completion of \"Strategic Market Management,\" you will be able to 1) conduct data analysis techniques such as Hypothesis testing, A/B testing, multi-armed bandit approach (which is frequently used to test website designs, products, email marketing, …), Logistic regression and discriminant analysis (which is frequently used for one-to-one marketing, targeting, …), Cluster Analysis (which is frequently used for market segmentation, determination of the competitive set, …), Factor analysis, perceptual maps (which is used for positioning of a brand, dealing with multi-colinearity in regressions, …), Conjoint analysis (which is frequently used for new product development and market simulations). 2) choose and apply the correct tool to implement marketing strategies. 3) evaluate how a specific data analysis tool can inform your marketing strategies and understand the limitations of each statistical analysis. We will first practice each concept using simple, small data sets for educational purposes and then apply them to \"real\" data that I am collecting from a pre-course student survey. The group projects, the final assessment of your learning in this course, will consist of an application to company data.\"\"\"\n", + "MGT 857 Digital Strategy. Vineet Kumar. Digital Strategy is a course that builds upon topics in strategy, marketing and economics to understand issues in markets where digital technology plays an important role. Through a mix of case studies and lectures, the course brings together a variety of issues unique to markets significantly impacted by technologies. The course is divided into 4 modules. Each module will feature a lecture session laying out the conceptual foundations followed by 2-3 case studies. We investigate reasons that we observe a variety of business models in the market for digital products and services, and identify outcomes to assess the performance of business models and the challenges in implementing them. Second, we focus on understanding strategies and how business models can be used by disruptors and complementors, with a view to evaluating how each of these could be successful in the marketplace. Third, we study platforms to understand the primary issues in developing multi-sided platforms as well as the perspective of participants on each side. Fourth, we examine technology-driven transformation both from a technology perspective (with AI and blockchain as key emerging technologies), as well as from a firm perspective (with The New York Times).\n", + "MGT 857 Digital Strategy. Vineet Kumar. Digital Strategy is a course that builds upon topics in strategy, marketing and economics to understand issues in markets where digital technology plays an important role. Through a mix of case studies and lectures, the course brings together a variety of issues unique to markets significantly impacted by technologies. The course is divided into 4 modules. Each module will feature a lecture session laying out the conceptual foundations followed by 2-3 case studies. We investigate reasons that we observe a variety of business models in the market for digital products and services, and identify outcomes to assess the performance of business models and the challenges in implementing them. Second, we focus on understanding strategies and how business models can be used by disruptors and complementors, with a view to evaluating how each of these could be successful in the marketplace. Third, we study platforms to understand the primary issues in developing multi-sided platforms as well as the perspective of participants on each side. Fourth, we examine technology-driven transformation both from a technology perspective (with AI and blockchain as key emerging technologies), as well as from a firm perspective (with The New York Times).\n", + "MGT 857 Digital Strategy. Vineet Kumar. Digital Strategy is a course that builds upon topics in strategy, marketing and economics to understand issues in markets where digital technology plays an important role. Through a mix of case studies and lectures, the course brings together a variety of issues unique to markets significantly impacted by technologies. The course is divided into 4 modules. Each module will feature a lecture session laying out the conceptual foundations followed by 2-3 case studies. We investigate reasons that we observe a variety of business models in the market for digital products and services, and identify outcomes to assess the performance of business models and the challenges in implementing them. Second, we focus on understanding strategies and how business models can be used by disruptors and complementors, with a view to evaluating how each of these could be successful in the marketplace. Third, we study platforms to understand the primary issues in developing multi-sided platforms as well as the perspective of participants on each side. Fourth, we examine technology-driven transformation both from a technology perspective (with AI and blockchain as key emerging technologies), as well as from a firm perspective (with The New York Times).\n", + "MGT 867 Modern Philanthropy. Judy Chevalier, Paige MacLean. \n", + "MGT 887 Negotiations. Daylian Cain. Do you want a bigger pay raise? This half-semester elective will help you better negotiate with your boss, potential investors, clients, peers, and perhaps most formidable of all, friends and family. Through practice cases negotiated with classmates, you will obtain a set of tools (e.g., lie-detection/prevention techniques, collaboration techniques) to improve the way you create and claim value. The class is both intense and fun. There are no prerequisites, and there are a few seats saved for non-SOM students. Sign up before enrollment is full.\n", + "MGT 887 Negotiations. Daylian Cain. Do you want a bigger pay raise? This half-semester elective will help you better negotiate with your boss, potential investors, clients, peers, and perhaps most formidable of all, friends and family. Through practice cases negotiated with classmates, you will obtain a set of tools (e.g., lie-detection/prevention techniques, collaboration techniques) to improve the way you create and claim value. The class is both intense and fun. There are no prerequisites, and there are a few seats saved for non-SOM students. Sign up before enrollment is full.\n", + "MGT 887 Negotiations. Daylian Cain. Do you want a bigger pay raise? This half-semester elective will help you better negotiate with your boss, potential investors, clients, peers, and perhaps most formidable of all, friends and family. Through practice cases negotiated with classmates, you will obtain a set of tools (e.g., lie-detection/prevention techniques, collaboration techniques) to improve the way you create and claim value. The class is both intense and fun. There are no prerequisites, and there are a few seats saved for non-SOM students. Sign up before enrollment is full.\n", + "MGT 890 Global Financial Crisis. Andrew Metrick, Timothy Geithner. .\n", + "MGT 895 International Real Estate. Kevin Gray. This half semester course will provide an introduction to real estate development, investment, finance and strategy outside of the United States. Global investment in financial assets, the need for risk diversification, the increased accuracy of property records, greater transparency, more relaxed laws permitting foreign investment, and population movement around the world—all of these trends have led to a tremendous increase in cross-border real estate investing for both private equity and public companies. While many studies of international real estate focus on the role of foreign real property in the U. S. institutional portfolio, this course will take a wider and more historical view of the cultural attitudes towards real estate around the world and how they impact the quality and risk of investment assets. Detailed analysis will begin with property level due diligence in order to provide a fundamental understanding of how and why property markets differ by country beyond simple supply/demand dynamics. This course will consist of three parts: a.) a micro-market analysis of real property characteristics in various countries around the world, including financing, leasing and valuation; b.) an analysis of investment vehicles—public and private—available to institutional investors, as well as cross-border transactions, and c.) a macro-market view of world space and capital markets, the rationale for international investing, trends in capital flows and portfolio composition and the various ways in which risk is measured and mitigated. Each part of the course will require a brief individual assignment completed over a two-week period. The first research project will be a study of a significant real property asset outside of the United States, including its market, ownership, legal structure, valuation, and transaction history. Both the G-8 and G-20 nations will be the object of study, but individual students are free to concentrate on any country of interest. The second research project will consist of an analysis of a private equity or publicly-traded foreign property company, its current fair value, competitive advantage and future prospects. An interview with a top executive of a company will be encouraged and facilitated. The third research project will consist of a comparative analysis of world property markets and the hypothetical investment in a portfolio of real estate assets across three or more foreign property markets. The course will consist of lectures, discussion, case studies and readings on international real estate from a variety of sources. No final exam or group project will be required.\n", + "MGT 921 Asset Management Colloquium. Toby Moskowitz. \"Six to eight talks per year by leaders in the field of asset management. Potential topics include the following: client relations, cryptocurrencies, data technology, discretionary macro, real assets, risk management, short selling, and venture capital.\"\n", + "MGT 923 Asset Pricing Theory. Paul Fontanier. \"This course provides the theoretical background and economics underlying asset pricing theory used to describe the levels and dynamics of asset prices in markets. The course will cover the classic CAPM as well as multifactor models motivated from several theories. Conditional asset pricing models and macroeconomic models will also be discussed.\"\n", + "MGT 924 Statistical Foundations. Theis Jensen. Statistical Foundations is a practical, interactive course designed to equip students with the statistical tools necessary for modern financial data analysis. It provides a rigorous, hands-on exploration of advanced statistical methodologies, emphasizing regression techniques tailored for asset pricing research. Students will actively engage with complex financial phenomena throughout the course, using linear regression for prediction, inference, and other advanced topics. The course also introduces time series analysis and advanced estimation methods, such as Maximum Likelihood and Generalized Method of Moments, as crucial tools for aspiring financial analysts. Students are provided with ample opportunities to apply these tools to real-world financial data, using the statistical computing language R.\n", + "MGT 927 Financial Econometrics: FinancialEcon&MachineLearning. Bryan Kelly. Empirical work is the foundation of great economics. Theory is also the foundation of great economics. Theorists work on closing the gap between theory and reality. Empiricists are explorers that map the unchartered territory between theory and reality. This is a division of labor view of Popper's philosophy of science. This course is designed to help build a skill set for pushing the empirical side of this proposition, particularly tailored to asset pricing research.\n", + "MGT 929 ESG Investing. Edward Watts, Stefano Giglio. This course discusses incorporating Environmental, Social, and Governance (ESG) information in investment portfolios. ESG objectives are important for investors representing trillions of dollars and may affect their portfolios’ risk and return. We will consider ways of blending portfolios’ financial and non-financial goals, and the potential for ESG-minded asset owners to impact the companies in which they invest. The course will blend academic research with case studies from investment practice.\n", + "MGT 929 ESG Investing. Edward Watts, Stefano Giglio. This course discusses incorporating Environmental, Social, and Governance (ESG) information in investment portfolios. ESG objectives are important for investors representing trillions of dollars and may affect their portfolios’ risk and return. We will consider ways of blending portfolios’ financial and non-financial goals, and the potential for ESG-minded asset owners to impact the companies in which they invest. The course will blend academic research with case studies from investment practice.\n", + "MGT 932 FinMarkets&MacroeconPolicy. Alp Simsek. This course analyzes the interactions between financial markets, business cycles, and macroeconomic policy. We develop a framework to understand how asset prices and other shocks drive business cycles, and how central banks set interest rates to stabilize cycles and inflation. We touch upon other stabilization policies including large-scale asset purchases and forward guidance, the lender of last resort during financial crises, and fiscal policy. We apply our framework to recent macroeconomic events, such as the Great Recession, secular stagnation, the Covid-19 recession, and rising government deficits and debt. The course is appropriate for anyone trying to gain a macroeconomic perspective on financial markets.\n", + "MGT 932 FinMarkets&MacroeconPolicy. Alp Simsek. This course analyzes the interactions between financial markets, business cycles, and macroeconomic policy. We develop a framework to understand how asset prices and other shocks drive business cycles, and how central banks set interest rates to stabilize cycles and inflation. We touch upon other stabilization policies including large-scale asset purchases and forward guidance, the lender of last resort during financial crises, and fiscal policy. We apply our framework to recent macroeconomic events, such as the Great Recession, secular stagnation, the Covid-19 recession, and rising government deficits and debt. The course is appropriate for anyone trying to gain a macroeconomic perspective on financial markets.\n", + "MGT 944 Macroprudential Policy I. Greg Feldberg, Margaret McConnell, Sigridur Benediktsdottir. This two-term course (with GLBL 945) focuses on current macroprudential theory and the application and experience of macroprudential policy. The course focuses on the motivation for monitoring systemic risk and what indicators may be best to evaluate systemic risk. Macroprudential policy tools, theory behind them, and research on their efficiency, supported with data analysis, models, and examples of use of the tools and evaluation of their efficiency.\n", + "MGT 947 Capital Markets: Canceled: Capital Markets. Capital Markets is a course covering a range of topics, including the design, pricing, and trading of corporate bonds, structured notes, hybrid securities, credit derivatives, and structured products, such as asset-backed securities and collateralized debt obligations. This course aims to provide a set of tools, concepts, and ideas that will serve students over the course of a career. Basic tools such as fixed income mathematics, swaps and options are studied and used to address security design, trading, and pricing questions. Topics are approached from different angles: conceptual and technical theory, cases, documents (e.g., bond prospectuses, consent solicitations), and current events. Students should have taken introductory finance and have some knowledge of basic statistics (e.g., regression analysis, conditional probability), basic mathematics (e.g., algebra, matrix algebra); working knowledge of a spreadsheet package is helpful.\n", + "MGT 948 Security Analysis & Valuation. Matthew Spiegel. This course is designed to help students develop the skills they need to conduct first rate fundamental analysis. It is a learning by doing format and you will \"do\" by conducting in-depth industry and company analyses, writing reports, and presenting and defending results. Each team of two students analyzes and reports on one industry and three companies. Most of the class time is spent on presenting and discussing the reports. Grades depend on the reports and insightful contributions to class discussion. Reports of exceptional quality are posted to the Internet at https://analystreports.som.yale.edu/ for public downloading and comment with the authors’ names on them.\n", + "MGT 949 Systemic-Risk Colloquium. Andrew Metrick, William English. Colloquium is a year-long course with 2 credits each semester (4 credits in total). Students will produce a thesis at the end of the colloquium. It will meet on Fridays. Colloquium will consist of presentations by the students and outside speakers. On the weeks without any presentation, students will have individual meetings with his or her thesis advisor to discuss the thesis project. The colloquium is required for students in the MMS Systemic Risk program. It will be open to other Yale SOM students subject to permission from the instructor.\n", + "MGT 950 GNAM: New Product Development. \n", + "MGT 953 GNAM: Digital Resilience. \n", + "MGT 957 GNAM:Tech Entrepreneurship. \n", + "MGT 960 Economic Analysis of High-Tech Industries. Edward Snyder. This course applies Industrial Organization frameworks from economics to four major verticals (mobility, eCommerce, video streaming, and payments) across three geographies (China, EU, and US). Students are expected to learn the IO concepts (e.g., network effects, switching costs, economies of scope) and develop insights about how high-tech industries are organized, firm-level strategies, and valuations of firms. The course also investigates how major forces like the development of 5G networks are likely to change these industries.\n", + "MGT 960 Economic Analysis of High-Tech Industries. Edward Snyder. This course applies Industrial Organization frameworks from economics to four major verticals (mobility, eCommerce, video streaming, and payments) across three geographies (China, EU, and US). Students are expected to learn the IO concepts (e.g., network effects, switching costs, economies of scope) and develop insights about how high-tech industries are organized, firm-level strategies, and valuations of firms. The course also investigates how major forces like the development of 5G networks are likely to change these industries.\n", + "MGT 977 GNAM: Service Management. Yoshinori Fujikawa. \n", + "MGT 979 GNAM:Omnichannel Strategy. \n", + "MGT 980 GNAM:ManagingChaosWorldwide. \n", + "MGT 981 GNAM:Invs&ValueCreatGlblSports. \n", + "MGT 984 Studies in Grand Strategy. Arne Westad, Jing Tsu, Michael Brenes. \n", + "MGT 992 Health Care Strategy. Jason Abaluck. This course will provide an introduction to the economics of healthcare markets with a focus on understanding what is inefficient, what reforms and innovations might make things better and how strategic interactions among firms impact profits, health outcomes, and social welfare. Topics covered will include: measuring the value of health and medical care; the efficiency of US healthcare relative to other countries with different modes of delivery; the role of health insurance and competition among insurers; assessing healthcare delivery facilities such as hospitals, nursing homes and retail clinics; the healthcare workforce and physician behavior; the market for medical devices; lessons from behavioral economics about the role of imperfectly informed consumers; and the impact of the Affordable Care Act on health care in the US.\n", + "MHHR 700 Theory and Praxis of Material Histories. Lucy Mulroney, Priyasha Mukhopadhyay. This year-long workshop focuses on the concepts, debates, methodologies, theories, and real-world constraints of the material histories of the human record across a range of formats and media. Organized around six rubrics—Collecting, Describing, Displaying, Embodying, Disembodying, and Representing—we aim to cut across long-standing divides between collections, archives and libraries, on the hand, and scholarly/artistic spaces of the academic world; between preservation and consumption; between privacy and publicity; between the social sciences and the humanities. Through critical readings that engage with diverse geographic and temporal subjects; the close analysis and physical handling of rare books, maps, manuscripts, images, objects, and textiles; and an orientation to cultural heritage and library professional practices and procedures, students learn the critical interventions of the history of the book and the archival turn in the humanities; the key concepts and genealogies of archives and library special collections; and the generative collaborations currently underway between faculty and librarians to jointly address legacies of racism and white privilege, advance intellectual freedom and parity, and define the ethical stewardship of the material histories of the human record today. This workshop takes the form of a half-credit course in each semester that meets six times a term (every other week). This course must be taken before or after MHHR 701 to earn 1 full credit. We welcome all curious students to the first class, but permission of the instructors is subsequently required for enrollment/registration.\n", + "MHHR 706 Visual and Material Cultures of Science. Paola Bertucci. The seminar discusses recent works that address the visual and material cultures of science. Visits to Yale collections, with a particular emphasis on the History of Science and Technology Division of the Peabody Museum. Students may take the course as a reading or research seminar.\n", + "MHHR 708 Ecologies of Black Print. Jacqueline Goldsby. A survey of history of the book scholarship germane to African American literature and the ecosystems that have sustained black print cultures over time. Secondary works consider eighteenth- to twenty-first-century black print culture practices, print object production, modes of circulation, consumption, and reception. Students write critical review essays, design research projects, and write fellowship proposals based on archival work at the Beinecke Library, Schomburg Center, and other regional sites (e.g., the Sterling A. Brown papers at Williams College).\n", + "MMES 126 Introduction to Islamic Architecture. Kishwar Rizvi. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "MMES 126 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "MMES 126 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "MMES 126 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "MMES 126 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "MMES 126 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "MMES 126 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "MMES 126 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "MMES 126 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "MMES 126 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "MMES 126 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "MMES 138 The Quran. Travis Zadeh. Introduction to the study of the Quran. Topics include: the literary, historical, and theological reception of the Quran; its collection and redaction; the scriptural milieu of late antiquity; education and religious authority; ritual performance and calligraphic expression; the diversity of Muslim exegesis.\n", + "MMES 138 The Quran. Introduction to the study of the Quran. Topics include: the literary, historical, and theological reception of the Quran; its collection and redaction; the scriptural milieu of late antiquity; education and religious authority; ritual performance and calligraphic expression; the diversity of Muslim exegesis.\n", + "MMES 138 The Quran. Introduction to the study of the Quran. Topics include: the literary, historical, and theological reception of the Quran; its collection and redaction; the scriptural milieu of late antiquity; education and religious authority; ritual performance and calligraphic expression; the diversity of Muslim exegesis.\n", + "MMES 149 Jews and the World: From the Bible through 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. Counts toward either European or non-Western distributional credit within the History major, upon application to the director of undergraduate studies.\n", + "MMES 150 Advanced Modern Hebrew: Daily Life in Israel. Orit Yeret. An examination of major controversies in Israeli society. Readings include newspaper editorials and academic articles as well as documentary and historical material. Advanced grammatical structures are introduced and practiced.\n", + "MMES 162 Languages in Dialogue: Hebrew and Arabic. Dina Roginsky. Hebrew and Arabic are closely related as sister Semitic languages. They have a great degree of grammatical, morphological, and lexical similarity. Historically, Arabic and Hebrew have been in cultural contact in various places and in different aspects. This advanced Hebrew language class explores linguistic similarities between the two languages as well as cultural comparisons of the communities, built on mutual respect. Students benefit from a section in which they gain a basic exposure to Arabic, based on its linguistic similarity to Hebrew. Conducted in Hebrew.\n", + "MMES 166 Creative Writing in Hebrew. Orit Yeret. An advanced language course with focus on creative writing and self-expression. Students develop knowledge of modern Hebrew, while elevating writing skills based on special interests, and in various genres, including short prose, poetry, dramatic writing, and journalism. Students engage with diverse authentic materials, with emphasis on Israeli literature, culture, and society.\n", + "MMES 170 Modern Arab Writers. Muhammad Aziz. Study of novels and poetry written by modern Arab writers. Such writers include Taha Hussein, Zaid Dammaj, Huda Barakat, Nizar Qabbani, al-Maqalih, and Mostaghanimi.\n", + "MMES 179 Reading Persian Texts. Farkhondeh Shayesteh. Students are presented with opportunities to enhance their knowledge of Persian, with primary focus on reading skills. The course involves reading, analyzing, and in-class discussion of assigned materials in the target language. Authentic reading excerpts from history, art, philosophy, and literature, as well as art history materials from medieval to modern times are used. This course is taught in Persian.\n", + "MMES 237 Politics and Literature in Modern Iran and Afghanistan. Bezhan Pazhohan. This course traces the emergence of modern Persian literature in Iran and Afghanistan, introducing the contemporary poets and writers of fiction who created this new literary tradition in spite of political, social, state, and religious constraints. Our readings include Iranian novelists working under censorship, Afghan memoirists describing their experience in a warzone, and even contemporary writers living in exile in the US or Europe. Major writers include Mohammad Ali Jamalzadeh, Sadegh Hedayat, Simin Behbahani, Forugh Farrokhzad, Homeira Qaderi (who will visit the class), and Khaled Hosseini.\n", + "MMES 268 The Cairo Genizot and their Literatures. Miriam Goldstein. Ancient and medieval Jews did not throw away Hebrew texts they considered sacred, but rather, they deposited and/or buried them in dedicated rooms known as Genizot. The most famous of these depositories was in the Ben Ezra Synagogue in Old Cairo, which contained perhaps the single most important trove ever discovered of Jewish literary and documentary sources from around the Mediterranean basin, sources dating as early as the ninth century and extending into the early modern period. This course introduces students to the Jewish manuscript remains of the medieval Cairo Genizah as well as other important Cairo manuscript caches. Students study the wide \n", + "variety of types of literary and documentary genres in these collections, and gain familiarity with the history of the Genizah’s discovery in the late nineteenth and early twentieth century as well as the acquisition of these manuscripts by institutions outside the Middle East (including Harvard).\n", + "MMES 271 Middle East Politics. Exploration of the international politics of the Middle East through a framework of analysis that is partly historical and partly thematic. How the international system, as well as social structures and political economy, shape state behavior. Consideration of Arab nationalism; Islamism; the impact of oil; Cold War politics; conflicts; liberalization; the Arab-spring, and the rise of the Islamic State.\n", + "MMES 290 Islam Today: Modern Islamic Thought. Frank Griffel. Introduction to Islamic thought after 1800, including some historical background. The development of Islamic modernism in the 19th century and of Islamic fundamentalism in the 20th. Islam as a reactive force to Western colonialism; the ideals of Shari'a, Islam as a political ideology, and the emergence of Jihad movements. Different kinds of Salafism, Islamic liberalism, and feminism as well as the revival of Islam's intellectual heritage.\n", + "MMES 290 Islam Today: Modern Islamic Thought. Introduction to Islamic thought after 1800, including some historical background. The development of Islamic modernism in the 19th century and of Islamic fundamentalism in the 20th. Islam as a reactive force to Western colonialism; the ideals of Shari'a, Islam as a political ideology, and the emergence of Jihad movements. Different kinds of Salafism, Islamic liberalism, and feminism as well as the revival of Islam's intellectual heritage.\n", + "MMES 290 Islam Today: Modern Islamic Thought. Introduction to Islamic thought after 1800, including some historical background. The development of Islamic modernism in the 19th century and of Islamic fundamentalism in the 20th. Islam as a reactive force to Western colonialism; the ideals of Shari'a, Islam as a political ideology, and the emergence of Jihad movements. Different kinds of Salafism, Islamic liberalism, and feminism as well as the revival of Islam's intellectual heritage.\n", + "MMES 290 Islam Today: Modern Islamic Thought. Introduction to Islamic thought after 1800, including some historical background. The development of Islamic modernism in the 19th century and of Islamic fundamentalism in the 20th. Islam as a reactive force to Western colonialism; the ideals of Shari'a, Islam as a political ideology, and the emergence of Jihad movements. Different kinds of Salafism, Islamic liberalism, and feminism as well as the revival of Islam's intellectual heritage.\n", + "MMES 290 Islam Today: Modern Islamic Thought. Introduction to Islamic thought after 1800, including some historical background. The development of Islamic modernism in the 19th century and of Islamic fundamentalism in the 20th. Islam as a reactive force to Western colonialism; the ideals of Shari'a, Islam as a political ideology, and the emergence of Jihad movements. Different kinds of Salafism, Islamic liberalism, and feminism as well as the revival of Islam's intellectual heritage.\n", + "MMES 321 Middle East Gender Studies. Marcia Inhorn. The lives of women and men in the contemporary Middle East explored through a series of anthropological studies and documentary films. Competing discourses surrounding gender and politics, and the relation of such discourse to actual practices of everyday life. Feminism, Islamism, activism, and human rights; fertility, family, marriage, and sexuality.\n", + "MMES 342 Medieval Jews, Christians, and Muslims In Conversation. Ivan Marcus. How members of Jewish, Christian, and Muslim communities thought of and interacted with members of the other two cultures during the Middle Ages. Cultural grids and expectations each imposed on the other; the rhetoric of otherness—humans or devils, purity or impurity, and animal imagery; and models of religious community and power in dealing with the other when confronted with cultural differences. Counts toward either European or Middle Eastern distributional credit within the History major, upon application to the director of undergraduate studies.\n", + "MMES 491 Senior Essay. Jonas Elbousty. The one-term senior essay is a research paper of at least thirty pages prepared under the supervision of a faculty member in accordance with the following schedule: (1) by the end of the second week of classes of the term, students meet with advisers to discuss the essay's topic, approach, sources, and bibliography; (2) by the end of the fourth week of classes a prospectus with outline, including an annotated bibliography of materials in one or more modern Middle Eastern languages and of secondary sources, is signed by the adviser and submitted to the director of undergraduate studies. The prospectus should indicate the formal title, scope, and focus of the essay, as well as the proposed research method, including detailed indications of the nature and extent of materials in a modern Middle Eastern language that will be used; (3) at the end of the tenth week of classes, a rough draft of the complete essay is submitted to the adviser; (4) by 4 p.m. on the last day of reading period, two copies of the finished paper must be submitted to the MMES registrar, 115 Prospect St., room 344. A late essay will receive a lower grade. Senior essays are graded by faculty associated with the Modern Middle East Studies program unless, for exceptional reasons, different arrangements for another reader have been made in advance with the director of undergraduate studies and the faculty adviser.\n", + "MMES 493 The Yearlong Senior Essay. Jonas Elbousty. The yearlong senior essay is a research paper of at least sixty pages prepared under the supervision of a faculty member in accordance with the following schedule: (1) by the end of the second week of classes of the first term, students meet with advisers to discuss the essay's topic, approach, sources, and bibliography; (2) by the end of the fourth week of classes a prospectus with outline, including an annotated bibliography of materials in one or more modern Middle Eastern languages and of secondary sources, is signed by the adviser and submitted to the director of undergraduate studies. The prospectus should indicate the formal title, scope, and focus of the essay, as well as the proposed research method, including detailed indications of the nature and extent of materials in a modern Middle Eastern language that will be used; (3) at the end of February, a rough draft of the complete essay is submitted to the adviser; (4) by 4 p.m. on the last day of reading period in the spring term, two copies of the finished paper must be submitted to the MMES registrar, 115 Prospect St., room 344. A late essay will receive a lower grade. Senior essays are graded by faculty associated with the Modern Middle East Studies program unless, for exceptional reasons, different arrangements for another reader have been made in advance with the director of undergraduate studies and the faculty adviser.\n", + "MRES 999 Master's Thesis Research. \n", + "MTBT 110 Elementary Modern Tibetan I. Introduction to the fundamentals of Modern Tibetan in the Lhasa dialect. Development of basic speaking, listening, reading, and writing skills through the application of communicative methods and the use of authentic learning materials. Some attention to central aspects of Tibetan culture.\n", + "MTBT 130 Intermediate Modern Tibetan I. The main focus of this course will be on using the language to communicate.\n", + "The goal of the course is to further develop proficiency in speaking, listening, writing and reading, while acquiring some knowledge of Tibetan culture that are necessary for language competency.\n", + "MTBT 150 Advanced Modern Tibetan I. Holistic study of modern Tibetan to deepen communicative abilities and develop oral fluency and proficiency. Students improve reading comprehension skills through reading selected modern Tibetan literature.\n", + "MUS 500 Fundamentals of Analysis and Musicianship. Stephanie Venturino. 6 credits. NP. Intensive review of the fundamental elements of musical literacy, analysis, and musicianship in tonal and post-tonal contexts. To be followed by MUS 502. Enrollment by placement exam. Students in MUS 500 may not enroll concurrently in any course designated as a Group A. This course has a lab section which meets on Thursday.\n", + "MUS 501 Analysis and Musicianship I. Seth Monahan. 4 credits. NP. Introduction to analysis and musicianship in tonal and post-tonal contexts. To be followed by MUS 502. Enrollment by placement exam.\n", + "MUS 504 Acting and Movement for Singers. 2 credits per term. Acting and stage movement tailored specifically for singers. Studies include techniques in character analysis and role preparation. Emphasis is placed on stage presence and movement problems as applied to specific roles, and on transferring the class experience to the stage. Required.\n", + "MUS 506 LyricDiction/Singers: LyricDiction/Singers/GERMAN. Alejandro Roca Bravo. 2 credits per term. A language course designed specifically for the needs of singers. Intensive work on pronunciation, grammar, and literature throughout the term. French, German, English, Italian, Russian, and Latin are offered in alternating terms. Required.\n", + "MUS 506 LyricDiction/Singers: LyricDiction/Singers/GERMAN. Alejandro Roca Bravo. 2 credits per term. A language course designed specifically for the needs of singers. Intensive work on pronunciation, grammar, and literature throughout the term. French, German, English, Italian, Russian, and Latin are offered in alternating terms. Required.\n", + "MUS 507 Vocal Repertoire for Singers. JJ Penna. 2 credits per term. A performance-oriented course that in successive terms surveys the French mélodie, German Lied, and Italian, American, and English art song. Elements of style, language, text, and presentation are emphasized. Required.\n", + "MUS 508 Opera Workshop. Gerald Moore. 3 credits per term. Encompasses musical preparation, coaching (musical and language), staging, and performance of selected scenes as well as complete roles from a wide range of operatic repertoire. Required.\n", + "MUS 509 Art Song Coaching for Singers. JJ Penna. 1 credit per term. Individual private coaching in the art song repertoire, in preparation for required recitals. Students are coached on such elements of musical style as phrasing, rubato, and articulation, and in English, French, Italian, German, and Spanish diction. Students are expected to bring their recital accompaniments to coaching sessions as their recital times approach.\n", + "MUS 509 Art Song Coaching for Singers: Art Song Coaching/Singers ISM. Tomoko Nakayama. 1 credit per term. Individual private coaching in the art song repertoire, in preparation for required recitals. Students are coached on such elements of musical style as phrasing, rubato, and articulation, and in English, French, Italian, German, and Spanish diction. Students are expected to bring their recital accompaniments to coaching sessions as their recital times approach.\n", + "MUS 512 Music from 1750 to 1900. Paul Berry. 4 credits. NP. Group B. An analytic and cultural survey of music from the European tradition between 1750 and 1900. Alongside detailed examination of notated repertoire representing the major styles, genres, and composers of the period, the course explores the roles of listeners and performers, the social contexts of music making, and the relationships among notated and vernacular musics. Topics include the development of dramatized functional tonality and chromatic harmony, the interplay of vocal and instrumental genres, the publishing marketplace and the evolution of musical gender roles, the depiction of exotic otherness in musical works, the rise of nationalism and its influence on the arts, and the origins of modern notions of classical music. Enrollment by placement exam. May be taken as an elective, space permitting.\n", + "MUS 513 Music since 1900. Robert Holzer. 4 credits. NP. Group B. An analytic and cultural survey of European and American music since 1900. Alongside detailed examination of notated repertoire representing the major styles, genres, and composers of the period, the course explores the roles of listeners and performers, the social contexts of music making, and the relationships among notated and vernacular musics. Topics include modernist innovations around 1910, serialism and neoclassicism in the interwar period, the avant-gardes of the 1950s and 1960s, minimalism and other postmodern aesthetics of the 1970s and beyond, and consideration of relevant traditions of popular music throughout the period. Enrollment by placement exam. May be taken as an elective, space permitting.\n", + "MUS 515 Improvisation at the Organ I. Jeffrey Brillhart. 2 credits. This course in beginning organ improvisation explores a variety of harmonization techniques, with a strong focus on formal structure (binary and ternary forms, rondo, song form). Classes typically are made up of two students, for a one-hour lesson on Mondays. The term culminates with an improvised recital, open to the public. In this recital, each student improvises for up to seven minutes on a submitted theme.\n", + "MUS 519 ISM Colloquium. Martin Jean. 1 credit per term. NP. P/F. Participation in seminars led by faculty and guest lecturers on topics concerning theology, music, worship, and related arts. Counts as one NP in the fourth term. Required of all Institute of Sacred Music students.\n", + "MUS 521 English Language Skills. Serena Blocker. 4 credits. NP. Group C. This course is designed for international students in the Yale School of Music who exhibit a basic or intermediate level of English. Studies includes the refinement of skills such as writing (sentences/paragraphs/essays), speaking, reading, and grammar, as well as the expansion and appropriate use of informal, academic, and professional vocabulary.\n", + "MUS 529 Introduction to Conducting. William Boughton. 4 credits. Learning the basic beat patterns through to mixed meter in repertoire ranging from the Baroque to post-Classical. Developing expressive baton technique and aural and listening skills. Assignments include preparation of scores, weekly practice in conducting exercises, and score-reading skills. A playing ensemble is made up of participants in the class. Final examination in score reading, analysis, and conducting.\n", + "MUS 531 Repertory Chorus—Voice. Jeffrey Douma. 2 credits per term. A reading chorus open by audition and conducted by graduate choral conducting students. The chorus reads, studies, and sings a wide sampling of choral literature.\n", + "MUS 532 Repertory Chorus—Conducting. Jeffrey Douma. 2 credits per term. Students in the graduate choral conducting program work with the Repertory Chorus, preparing and conducting a portion of a public concert each term. Open only to choral conducting majors.\n", + "MUS 533 Seminar in Piano Literature and Interpretation. 4 credits per term. Required of all piano majors. This course focuses on the performance of, and research topics relevant to, keyboard repertory. On a rotational basis, students perform chosen repertoire determined by the department; additionally, students make short oral presentations based on assigned topics that are closely linked to the repertoire. Organized outlines and bibliographies are required components of the presentations. Weekly attendance is required.\n", + "MUS 535 Recital Chorus—Voice. Jeffrey Douma. 2 credits per term. A chorus open by audition and conducted by graduate choral conducting students. It serves as the choral ensemble for four to five degree recitals per year.\n", + "MUS 536 Recital Chorus—Conducting. Jeffrey Douma. 2 credits per term. Second- and third-year students in the graduate choral conducting program work with the Recital Chorus, preparing and conducting their degree recitals. Open to choral conducting majors only.\n", + "MUS 538 Cello Ensemble. Ole Akahoshi. 2 credits per term. An exploration of the growing literature for cello ensemble emphasizing chamber music and orchestral skills as well as stylistic differences. Performances planned during the year. Required of all cello majors.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--BASSOON. Frank Morelli. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--CELLO. Paul Watkins. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--CHORAL COND. Jeffrey Douma. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--CHORAL COND. David Hill. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--CLARINET. David Shifrin. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--COMPOSITION. Aaron Kernis. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--COMPOSITION. Katherine Balch. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--COMPOSITION. Martin Bresnick. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--COMPOSITION. David Lang. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--DOUBLE BASS. Donald Palma. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--FLUTE. Tara O'Connor. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--FRENCH HORN. William Purvis. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--GUITAR. Benjamin Verdery. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--HARP. June Han. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--HARPSICHORD. Arthur Haas. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--OBOE. Stephen Taylor. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--ORCH COND. Peter Oundjian. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--ORGAN. Martin Jean. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--ORGAN. James O'Donnell. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--PERCUSSION. Robert Van Sice. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--PIANO. Boris Berman. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--PIANO. Melvin Chen. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--PIANO. Boris Slutsky. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--PIANO. Wei-Yi Yang. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--TROMBONE. Scott Hartman. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--TRUMPET. Kevin Cobb. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--TUBA. Carolyn Jantsch. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--VIOLA. Ettore Causa. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--VIOLIN. Tai Murray. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--VIOLIN. Augustin Hadelich. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--VIOLIN. Ani Kavafian. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--VIOLIN. Soovin Kim. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--VOICE. Gerald Moore. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--VOICE. Adriana Zabala. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 540 Indiv Instrctn--: Indiv Instrctn--VOICE. James Taylor. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 541 Secndry Instrmnt--: Secndry Instrmnt--BASS. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 541 Secndry Instrmnt--: Secndry Instrmnt--BASSOON. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 541 Secndry Instrmnt--: Secndry Instrmnt--CELLO. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 541 Secndry Instrmnt--: Secndry Instrmnt--CHORAL COND. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 541 Secndry Instrmnt--: Secndry Instrmnt--CLARINET. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 541 Secndry Instrmnt--: Secndry Instrmnt--COMPOSITION. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 541 Secndry Instrmnt--: Secndry Instrmnt--FLUTE. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 541 Secndry Instrmnt--: Secndry Instrmnt--FRENCH HORN. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 541 Secndry Instrmnt--: Secndry Instrmnt--GUITAR. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 541 Secndry Instrmnt--: Secndry Instrmnt--HARP. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 541 Secndry Instrmnt--: Secndry Instrmnt--HARPSICHORD. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 541 Secndry Instrmnt--: Secndry Instrmnt--OBOE. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 541 Secndry Instrmnt--: Secndry Instrmnt--ORCH COND. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 541 Secndry Instrmnt--: Secndry Instrmnt--ORGAN. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 541 Secndry Instrmnt--: Secndry Instrmnt--PERCUSSION. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 541 Secndry Instrmnt--: Secndry Instrmnt--PIANO. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 541 Secndry Instrmnt--: Secndry Instrmnt--SAXOPHONE. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 541 Secndry Instrmnt--: Secndry Instrmnt--TROMBONE. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 541 Secndry Instrmnt--: Secndry Instrmnt--TRUMPET. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 541 Secndry Instrmnt--: Secndry Instrmnt--TUBA. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 541 Secndry Instrmnt--: Secndry Instrmnt--VIOLA. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 541 Secndry Instrmnt--: Secndry Instrmnt--VIOLIN. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 541 Secndry Instrmnt--: Secndry Instrmnt--VOICE. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 542 The Yale Philharmonia and New Music New Haven. Aaron Kernis, Peter Oundjian. 2 credits per term. Participation, as assigned by the faculty, is required of all orchestral students. In addition to regular participation in Yale Philharmonia, students are assigned to New Music New Haven, to groups performing music by Yale composers, and to other ensembles as required.\n", + "MUS 543 Chamber Music. Wendy Sharp. 2 credits per term. Required of instrumental majors (except organ) in each term of enrollment. Enrollment includes participation in an assigned chamber music ensemble as well as performance and attendance in chamber music concerts.\n", + "MUS 544 Seminar, Major--: Seminar, Major--BASSOON. Frank Morelli. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 544 Seminar, Major--: Seminar, Major--CELLO. Paul Watkins. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 544 Seminar, Major--: Seminar, Major--CHORAL COND. Jeffrey Douma. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 544 Seminar, Major--: Seminar, Major--CLARINET. David Shifrin. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 544 Seminar, Major--: Seminar, Major--CLARINET. David Shifrin. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 544 Seminar, Major--: Seminar, Major--COMPOSITION. Martin Bresnick. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 544 Seminar, Major--: Seminar, Major--DOUBLE BASS. Donald Palma. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 544 Seminar, Major--: Seminar, Major--FLUTE. Tara O'Connor. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 544 Seminar, Major--: Seminar, Major--FRENCH HORN. William Purvis. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 544 Seminar, Major--: Seminar, Major--GUITAR. Benjamin Verdery. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 544 Seminar, Major--: Seminar, Major--HARP. June Han. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 544 Seminar, Major--: Seminar, Major--HARPSICHORD. Arthur Haas. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 544 Seminar, Major--: Seminar, Major--OBOE. Stephen Taylor. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 544 Seminar, Major--: Seminar, Major--ORCH COND. Peter Oundjian. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 544 Seminar, Major--: Seminar, Major--ORGAN. James O'Donnell. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 544 Seminar, Major--: Seminar, Major--PERCUSSION. Robert Van Sice. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 544 Seminar, Major--: Seminar, Major--TROMBONE. Scott Hartman. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 544 Seminar, Major--: Seminar, Major--TRUMPET. Kevin Cobb. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 544 Seminar, Major--: Seminar, Major--TUBA. Carolyn Jantsch. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 544 Seminar, Major--: Seminar, Major--VIOLA. Ettore Causa. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 544 Seminar, Major--: Seminar, Major--VIOLIN. Ani Kavafian. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 544 Seminar, Major--: Seminar, Major--VIOLIN. Tai Murray. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 544 Seminar, Major--: Seminar, Major--VIOLIN. Augustin Hadelich. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 544 Seminar, Major--: Seminar, Major--VIOLIN. Soovin Kim. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 544 Seminar, Major--: Seminar, Major--VOICE. Gerald Moore. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 544 Seminar, Major--: Seminar, Major--VOICE. James Taylor. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 546 Yale Camerata. Felicia Barber. 2 credits per term. Open to all members of the University community by audition, the Yale Camerata presents several performances throughout the year that explore choral literature from all musical periods. Members of the ensemble should have previous choral experience and be willing to devote time to the preparation of music commensurate with the Camerata’s vigorous rehearsal and concert schedule.\n", + "MUS 559 Jazz Improvisation I. Wayne Escoffery. 2 credits. NP. Group C. In this course students study basic, intermediate, and advanced concepts of jazz improvisation and learn the essentials of the jazz language through solo transcription and analysis. Students learn how to use vocabulary (or musical phrases) and a variety of improvisational devices and techniques over common chords and chord progressions. Upon completion of the course students have a deeper understanding of what it takes to become a great improviser, what to practice and how to practice it, and how to go about expanding their jazz vocabulary in order to naturally develop a unique improvisational voice. Students are required to bring their instruments to class; additionally, a basic understanding of jazz nomenclature and some experience improvising are advised. Grades are based on completion of two to three solo transcription assignments (with one being committed to memory), two melody composition assignments, several small projects and assignments, one to two quizzes, class attendance, and each student’s personal development. Students do not need the instructor's permission to add the course to their schedule. All interested students should attend the first class, during which the instructor will conduct an in-class evaluation to determine the final class list.\n", + "MUS 560 Research and Editions. Ruthann McTyre. 4 credits. NP. Group B. The goal of this course is to discover and evaluate performing editions and recordings of musical compositions that, in the students’ opinions, best exemplify a composer’s intent by developing library research skills in order to locate and critically evaluate library resources that will guide and support the student’s needs. Students select a composition from the standard repertoire that is relevant to them, as well as a composition by a living composer from an underrepresented population; identify and evaluate performing editions (three maximum) and recordings (three maximum) of each that represent the most authoritative version as well as the least; maintain a research journal by way of weekly course assignments and essays; build an annotated bibliography of resources used; and provide documented findings to support the evaluations and articulate the reasons for their selections clearly, and to compare the amount and types of resources that are available for research for each of the two compositions selected, both in writing and as a final presentation to the class.\n", + "MUS 562 Music in Art. Paul Hawkshaw. 4 credits. NP. Group C. This course addresses specific topics in musical iconography, i.e., the manner in which artists and sculptors of different periods have used music for symbolic purposes. An objective of the course is to consider the degree to which the portrayal of music in the visual arts reflects a particular society's attitude toward music. From this, one can draw conclusions about the function of music within that society. Readings are assigned and a paper is required.\n", + "MUS 565 Elements of Choral Technique. Felicia Barber. 4 credits. An exploration of conducting technique, rehearsal technique, score analysis, and repertoire for the choral conductor, this course is designed for students who are not majoring in choral conducting but are interested in learning the essentials of choral technique. Repertoire from the sixteenth century to the present is explored.\n", + "MUS 571 Yale Schola Cantorum. David Hill. 1 credit per term. Specialist chamber choir for the development of advanced ensemble skills and expertise in demanding solo roles (in music before 1750 and from the last one hundred years). Enrollment required for voice majors enrolled through the Institute of Sacred Music.\n", + "MUS 573 Introduction to Jazz, Race, and Gender. Thomas Duffy. 4 credits. NP. Group B. An introduction to jazz from its roots in African music, through its development in New Orleans (1900–1917), to its evolutionary expansion throughout the United States. The course includes a study of jazz’s artists/styles from the 1880s through the 1970s; an examination of the social, racial, gendered, and economic factors that gave rise to jazz styles; and how jazz developmental patterns are represented in today’s popular music. This introductory course may be redundant for students who have already had significant studies in jazz history. Students with some knowledge of jazz history may want to take this course to help them develop their own curriculum in preparation for teaching a similar course in the future. Course work is done through a combination of online work, short essays, group discussion, and reading assignments.\n", + "MUS 582 French Sounds: Music from Debussy to Dalbavie. Stephanie Venturino. 4 credits. NP. Group A or B. What makes French music of the past century—despite its stylistic diversity—sound distinctly French? This course, covering the evolution of music in France from the fin de siècle to the turn of the millennium, addresses this question from analytical, theoretical, and historical angles. Course modules focus on French approaches to tonality, harmony, resonance, pitch organization, melody, ornament, rhythm, timbre, and sound qualities. Students will also explore connections between French music and other subject areas, including visual art, dance, and philosophy. Repertoire covers a wide variety of styles and instrumentations; composers include Claude Debussy, Maurice Ravel, Cécile Chaminade, Lili Boulanger, Edgard Varèse, André Jolivet, Germaine Tailleferre, Darius Milhaud, Maurice Ohana, Olivier Messiaen, Henri Dutilleux, Pierre Boulez, Gérard Grisey, Éliane Radigue, Betsy Jolas, and Marc-André Dalbavie, among others. Brief excerpts of scholarly prose help students relate score study to broader musical, historical, cultural, and political trends. Course requirements include weekly listening, reading, and analytical work; occasional oral presentations and discussion board assignments; and a final analysis project based on student-selected repertoire.\n", + "MUS 585 Sonata Form in the Eighteenth and Nineteenth Centuries. Seth Monahan. 4 credits. NP. Group A. This course explores the emergence and subsequent development of sonata form as a vehicle for creative expression in the instrumental music of eighteenth- and nineteenth-century Europe. Through close engagement with dozens of individual movements, we will come to understand both the essential mechanics of the form itself and the dazzling variety of subtypes, adaptions, and offshoots that arose over successive generations. Zooming out, we will also consider methodological issues that attend the analysis of musical form, up to and including the vexed question of what musical forms actually are and the role they play in the creative imagination of individual artists. In the end, we shall come to understand sonata form not as a fixed \"blueprint\" or \"mold,\" but as a dynamic and constantly-evolving means of structuring musical arguments—one that placed composers in a dialogue with the past while spurring some of their highest and most enduring achievements. Course requirements include weekly listening, reading, and analytical work; three brief response papers (1–4 pages), occasional oral presentations, and a final oral examination on topics chosen by the student.\n", + "MUS 594 Vocal Chamber Music. James Taylor. 1 credit. This performance-based class requires a high level of individual participation each week. Grades are based on participation in and preparation for class, and two performances of the repertoire learned. Attendance is mandatory. Occasional weekend sessions and extra rehearsals during production weeks can be expected. Students are expected to learn quickly and must be prepared to tackle a sizeable amount of repertoire.\n", + "MUS 595 Performance Practice for Singers. Jeffrey Grossman. 2 credits per term. A four-term course cycle exploring the major issues and repertoire of Western European historically informed performance, including issues of notation, the use of modern and manuscript editions, and national performance styles. Includes a survey of solo and chamber vocal repertoire (song, madrigal, cantata, opera, oratorio, motet) from the seventeenth and eighteenth centuries, with a focus on ornamentation, practical performance issues, and recital planning. The sequence is designed to provide the foundation to a practical career in historical performance. Open to conductors and instrumentalists with permission of the instructor.\n", + "MUS 604 Acting and Movement for Singers. 2 credits per term. Acting and stage movement tailored specifically for singers. Studies include techniques in character analysis and role preparation. Emphasis is placed on stage presence and movement problems as applied to specific roles, and on transferring the class experience to the stage. Required.\n", + "MUS 606 LyricDiction/Singers: LyricDiction/Singers/GERMAN. Alejandro Roca Bravo. 2 credits per term. A language course designed specifically for the needs of singers. Intensive work on pronunciation, grammar, and literature throughout the term. French, German, English, Italian, Russian, and Latin are offered in alternating terms. Required.\n", + "MUS 606 LyricDiction/Singers: LyricDiction/Singers/GERMAN. Alejandro Roca Bravo. 2 credits per term. A language course designed specifically for the needs of singers. Intensive work on pronunciation, grammar, and literature throughout the term. French, German, English, Italian, Russian, and Latin are offered in alternating terms. Required.\n", + "MUS 607 Vocal Repertoire for Singers. JJ Penna. 2 credits per term. A performance-oriented course that in successive terms surveys the French mélodie, German Lied, and Italian, American, and English art song. Elements of style, language, text, and presentation are emphasized. Required.\n", + "MUS 608 Opera Workshop. Gerald Moore. 3 credits per term. Encompasses musical preparation, coaching (musical and language), staging, and performance of selected scenes as well as complete roles from a wide range of operatic repertoire. Required.\n", + "MUS 609 Art Song Coaching for Singers. JJ Penna. 1 credit per term. Individual private coaching in the art song repertoire, in preparation for required recitals. Students are coached on such elements of musical style as phrasing, rubato, and articulation, and in English, French, Italian, German, and Spanish diction. Students are expected to bring their recital accompaniments to coaching sessions as their recital times approach.\n", + "MUS 609 Art Song Coaching for Singers: Art Song Coaching/Singers ISM. Tomoko Nakayama. 1 credit per term. Individual private coaching in the art song repertoire, in preparation for required recitals. Students are coached on such elements of musical style as phrasing, rubato, and articulation, and in English, French, Italian, German, and Spanish diction. Students are expected to bring their recital accompaniments to coaching sessions as their recital times approach.\n", + "MUS 610 Score Reading and Analysis. William Boughton. 4 credits. NP. Group A. The basics of score reading, understanding of orchestral instruments, and analysis of form, style, and harmony from the Baroque and Classical periods. Developing clef, transposing, and score-reading skills at the keyboard. Permission of the instructor required. Prerequisites: some keyboard skills, regular daily access to a keyboard outside of Yale, ability to read both treble and bass clefs.\n", + "MUS 613 Baroque Afterlives. Lynette Bowring. 4 credits. NP. Group A or B. Although the baroque period ended in the mid-eighteenth century, its styles and idioms have since been a fertile source of inspiration for many musicians. Composers have bridged past and present with individuality and ingenuity, and sometimes with pastiche, parody, or humor, while performers have continued to reinterpret and adapt past repertoire. This course traces the afterlives of the baroque style in the musical cultures of the late eighteenth century through to the present day, engaging analytically with a range of repertoire including baroque-inspired classical and romantic works, neoclassical and related modernist works, and postmodern and non-classical reimaginings of the baroque style. It also considers arrangements and adaptations, changing performance styles, and some broader contexts and debates surrounding engagement with historical idioms.\n", + "MUS 615 Improvisation at the Organ II. Jeffrey Brillhart. 2 credits. This course explores modal improvisation, focusing on the composition techniques of Charles Tournemire and Olivier Messiaen. Students learn to improvise five-movement chant-based suites (Introit-Offertoire-Elevation-Communion-Pièce Terminale), versets, and a variety of free works using late-twentieth-century language. Classes typically are made up of two students, for a one-hour lesson on Mondays. The term culminates with an improvised recital, open to the public. In this recital, each student improvises for up to seven minutes on a submitted theme.\n", + "MUS 617 Music and Theology in the Sixteenth Century. Markus Rathey. 4 credits. NP. Group B. The Protestant Reformation in the sixteenth century was a \"media event.\" The invention of letterpress printing, the partisanship of famous artists like Dürer and Cranach, and—not least—the support of many musicians and composers were responsible for the spreading of the thoughts of Reformation. But while Luther gave an important place to music, Zwingli and Calvin were much more skeptical. Music, especially sacred music, constituted a problem because it was tightly connected with Catholic liturgical and aesthetic traditions. Reformers had to think about the place music could have in worship and about the function of music in secular life.\n", + "MUS 619 ISM Colloquium. Martin Jean. 1 credit per term. NP. P/F. Participation in seminars led by faculty and guest lecturers on topics concerning theology, music, worship, and related arts. Counts as one NP in the fourth term. Required of all Institute of Sacred Music students.\n", + "MUS 620 Orchestration for Performers and Conductors. Katherine Balch. 4 credits. NP. Group A. This course on the basics of orchestration is meant to introduce the performer, conductor, and composer to a foundational knowledge of instrumentation and the general techniques of the Euro-diasporic orchestral tradition. We will cover the range, timbre, mechanics, and idiomatic characteristics of individual instruments and their families through score study, readings, listenings, online resources, and the instruments themselves. We will also cover basic acoustic principles as they relate to blend and space in the orchestral context. In addition to instrumentation, we will explore historical practices and topics in contemporary trends in large ensemble music. A specific goal of Orchestration for Performers and Conductors is to develop a foundational fluency of orchestral techniques. This foundational fluency will be reinforced and deepened in the second semester through creative and analytical projects centered around topics in late 19th-21st century orchestration.\n", + "MUS 621 Careers in Music: Collaborative Leadership To Advance Creativity, Innovation and New Opportunities. Astrid Baumgardner. 2 credits. NP. Group C. This course will equip students with the mindset and leadership capacities to lead change in the classical music field. Students will work on collaborative semester-long projects that advance creativity, innovation, and new opportunities in the arts. Students will learn personal leadership elements of values, strengths, and mission statements. They will use the design thinking framework to create, pitch, and implement innovative artistic projects in an environment that encourages taking risks and learning from experience. Students will learn how to collaborate within diverse teams and build communication styles, conflict management and presentations skills. Students will learn how to conduct audience research and integrate that data into their projects. The semester will culminate with group project presentations.\n", + "MUS 622 Acting for Singers: Acting for Singers/ISM. Glenn Seven Allen. 1 credit per term. Designed to address the specialized needs of the singing actor. Studies include technique in character analysis, together with studies in poetry as it applies to art song literature. Class work is extended in regular private coaching. ISM students are required to take two terms in their second year.\n", + "MUS 623 Early Music Coaching for Singers. Jeffrey Grossman. 1 credit. Individual private coaching in early repertoire, focusing on historically informed performance practice, in preparation for required recitals and concerts. Students are coached on such elements of musical style as ornamentation, phrasing, rubato, articulation, and rhetoric, and in English, French, Italian, German, Latin, and Spanish diction. Students are expected to bring recital and concert repertoire to coaching sessions as performance times approach.\n", + "MUS 624 The Role of Culture in the Contemporary World. John Mills. 2 credits. NP. Group C. Sir Jonathan Mills returns to YSM for a series of lectures that will consider the effects of artificial intelligence on the professional prospects for performers and composers, examine the fundamental role of imitation in the art of all global cultures, and the collaborative research with an Oxford museum that brings to life a diverse array of ancient musical instruments passively lurking in museum vaults.\n", + "MUS 626 Performance Practice before 1750. Arthur Haas, Daniel Lee. 4 credits. NP. Group B. How are we to perform music from the Baroque era (ca. 1600–1750)? The diverse styles of the instrumental and vocal music composed during this period elicit widely differing responses from instrumentalists and singers attuned to pre-Classical and Romantic performance practices. In this course, which is centered on both performance and discussion, we take in the many possibilities available to the performer of music composed in this period. The topics we explore include Baroque sound, rhetoric, ornamentation and improvisation, vibrato, text-music relationships, tempo and meter, rhythmic alteration, dynamics, pitch, temperament, editions, and basso continuo. We compare period instruments to their modern counterparts through live performance and recordings as well as discuss differences in national styles throughout this period.\n", + "MUS 628 The Operas of Verdi. Robert Holzer. 4 credits. NP. Group A or B. A survey of the operas of Giuseppe Verdi. Special attention is given to the interaction of music and drama, as well as to the larger contexts of his works in nineteenth-century Italian history. Topics of study include Verdi as Risorgimento icon, analytic approaches to individual musical numbers, depictions of gender roles, exoticism and alterity, and reception history. Requirements include regular attendance and informed participation in classroom discussion, in-class presentations, short written assignments, and a final written project.\n", + "MUS 631 Repertory Chorus—Voice. Jeffrey Douma. 2 credits per term. A reading chorus open by audition and conducted by graduate choral conducting students. The chorus reads, studies, and sings a wide sampling of choral literature.\n", + "MUS 632 Repertory Chorus—Conducting. Jeffrey Douma. 2 credits per term. Students in the graduate choral conducting program work with the Repertory Chorus, preparing and conducting a portion of a public concert each term. Open only to choral conducting majors.\n", + "MUS 633 Seminar in Piano Literature and Interpretation. 4 credits per term. Required of all piano majors. This course focuses on the performance of, and research topics relevant to, keyboard repertory. On a rotational basis, students perform chosen repertoire determined by the department; additionally, students make short oral presentations based on assigned topics that are closely linked to the repertoire. Organized outlines and bibliographies are required components of the presentations. Weekly attendance is required.\n", + "MUS 635 Recital Chorus—Voice. Jeffrey Douma. 2 credits per term. A chorus open by audition and conducted by graduate choral conducting students. It serves as the choral ensemble for four to five degree recitals per year.\n", + "MUS 636 Recital Chorus—Conducting. Jeffrey Douma. 2 credits per term. Second- and third-year students in the graduate choral conducting program work with the Recital Chorus, preparing and conducting their degree recitals. Open to choral conducting majors only.\n", + "MUS 637 Schoenberg's Pierrot Lunaire. Michael Friedmann. 4 credits. NP. Group A or B. This course combines performance of the work under study with analysis and contextualization. Students include the vocalist and five instrumentalists and three to five commentators who analyze Pierrot and contextualize it through harmonic and contour analysis, text study—both of the Giraud original and Hartleben translation—and its formal musical consequences. The class gives attention to recorded performances, especially those by Schoenberg, Weisberg, Boulez (two), Da Capo, etc. Close reading of articles by Schoenberg, Lewin, Sims, Shawn, and others inform the performance. Underlying premises include theories of phrase structure (Schoenberg, Caplin), contour (Friedmann), text setting (Schoenberg, Lewin), harmony, and pitch considerations (Forte, Lewin). Prerequisites (for Yale College students): MUSI 211 and one more advanced theory/analysis class, and one course in the required music history sequence; (for Yale School of Music students): completion of the Analysis and Musicianship requirement and one music history course. Permission of the instructor required for all students. By September 6, interested students should email the instructor directly to express interest in a performer slot or a commentator slot.\n", + "MUS 638 Cello Ensemble. Ole Akahoshi. 2 credits per term. An exploration of the growing literature for cello ensemble emphasizing chamber music and orchestral skills as well as stylistic differences. Performances planned during the year. Required of all cello majors.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn-- DOUBLE BASS. Donald Palma. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--BASSOON. Frank Morelli. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--CELLO. Paul Watkins. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--CHORAL COND. Jeffrey Douma. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--CHORAL COND. David Hill. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--CLARINET. David Shifrin. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--COMPOSITION. Aaron Kernis. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--COMPOSITION. Katherine Balch. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--COMPOSITION. Martin Bresnick. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--COMPOSITION. David Lang. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--FLUTE. Tara O'Connor. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--FRENCH HORN. William Purvis. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--GUITAR. Benjamin Verdery. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--HARP. June Han. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--HARPSICHORD. Arthur Haas. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--OBOE. Stephen Taylor. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--ORCH COND. Peter Oundjian. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--ORGAN. Martin Jean. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--ORGAN. James O'Donnell. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--PERCUSSION. Robert Van Sice. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--PIANO. Boris Berman. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--PIANO. Boris Slutsky. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--PIANO. Wei-Yi Yang. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--PIANO. Robert Blocker. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--TROMBONE. Scott Hartman. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--TRUMPET. Kevin Cobb. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--TUBA. Carolyn Jantsch. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--VIOLA. Ettore Causa. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--VIOLIN. Ani Kavafian. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--VIOLIN. Tai Murray. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--VIOLIN. Soovin Kim. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--VIOLIN. Augustin Hadelich. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--VOICE. James Taylor. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--VOICE. Gerald Moore. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--VOICE. Adriana Zabala. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 640 Indiv Instrctn--: Indiv Instrctn--VOICE. James Taylor. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 641 Secndry Instrmnt--: Secndry Instrmnt--BASS. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 641 Secndry Instrmnt--: Secndry Instrmnt--BASSOON. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 641 Secndry Instrmnt--: Secndry Instrmnt--CELLO. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 641 Secndry Instrmnt--: Secndry Instrmnt--CHORAL COND. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 641 Secndry Instrmnt--: Secndry Instrmnt--CLARINET. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 641 Secndry Instrmnt--: Secndry Instrmnt--COMPOSITION. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 641 Secndry Instrmnt--: Secndry Instrmnt--FLUTE. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 641 Secndry Instrmnt--: Secndry Instrmnt--FRENCH HORN. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 641 Secndry Instrmnt--: Secndry Instrmnt--GUITAR. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 641 Secndry Instrmnt--: Secndry Instrmnt--HARP. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 641 Secndry Instrmnt--: Secndry Instrmnt--HARPSICHORD. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 641 Secndry Instrmnt--: Secndry Instrmnt--OBOE. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 641 Secndry Instrmnt--: Secndry Instrmnt--ORCH COND. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 641 Secndry Instrmnt--: Secndry Instrmnt--ORGAN. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 641 Secndry Instrmnt--: Secndry Instrmnt--PERCUSSION. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 641 Secndry Instrmnt--: Secndry Instrmnt--PIANO. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 641 Secndry Instrmnt--: Secndry Instrmnt--SAXOPHONE. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 641 Secndry Instrmnt--: Secndry Instrmnt--TROMBONE. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 641 Secndry Instrmnt--: Secndry Instrmnt--TRUMPET. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 641 Secndry Instrmnt--: Secndry Instrmnt--VIOLA. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 641 Secndry Instrmnt--: Secndry Instrmnt--VOICE. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 642 The Yale Philharmonia and New Music New Haven. Aaron Kernis, Peter Oundjian. 2 credits per term. Participation, as assigned by the faculty, is required of all orchestral students. In addition to regular participation in Yale Philharmonia, students are assigned to New Music New Haven, to groups performing music by Yale composers, and to other ensembles as required.\n", + "MUS 643 Chamber Music. Wendy Sharp. 2 credits per term. Required of instrumental majors (except organ) in each term of enrollment. Enrollment includes participation in an assigned chamber music ensemble as well as performance and attendance in chamber music concerts.\n", + "MUS 644 Seminar, Major--: Seminar, Major--BASSOON. Frank Morelli. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 644 Seminar, Major--: Seminar, Major--CELLO. Paul Watkins. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 644 Seminar, Major--: Seminar, Major--CHORAL COND. Jeffrey Douma. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 644 Seminar, Major--: Seminar, Major--CLARINET. David Shifrin. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 644 Seminar, Major--: Seminar, Major--COMPOSITION. Martin Bresnick. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 644 Seminar, Major--: Seminar, Major--DOUBLE BASS. Donald Palma. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 644 Seminar, Major--: Seminar, Major--FLUTE. Tara O'Connor. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 644 Seminar, Major--: Seminar, Major--FRENCH HORN. William Purvis. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 644 Seminar, Major--: Seminar, Major--GUITAR. Benjamin Verdery. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 644 Seminar, Major--: Seminar, Major--HARP. June Han. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 644 Seminar, Major--: Seminar, Major--HARPSICHORD. Arthur Haas. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 644 Seminar, Major--: Seminar, Major--OBOE. Stephen Taylor. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 644 Seminar, Major--: Seminar, Major--ORCH COND. Peter Oundjian. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 644 Seminar, Major--: Seminar, Major--ORGAN. James O'Donnell. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 644 Seminar, Major--: Seminar, Major--PERCUSSION. Robert Van Sice. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 644 Seminar, Major--: Seminar, Major--PERCUSSION. Robert Van Sice. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 644 Seminar, Major--: Seminar, Major--TROMBONE. Scott Hartman. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 644 Seminar, Major--: Seminar, Major--TRUMPET. Kevin Cobb. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 644 Seminar, Major--: Seminar, Major--TUBA. Carolyn Jantsch. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 644 Seminar, Major--: Seminar, Major--VIOLA. Ettore Causa. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 644 Seminar, Major--: Seminar, Major--VIOLIN. Ani Kavafian. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 644 Seminar, Major--: Seminar, Major--VIOLIN. Tai Murray. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 644 Seminar, Major--: Seminar, Major--VIOLIN. Soovin Kim. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 644 Seminar, Major--: Seminar, Major--VIOLIN. Augustin Hadelich. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 644 Seminar, Major--: Seminar, Major--VOICE. Gerald Moore. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 644 Seminar, Major--: Seminar, Major--VOICE. James Taylor. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 646 Yale Camerata. Felicia Barber. 2 credits per term. Open to all members of the University community by audition, the Yale Camerata presents several performances throughout the year that explore choral literature from all musical periods. Members of the ensemble should have previous choral experience and be willing to devote time to the preparation of music commensurate with the Camerata’s vigorous rehearsal and concert schedule.\n", + "MUS 651 Women in Western Art Music. Lynette Bowring. 4 credits. NP. Group A or B. Women’s musical activities, creative voices, and varied methods of engaging with music form the focus in this broad survey of women in Western art music. In addition to hearing and discussing music by composers from Hildegard of Bingen through Caroline Shaw, the course considers the various roles women have played in the wider cultural history of Western art music: as professional and amateur performers, teachers and students, music printers and collectors, listeners, curators, and patrons. These topics are illustrated by case studies from recent research; the course also includes discussion of how histories of women in music have developed, alongside some influential studies from feminist musicology.\n", + "MUS 656 Liturgical Keyboard Skills I. 2 credits. In this course, students gain a deeper understanding of and appreciation for musical genres, both those familiar to them and those different from their own, and learn basic techniques for their application in church service playing. Students learn to play hymns, congregational songs, service music, and anthems from a variety of sources, including music from the liturgical and free church traditions, including the Black Church experience. Hymn playing, with an emphasis on methods of encouraging congregational singing, is the principal focus of the organ instruction, but there is also instruction in chant and anthem accompaniment, including adapting a piano reduction to the organ. In the gospel style, beginning with the piano, students are encouraged to play by ear, using their aural skills in learning gospel music. This training extends to the organ, in the form of improvised introductions and varied accompaniments to hymns of all types. We seek to accomplish these goals by active participation and discussion in class. When not actually playing in class, students are encouraged to sing to the accompaniment of the person at the keyboard, to further their experience of singing with accompaniment, and to give practical encouragement to the person playing.\n", + "MUS 657 Liturgical Keyboard Skills II. Walden Moore. 2 credits. The subject matter is the same as for MUS 656, but some variety is offered in the syllabus on a two-year cycle to allow second-year students to take the course without duplicating all of the means by which the playing techniques are taught.\n", + "MUS 670 A Parallel Canon: A Survey of Black Composers in the Western Classical Tradition. Albert Lee. 4 credits. NP. Group B or C. This course is designed to broaden a student’s knowledge of music in the western classical tradition beyond what is commonly understood to be \"the canon.\" Students will examine the lives and works of black composers beginning with Joseph Bologne, George Bridgetower, and Samuel Coleridge-Taylor in Europe and the UK, as well as Florence Price, William Grant Still, Margaret Bonds, George Walker, Adolphus Hailstork, Julius Eastman, Wynton Marsalis, et al in the United States for their connection to or divergence from the musical tradition/convention,as well as the context that propelled their creative journeys. Students complete weekly readings, viewings, and/or listening on various composers and musical works for class discussion, and research major events in history (e.g., French Revolution, Industrial Revolution, the American Revolution, the Civil War, Reconstruction, WWI, the Great Migration, etc.) to situate class discussions in their historical context. Assignments include four three-page papers on composers, compositions, and historical events discussed in class (topics that connect the course material to a student’s individual performance, composition, or research interests are encouraged), as well as the submission of a sample concert program integrating knowledge of the standard canon with the course material. This concert program will be the basis of the oral final exam.\n", + "MUS 671 Yale Schola Cantorum. David Hill. 1 credit per term. Specialist chamber choir for the development of advanced ensemble skills and expertise in demanding solo roles (in music before 1750 and from the last one hundred years). Enrollment required for voice majors enrolled through the Institute of Sacred Music.\n", + "MUS 677 Continuo Realization and Performance. Arthur Haas. 4 credits. Acquisition of practical skills necessary for a competent and expressive performance from thorough-bass. Learning of figures, honing of voice-leading skills, and investigation of various historical and national styles of continuo playing as well as relevant performance practice issues. Class performances with an instrumentalist or singer. Open to pianists, harpsichordists, organists, and conductors.\n", + "MUS 695 Performance Practice for Singers. Jeffrey Grossman. 2 credits per term. A four-term course cycle exploring the major issues and repertoire of Western European historically informed performance, including issues of notation, the use of modern and manuscript editions, and national performance styles. Includes a survey of solo and chamber vocal repertoire (song, madrigal, cantata, opera, oratorio, motet) from the seventeenth and eighteenth centuries, with a focus on ornamentation, practical performance issues, and recital planning. The sequence is designed to provide the foundation to a practical career in historical performance. Open to conductors and instrumentalists with permission of the instructor.\n", + "MUS 704 Acting and Movement for Singers. Dylan Thomas. 2 credits per term. Acting and stage movement tailored specifically for singers. Studies include techniques in character analysis and role preparation. Emphasis is placed on stage presence and movement problems as applied to specific roles, and on transferring the class experience to the stage. Required.\n", + "MUS 707 Vocal Repertoire for Singers. JJ Penna. 2 credits per term. A performance-oriented course that in successive terms surveys the French mélodie, German Lied, and Italian, American, and English art song. Elements of style, language, text, and presentation are emphasized. Required.\n", + "MUS 708 Opera Workshop. Gerald Moore. 3 credits per term. Encompasses musical preparation, coaching (musical and language), staging, and performance of selected scenes as well as complete roles from a wide range of operatic repertoire. Required.\n", + "MUS 709 Art Song Coaching for Singers. JJ Penna. 1 credit per term. Individual private coaching in the art song repertoire, in preparation for required recitals. Students are coached on such elements of musical style as phrasing, rubato, and articulation, and in English, French, Italian, German, and Spanish diction. Students are expected to bring their recital accompaniments to coaching sessions as their recital times approach.\n", + "MUS 715 Improvisation at the Organ III. Jeffrey Brillhart. 2 credits. This course explores the improvisation of full organ symphony in four movements, Tryptique (Rondo-Aria-Theme/variations), improvisation on visual images, text-based improvisation, and silent film. Classes typically are made up of two students, for a one-hour lesson on Mondays. The term culminates with an improvised recital, open to the public. In this recital, each student improvises for up to ten minutes on a submitted theme.\n", + "MUS 719 ISM Colloquium. Martin Jean. 1 credit per term. NP. P/F. Participation in seminars led by faculty and guest lecturers on topics concerning theology, music, worship, and related arts. Counts as one NP in the fourth term. Required of all Institute of Sacred Music students.\n", + "MUS 738 Cello Ensemble. Ole Akahoshi. 2 credits per term. An exploration of the growing literature for cello ensemble emphasizing chamber music and orchestral skills as well as stylistic differences. Performances planned during the year. Required of all cello majors.\n", + "MUS 740 Indiv Instrctn--: Indiv Instrctn--BASSOON. Frank Morelli. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 740 Indiv Instrctn--: Indiv Instrctn--CELLO. Paul Watkins. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 740 Indiv Instrctn--: Indiv Instrctn--CLARINET. David Shifrin. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 740 Indiv Instrctn--: Indiv Instrctn--COMPOSITION. David Lang. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 740 Indiv Instrctn--: Indiv Instrctn--DOUBLE BASS. Donald Palma. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 740 Indiv Instrctn--: Indiv Instrctn--FRENCH HORN. William Purvis. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 740 Indiv Instrctn--: Indiv Instrctn--GUITAR. Benjamin Verdery. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 740 Indiv Instrctn--: Indiv Instrctn--HARPSICHORD. Arthur Haas. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 740 Indiv Instrctn--: Indiv Instrctn--OBOE. Stephen Taylor. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 740 Indiv Instrctn--: Indiv Instrctn--ORGAN. James O'Donnell. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 740 Indiv Instrctn--: Indiv Instrctn--PERCUSSION. Robert Van Sice. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 740 Indiv Instrctn--: Indiv Instrctn--PIANO. Wei-Yi Yang. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 740 Indiv Instrctn--: Indiv Instrctn--PIANO. Boris Berman. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 740 Indiv Instrctn--: Indiv Instrctn--TROMBONE. Scott Hartman. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 740 Indiv Instrctn--: Indiv Instrctn--VIOLA. Ettore Causa. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 740 Indiv Instrctn--: Indiv Instrctn--VIOLIN. Ani Kavafian. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 740 Indiv Instrctn--: Indiv Instrctn--VOICE. Adriana Zabala. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 740 Indiv Instrctn--: Indiv Instrctn--violin. Tai Murray. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 741 Secndry Instrmnt--: Secndry Instrmnt--PIANO. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 741 Secndry Instrmnt--: Secndry Instrmnt--PIANO. Kyung Yu. 2 credits per term. P/F. All students enrolled in secondary lessons can receive instruction in either voice or piano. In addition, YSM keyboard majors may take secondary organ or harpsichord, and YSM violinists may take secondary viola. Any other students who wish to take secondary lessons in any other instruments must petition the director of secondary lessons, Kyung Yu, by email (kyung.yu@yale.edu) no later than Aug. 30, 2021, for the fall term and Jan. 14, 2022, for the spring term. Students who are not conducting majors may take only one secondary instrument per term. YSM students who wish to take secondary lessons must register for the course and request a teacher using the online form for graduate students found at http://music.yale.edu/study/music-lessons; the availability of a secondary lessons teacher is not guaranteed until the form is received and a teacher assigned by the director of lessons. Secondary instruction in choral conducting and orchestral conducting is only available with permission of the instructor and requires as prerequisites MUS 565 for secondary instruction in choral conducting, and both MUS 529 and MUS 530 for secondary instruction in orchestral conducting. Students of the Yale Divinity School, School of Drama, and School of Art may also register as above for secondary lessons and will be charged $200 per term for these lessons. Questions may be emailed to the director, Kyung Yu (kyung.yu@yale.edu).\n", + "MUS 742 The Yale Philharmonia and New Music New Haven. Aaron Kernis, Peter Oundjian. 2 credits per term. Participation, as assigned by the faculty, is required of all orchestral students. In addition to regular participation in Yale Philharmonia, students are assigned to New Music New Haven, to groups performing music by Yale composers, and to other ensembles as required.\n", + "MUS 743 Chamber Music. Wendy Sharp. 2 credits per term. Required of instrumental majors (except organ) in each term of enrollment. Enrollment includes participation in an assigned chamber music ensemble as well as performance and attendance in chamber music concerts.\n", + "MUS 744 Seminar, Major--: Seminar, Major--BASSOON. Frank Morelli. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 744 Seminar, Major--: Seminar, Major--CELLO. Paul Watkins. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 744 Seminar, Major--: Seminar, Major--CLARINET. David Shifrin. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 744 Seminar, Major--: Seminar, Major--COMPOSITION. Martin Bresnick. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 744 Seminar, Major--: Seminar, Major--DOUBLE BASS. Donald Palma. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 744 Seminar, Major--: Seminar, Major--FRENCH HORN. William Purvis. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 744 Seminar, Major--: Seminar, Major--HARPSICHORD. Arthur Haas. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 744 Seminar, Major--: Seminar, Major--OBOE. Stephen Taylor. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 744 Seminar, Major--: Seminar, Major--ORGAN. James O'Donnell. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 744 Seminar, Major--: Seminar, Major--PERCUSSION. Robert Van Sice. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 744 Seminar, Major--: Seminar, Major--TROMBONE. Scott Hartman. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 744 Seminar, Major--: Seminar, Major--VIOLA. Ettore Causa. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 744 Seminar, Major--: Seminar, Major--VIOLIN. Ani Kavafian. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 744 Seminar, Major--: Seminar, Major--VIOLIN. Tai Murray. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 744 Seminar, Major--: Seminar, Major--VOICE. Gerald Moore. 2 credits per term. An examination of a wide range of problems relating to the area of the major. Specific requirements may differ by department. At the discretion of each department, seminar requirements can be met partially through off-campus field trips and/or off-campus fieldwork, e.g., performance or teaching. Required of all School of Music students except pianists who take 533, 633, 733.\n", + "MUS 815 Improvisation at the Organ IV. Jeffrey Brillhart. This course explores the improvisation of contrapuntal forms including Partimento Fugue, Stylus Fantasticus, Fugue d'école, and choral preludes. Pre-requisite: MUS 515, MUS 615, MUS 715.\n", + "MUS 819 Colloquium. Martin Jean. 1 credit per term. NP. P/F. Participation in seminars led by faculty and guest lecturers on topics concerning theology, music, worship, and related arts.\n", + "MUS 840 Indiv Instrctn: Indiv Instrctn--OBOE. Stephen Taylor. 4 credits per term. Individual instruction of one hour per week throughout the academic year, for majors in performance, conducting, and composition.\n", + "MUS 842 Philharmonia/New Music. Aaron Kernis, Peter Oundjian. \n", + "MUS 843 Chamber Music. Wendy Sharp. \n", + "MUS 844 Seminar, Major: Seminar, Major--OBOE. Stephen Taylor. \n", + "MUS 853 D.M.A Seminar II. Markus Rathey. 8 credits. NP. Group B. Required of all D.M.A. candidates during the fall term of their second year in residence. An introduction to the problems and methodology of musicology and theory. In consultation with individual advisers, candidates identify a thesis topic and begin writing. D.M.A. written comprehensive examinations take place during this term.\n", + "MUS 915 Improvisation at the Organ V. Jeffrey Brillhart. \n", + "MUS 999 D.M.A. Dissertation. Robert Holzer. 0 credit.\n", + "MUSI 006 Musical Genius. Lindsay Wright. Is there such a thing as \"musical genius\"? What exactly are the qualifications, and who gets to decide? In this course, we explore how the answers to these questions have shifted in the past three centuries, investigating when and where—and especially how and why—the notion of musical genius became so pervasive and powerful. To this end, class discussions draw upon a range of materials: we listen to music; parse primary historical sources; analyze news coverage and podcast episodes; and read from a range of academic subfields, including music history, ethnomusicology, sociology, psychology, philosophy, disability studies, critical race studies, gender and sexuality studies, and music education. We compare and critically analyze discourse about a range of figures dubbed musical geniuses, from L. v. Beethoven and W. A. Mozart to Thomas \"Blind Tom\" Wiggins, Aretha Franklin, and Vijay Iyer. Building upon this historical context, we also interrogate the significance of musical genius in today’s world, considering the proliferation of genius-themed self-help literature, the politics and procedures of the Macarthur Genius Grant, invocations of genius and talent on social media, and additional issues of interest to students. Beyond gaining a robust understanding of the history of ideas like genius and talent, we contemplate the benefits and challenges of conceptual history as a scholarly enterprise more broadly.\n", + "MUSI 032 Music, Sound, and the Environment. Giulia Accornero. The word \"environment\" derives from the French word environ (around): it refers to what is all around us. In this class we examine the roles that music, sound, and their associated vocabularies have long played in negotiating the perception and meaning of what constitutes our environment. We dig into history to learn how the Muslim philosopher al-Kindī conceived of the connection between winds, elements, and the strings of the oud more than a thousand years ago; how across the centuries, people have construed a range of musical genres in connection to the problematic ideology of climatic determinism; and how today, composers give voice to the microscopic. As we proceed, we ask: what is (and could be) the role of music and sound in shaping the environment today? By the end of the class, we recognize and assess the ways in which music and sound have inflected and continue to inflect our perception of the environment.\n", + "MUSI 040 Bob Dylan as a Way of Life. Benjamin Barasch. An introduction to college-level study of the humanities through intensive exploration of the songs of Bob Dylan. We touch on Dylan’s place in American cultural history but mostly treat him as a great creative artist, tracking him through various guises and disguises across his sixty-year odyssey of self-fashioning, from ‘60s folk revivalist to voice of social protest, abrasive rock ‘n’ roll surrealist to honey-voiced country crooner, loving husband to lovesick drifter, secular Jew to born-again Christian to worldly skeptic, honest outlaw to Nobel Prize-winning chronicler of modern times and philosopher of song. Throughout, we attend to Dylan’s lifelong quest for wisdom and reflect on how it can inspire our own. Topics include: the elusiveness of identity and the need for selfhood; virtue and vice; freedom and servitude; reverence and irreverence; love, desire, and betrayal; faith and unbelief; aging, death, and the possibility of immortality; the authentic and the counterfeit; the nature of beauty and of artistic genius; the meaning of personal integrity in a political world.\n", + "MUSI 054 Performing Antiquity. This seminar introduces students to some of the most influential texts of Greco-Roman Antiquity and investigates the meaning of their \"performance\" in different ways: 1) how they were musically and dramatically performed in their original context in Antiquity (what were the rhythms, the harmonies, the dance-steps, the props used, etc.); 2) what the performance meant, in socio-cultural and political terms, for the people involved in performing or watching it, and how performance takes place beyond the stage; 3) how these texts are performed in modern times (what it means for us to translate and stage ancient plays with masks, a chorus, etc.; to reenact some ancient institutions; to reconstruct ancient instruments or compose \"new ancient music\"); 4) in what ways modern poems, plays, songs, ballets constitute forms of interpretation, appropriation, or contestation of ancient texts; 5) in what ways creative and embodied practice can be a form of scholarship. Besides reading ancient Greek and Latin texts in translation, students read and watch performances of modern works of reception: poems, drama, ballet, and instrumental music. A few sessions are devoted to practical activities (reenactment of a symposium, composition of ancient music, etc.).\n", + "MUSI 077 Musical Icons of the 1960s: John Coltrane and Jimi Hendrix. Michael Veal. A survey of the lives and art of these two musical icons which examines their work in the context of the social, political, technological, and cultural developments of the 1960s.\n", + "MUSI 081 Race and Place in British New Wave, K-Pop, and Beyond. Grace Kao. This seminar introduces you to several popular musical genres and explores how they are tied to racial, regional, and national identities. We examine how music is exported via migrants, return migrants, industry professionals, and the nation-state (in the case of Korean Popular Music, or K-Pop). Readings and discussions focus primarily on the British New Wave (from about 1979 to 1985) and K-Pop (1992-present), but we also discuss first-wave reggae, ska, rocksteady from the 1960s-70s, British and American punk rock music (1970s-1980s), the precursors of modern K-Pop, and have a brief discussion of Japanese City Pop. The class focuses mainly on the British New Wave and K-Pop because these two genres of popular music have strong ties to particular geographic areas, but they became or have become extremely popular in other parts of the world. We also investigate the importance of music videos in the development of these genres.\n", + "MUSI 110 Elements of Musical Pitch and Time. Henry Burnam. The fundamentals of musical language (notation, rhythm, scales, keys, melodies, and chords), including writing, analysis, singing, and dictation.\n", + "MUSI 110 Elements of Musical Pitch and Time. Hallie Voulgaris. The fundamentals of musical language (notation, rhythm, scales, keys, melodies, and chords), including writing, analysis, singing, and dictation.\n", + "MUSI 137 Western Philosophy in Four Operas 1600-1900. Gary Tomlinson. This course intensively study\\ies four operas central to the western repertory, spanning the years from the early 17th to the late 19th century: Monteverdi's Orfeo, Mozart's Don Giovanni, Wagner's Die Walküre (from The Ring of the Nibelungs), and Verdi's Simon Boccanegra. The course explores the expression in these works of philosophical stances of their times on the human subject and human society, bringing to bear writings contemporary to them as well as from more recent times. Readings include works of Ficino, Descartes, Rousseau, Wollstonecraft, Schopenhauer, Kierkegaard, Douglass, Marx, Nietzsche, Freud, and Adorno. We discover that the expression of changing philosophical stances can be found not only in dramatic themes and the words sung, but in the changing natures of the musical styles deployed.\n", + "MUSI 185 American Musical Theater History. Dan Egan. Critical examination of relevance and context in the history of the American musical theater. Historical survey, including nonmusical trends, combined with text and musical analysis.\n", + "MUSI 207 Commercial and Popular Music Theory. Nathaniel Adam. An introduction to music-theory analysis of commercial and popular song (with a focus on American and British music of the past 50 years, across multiple genres). Coursework involves study of harmony, voice leading and text setting, rhythm and meter, and form, with assigned reading, listening, musical transcription and arranging, and written/oral presentation of analysis.\n", + "MUSI 207 Commercial and Popular Music Theory. An introduction to music-theory analysis of commercial and popular song (with a focus on American and British music of the past 50 years, across multiple genres). Coursework involves study of harmony, voice leading and text setting, rhythm and meter, and form, with assigned reading, listening, musical transcription and arranging, and written/oral presentation of analysis.\n", + "MUSI 207 Commercial and Popular Music Theory. An introduction to music-theory analysis of commercial and popular song (with a focus on American and British music of the past 50 years, across multiple genres). Coursework involves study of harmony, voice leading and text setting, rhythm and meter, and form, with assigned reading, listening, musical transcription and arranging, and written/oral presentation of analysis.\n", + "MUSI 210 Counterpoint, Harmony, and Form: 1500–1800. Daniel Harrison. A concentrated investigation of basic principles and techniques of period musical composition through study of strict polyphonic voice leading, figuration, harmonic progression, phrase rhythm, and small musical forms.\n", + "MUSI 216 Meter, Rhythm, Musical Time. Richard Cohn. How do the mind and body make sense of patterned sounds in time? How do musical cultures, and individual musicians, create sonic time-patterns that engage attention, stir emotions, and inspire collective behavior? How well does standard Western notation represent these patterns and responses? What other systems of representation are available for exploring the properties of individual songs or compositions? The course focuses on meter, durational rhythm, their interaction across short and long spans of musical time, and their capacity to shape musical form. Repertories are drawn from various historical eras of notated European music;  contemporary  popular, jazz ,and electronic dance music; and contemporary and traditional musics of Africa, Asia, and the Caribbean. Students acquire a deeper understanding of a fundamental human capacity, as well as specific tools and habits that can be put to use in various activities as performers, composers, improvisers, listeners, and dancers.\n", + "MUSI 218 Aural Skills for Tonal Music. Christoph' McFadden. Tonal music theory topics with an emphasis on sight-sightreading, rhythm, melodic and harmonic dictation, and aural analysis.\n", + "MUSI 218 Aural Skills for Tonal Music. Amy Tai. Tonal music theory topics with an emphasis on sight-sightreading, rhythm, melodic and harmonic dictation, and aural analysis.\n", + "MUSI 219 Aural Skills for Chromatic Music. Nathaniel Adam. Study of chromatic tonal music theory topics through sightreading, transcription, aural analysis, and improvisation.\n", + "\n", + "• Knowledge of all key signatures\n", + "• Knowledge of treble, bass, and c clefs\n", + "• Ability to sing/match pitch\n", + "• Ability to perform roman-numeral analysis\n", + "• Ability to perform harmonic dictation of diatonic music\n", + "MUSI 220 The Performance of Chamber Music. Wendy Sharp. Coached chamber music emphasizing the development of ensemble skills, familiarization with the repertory, and musical analysis through performance.\n", + "MUSI 223 Near Eastern and Balkan Ensemble. An introduction to the ensemble musics of West Asia/Southeast Europe and their theoretical, cultural, and aesthetic traditions. Students learn repertoire and approaches to ornamentation, improvisation, and meter (including additive aksak meters like 7/8 and 11/8) on their own instruments and voice parts. Instruction on traditional regional instruments is also offered. The course culminates in a public ensemble performance. This course may be repeated for credit.\n", + "MUSI 230 Composing for Musical Theater. Dan Egan, Joshua Rosenblum. This course is open to all students (including graduate programs) and from any major, although priority is given to music majors. Knowledge of the basics of music theory and music notation is required, and some familiarity with the musical theater idiom is expected. Some prior composing experience is recommended. Piano skills are very helpful, but not required. Normally the class size is limited, so that all assignments can be performed and fully considered during the class meeting time.\n", + "MUSI 232 Central Javanese Gamelan Ensemble. Phil Acimovic. An introduction to performing the orchestral music of central Java and to the theoretical and aesthetic discourses of the gamelan tradition. Students form the nucleus of a gamelan ensemble that consists primarily of tuned gongs and metallophones; interested students may arrange for additional private instruction on more challenging instruments. The course culminates in a public performance by the ensemble. This course may be repeated for credit.\n", + "MUSI 232 Central Javanese Gamelan Ensemble. Phil Acimovic. An introduction to performing the orchestral music of central Java and to the theoretical and aesthetic discourses of the gamelan tradition. Students form the nucleus of a gamelan ensemble that consists primarily of tuned gongs and metallophones; interested students may arrange for additional private instruction on more challenging instruments. The course culminates in a public performance by the ensemble. This course may be repeated for credit.\n", + "MUSI 238 Contemporary Chamber Music Performance. Maiani da Silva. Contemporary chamber music ensemble that emphasizes collaborative workshopping methods for the performance of recent professional repertoire and pieces written by student and faculty composers. Students learn about musical analysis through performance, extended techniques, and the instrumentalists’ role in bringing to life a new piece.\n", + "MUSI 239 Literature and Music. An advanced language course addressing the close connection between music and German and Austrian literature. Topics include: musical aesthetics (Hoffmann, Hanslick, Nietzsche, Schoenberg, Adorno); opera (Wagner, Strauss-Hofmansthal, Berg); the \"art song\" or Lied (Schubert, Mahler, Krenek); fictional narratives (Kleist, Hoffmann, Mörike, Doderer, Bernhard).\n", + "MUSI 240 The Performance of Early Music. Grant Herreid. A study of musical styles of the twelfth through early eighteenth centuries, including examination of manuscripts, musicological research, transcription, score preparation, and performance. Students in this class form the nucleus of the Yale Collegium Musicum and participate in a concert series at the Beinecke Library.\n", + "MUSI 328 Introduction to Conducting. William Boughton. An introduction to conducting through a detailed study of the problems of baton technique. Skills applied to selected excerpts from the standard literature, including concertos, recitatives, and contemporary music.\n", + "MUSI 337 Songs of Brahms and Debussy. Richard Lalli. An exploration of the solo song output of two giants with an eye toward performance. A course designed for pianists and singers of all types (opera, MT, choral, etc.). German and French phonetics are covered as well as historical background and issues of vocal technique and musical style.\n", + "MUSI 345 Lessons. Kyung Yu. Individual instruction in the study and interpretation of musical literature. No more than four credits of lessons can be applied towards the 36-credit degree requirement. Auditions for assignment to instructors (for both credit and noncredit lessons) are required for first year and some returning students, and are held only at the beginning of the fall term. For details, see the Music department's program description in the YCPS.\n", + "MUSI 353 Western Art Music: 1968─Present. Trevor Baca. A survey of musical practices, institutions, genres, styles, and composers in Europe, the Americas and Asia from 1968 to the present. This class prioritizes the identification of pieces, composers and stylistic practice through a study of scores and recordings.\n", + "MUSI 409 Musical Spaces, Sets, and Geometries. Richard Cohn. Conception and representation of pitch and rhythm systems using set, group, and graph theory. Focus on European concert music of the late nineteenth and twentieth centuries.\n", + "MUSI 419 Arts of Fugue. Daniel Harrison. The seminar examines theoretical and analytical issues associated with fugal procedures, ca. 1650–present, with special focus on the work of J.S. Bach. Harmonic-contrapuntal and hermeneutical (e.g., rhetorical) analyses of individual works are supported by readings modeling both approaches. Work consists of background reading in analysis and history, structural analysis of individual works, and, optionally, the composition of a fugue à 3 on a given subject.\n", + "MUSI 420 Composition Seminar III. Kathryn Alexander. Advanced analytic and creative projects in music composition and instrumentation, with a focus on writing for chamber ensembles. Ongoing study of evolving contemporary procedures and compositional techniques. Group and individual lessons to supplement in-class lectures. Admission by audition only. May be repeated for credit. Enrollment limited to 15.  To audition, students should email two recent pieces (PDF scores and MP3 recordings) to Prof. Kathryn Alexander when requesting permission to take the course. Students with any other questions should contact the instructor at kathryn.alexander@yale.edu.\n", + "MUSI 422 Sound Art. Brian Kane, Martin Kersels. Introduction to sound art, a contemporary artistic practice that uses sound and listening as mediums, often creating psychological or physiological reactions as part of the finished artwork. The history of sound art in relation to the larger history of art and music; theoretical underpinnings and practical production; central debates and problems in contemporary sound art. Includes creation and in-class critique of experimental works.\n", + "MUSI 428 Computer Music: Algorithmic and Heuristic Composition. Scott Petersen. Study of the theoretical and practical fundamentals of computer-generated music, with a focus on high-level representations of music, algorithmic and heuristic composition, and programming languages for computer music generation. Theoretical concepts are supplemented with pragmatic issues expressed in a high-level programming language.\n", + "MUSI 445 Advanced Lessons. Kyung Yu. Individual instruction for advanced performers in the study and interpretation of musical literature. No more than four credits of lessons can be applied towards the 36-credit degree requirement. Auditions for assignment to instructors (for both credit and noncredit lessons) are required for first year and some returning students, and are held only at the beginning of the fall term. For details, see the Music department's program description in the YCPS.\n", + "MUSI 449 Jazz Improvisation. Wayne Escoffery. In this course students study basic, intermediate, and advanced concepts of improvisation and learn the essentials for the Jazz Language through solo transcription and analysis. Students learn how to use vocabulary (or musical phrases) and a variety of improvisational devices and techniques over common chords and chord progressions. Upon completion of the course students have a deeper understanding of what it takes to become a great improviser, what to practice and how to practice it, and how to go about expanding their Jazz Vocabulary in order to naturally develop a unique improvisational voice. Students are required to bring their instruments to class.\n", + "MUSI 450 Black Arts Criticism: Intellectual Life of Black Culture from W.E.B. DuBois to the 21st Century. Daphne Brooks. This course traces the birth and evolution of Black arts writing and criticism−its style and content, its major themes and groundbreaking practices−from the late nineteenth century through the 2020s. From the innovations of W.E.B. DuBois, Pauline Hopkins, and postbellum Black arts journalists to the breakthroughs of Harlem Renaissance heavyweights (Zora Neale Hurston, Langston Hughes and others), from the jazz experimentalism of Ralph Ellison and Albert Murray to the revolutionary criticism of Amiri Baraka, Lorraine Hansberry, James Baldwin, Phyl Garland and others, this class explores the intellectual work of pioneering writers who produced radical knowledge about Black culture. Its second half turns to the late twentieth and twenty-first century criticism of legendary arts journalists, scholars and critics: Toni Morrison, Thulani Davis, Margo Jefferson, Hilton Als, Greg Tate, Farah J. Griffin, Joan Morgan, Danyel Smith, Wesley Morris, Hanif Abdurraqib, and others. Emphasis will be placed on music, literary, film, and theater/performance arts writing.\n", + "MUSI 462 Medieval Songlines. Ardis Butterfield. Introduction to medieval song in England via modern poetic theory, material culture, affect theory, and sound studies. Song is studied through foregrounding music as well as words, words as well as music.\n", + "MUSI 464 American Opera Today: Explorations of a Burgeoning Industry. Allison Chu, Gundula Kreuzer. Contemporary opera constitutes one of the most vibrant sectors of classical music in the United States today. The past decade has seen a range of experimental performances that excitingly challenge stylistic and generic boundaries, and a widening spectrum of creators have been reaching to opera as a medium to center and (re)present stories of historically marginalized communities. Beyond introducing students to the richness of this new repertory, the seminar addresses the broad socio-political and economic currents underlying these recent changes in American opera, including institutional and funding structures; the role of PR, criticism, awards, and other taste-making agents; and cultural reckonings with systemic racism, engrained injustices, and white supremacy. A selection of recent operas or scenes—available as video recordings or audio files—allows us to explore aesthetic issues, such as narrative structures, diverse treatments of the (singing) voice, embodiment, interactivity, immersion, the role of digital media, mobility, site-specificity, and new online formats for opera. Students learn how to write about contemporary performances and works for which little scholarship is yet available; practice both public-facing and academic writing; recognize and critique contemporary canon-formation processes; and relate contemporary artistic practices to a larger institutional and economic ecosystem. At least one trip to the Metropolitan Opera is anticipated, for Anthony Davis and Thulani Davis’ X: The Life and Times of Malcolm X.\n", + "MUSI 479 Music, Exile, and Diaspora─the Jews of Arab Lands. Ilana Webster-Kogen. Exile has been the defining characteristic of Jewish culture for most of Jewish history. Sephardic and (more recently called) Mizrahi Jews across the Arab world developed unique languages, rituals, and musical styles that continued to grow following dramatic expulsions like those in 1492 or following 1948. In turn, Jewish musicians often shaped the soundworlds of their host cultures even as they continued to move across and around the Mediterranean. This class considers the musical styles of the Jews of Arab lands through the experience of exile and diaspora. We focus on the itineraries of Jewish musicians and musical styles that travelled from Babylonia, Yemen, and medieval Spain, through Livorno, Fez and Baghdad, and continue to live on today in Jerusalem, Casablanca and Brooklyn. We examine the musical framing of diaspora, and how the movement of people changes the way groups come to reframe music as memory. We also consider ritual and text, and the way each shapes intimate and sacred spaces. Thinking about some musical styles that have faded away and some that continue to flourish, we re-center the Jewish experience around its Sephardic/Mizrahi history, with multiple routes of movement and memory.\n", + "MUSI 480 Music of the Caribbean: Cuba and Jamaica. Michael Veal. An examination of the Afro-diasporic music cultures of Cuba and Jamaica, placing the historical succession of musical genres and traditions into social, cultural, and political contexts. Cuban genres studied include religious/folkloric traditions (Lucumi/Santeria and Abakua), rumba, son, mambo, pachanga/charanga, salsa, timba and reggaeton. Jamaican genres studied include: folkloric traditions (etu/tambu/kumina), Jamaican R&B, ska, rock steady, reggae, ragga/dancehall. Prominent themes include: slavery, Afro-diasporic cultural traditions, Black Atlantic culture, nationalism/independence/post-colonial culture, relationships with the United States, music & gender/sexuality, technology.\n", + "MUSI 494 Remapping Dance. Amanda Reid, Ameera Nimjee, Rosa van Hensbergen. What does it mean to be at home in a body? What does it mean to move freely, and what kinds of bodies are granted that right? How is dance encoded as bodies move between various sites? In this team-taught class, we remap the field of dance through its migratory routes to understand how movement is shaped by the connections and frictions of ever-changing communities. As three dance scholars, bringing specialisms in West Indian dance, South Asian dance, and East Asian dance, we are looking to decenter the ways in which dance is taught, both in what we teach and in the ways we teach. Many of the dancers we follow create art inspired by migration, exile, and displacement (both within and beyond the nation) to write new histories of political belonging. Others trace migratory routes through mediums, ideologies, and technologies. The course is structured around four units designed to invite the remapping of dance through its many spaces of creativity: The Archive, The Studio, The Field, and The Stage. Throughout, we explore how different ideas of virtuosity, risk, precarity, radicalism, community, and solidarity are shaped by space and place. We rethink how local dance economies are governed by world markets and neoliberal funding models and ask how individual bodies can intervene in these global systems.\n", + "MUSI 495 Individual Study. Nathaniel Adam. Original essay in ethnomusicology, music history, music theory, or music technology and/or multimedia art under the direction of a faculty adviser. Admission to the course upon submission to the department of the essay proposal by the registration deadline, and approval of the director of undergraduate studies.\n", + "MUSI 496 The Senior Recital. Nathaniel Adam. Preparation and performance of a senior recital and accompanying essay under faculty supervision. Admission by permission of the director of undergraduate studies.\n", + "MUSI 497 The Senior Project in Composition. Nathaniel Adam. Preparation of a senior composition project under faculty supervision. Admission by permission of the composition faculty of the Department of Music.\n", + "MUSI 498 The Senior Project in Musical Theater Composition. Nathaniel Adam. Preparation of a senior composition project in the field of musical theater under faculty supervision. Admission by permission of the coordinator of the Shen Curriculum.\n", + "MUSI 499 The Senior Essay. Nathaniel Adam. Preparation of a senior essay under faculty supervision. Admission by permission of the director of undergraduate studies.\n", + "MUSI 511 Sounding Contemporary. Ameera Nimjee. What does it mean to \"sound contemporary\"? Conversely, what does \"contemporary\" sound like? Why does this matter? The premise for this seminar is that making sense of contemporary discourse is an avenue into how and why people make performance, which includes music, dance, and spaces that are created from sound and movement. Course texts and material come from theoretical writings, experiential commentaries, performances, and ethnography, inciting topical study on how contemporary performance interacts and is produced by structures of power, including race, gender, class, and caste. Students are expected to create connections between assigned course materials and topics in class discussions, with the goal of constructing larger dialogues on epistemologies and consequences of sounding contemporary.\n", + "MUSI 613 Global Approaches to Music Studies. Daniel Walden. What is the so-called \"global turn\" in music scholarship all about—and what would it mean to \"think globally?\"  This seminar focuses on the explosion of global epistemologies that has appeared in scholarship within the past several decades, starting from the field of history and spilling into the various subdisciplines of music studies: musicology, music theory, and ethnomusicology. We think critically about the promises and pitfalls of this evolving branch of research, as well as the challenges of writing from a global perspective—including reckoning with the politics of translation and commensuration, matters of scale and scope, the dynamics of collaboration, and questions of positionality and expertise, among other matters. Broader disciplinary concerns, particularly pedagogy and decolonialism, are also be at the forefront of our discussions. The course is divided loosely into three parts. We begin with a broad survey of the field, followed by a close examination of six models for global historiography that have featured in music scholarship: contact zones, border studies, transnationalism and transculturality, historical anthropology, comparativism, and micro- and macro- deep history. We end with four sessions devoted to exploring recurrent issues—colonialism, media, the planetary, pedagogy—followed by presentations of final projects.\n", + "MUSI 699 Proseminar: Musicology. Jessica Peritz. A historiographical survey of major topics, issues, and techniques of musicological research. We consider the position of musicology in the broader context of historical thought and provide a conceptual foundation for further work in the field.\n", + "MUSI 812 Directed Studies: Ethnomusicology. Brian Kane. \n", + "MUSI 814 Directed Studies: History of Music. Brian Kane. By arrangement with faculty.\n", + "MUSI 829 Musical Pan-Africanisms. This is a \"one book per week\" seminar that is structured around book-length studies that use music to examine the post–Word War II cultural interactions between cultures of sub-Saharan Africas and the African diaspora.\n", + "MUSI 838 Music and Posthumanism. Gary Tomlinson. Several years ago, in an essay positing directions for a musical posthumanism, I wrote that \"the posthumanist’s aim must be to destabilize the human enclosure, shaping posthumanist theory as something like a novel type or engine of critique, not another object for it\" (\"Posthumanism,\" The Oxford Handbook of Western Music and Philosophy, 2020). The puzzle of musical posthumanism is a deep one if we are to take seriously this destabilizing move. This seminar investigates from several vantages—transspecies, technological, critical, and philosophical—varieties of musical posthumanism. How has the human organism been technologically and molded to musicking and recorded sound? What might the future of such molding hold, and what role will AI engines play in this? What, conversely, is the posthumanist potential of deep, evolutionary histories of music? What kind of theoretical purchase might enable us to move beyond conventional humanisms in considering music, reaching out to communication systems—putative musics—of nonhuman species? Can we approach in musical posthumanism a universal musicology, parallel to a universal biology? If so, what is the relation of such an approach to a musicology that has been for at least forty years determined to understand human cultural difference and particularity. Readings include, inter alia, work by Abbate, Chua and Rehding, Cox, Kane, Steingo, Tomlinson, Trippett, van der Schyff, and Watkins.\n", + "MUSI 909 Arts of Fugue. Daniel Harrison. The seminar examines theoretical and analytical issues associated with fugal procedures, ca. 1650–1950, with special focus on the work of J.S. Bach. Harmonic-contrapuntal (e.g., Schenker) and hermeneutical (e.g., rhetorical) explorations of individual works are examined and tested, supported by readings modeling both approaches. Work consists of background reading in analysis and history, structural analysis of individual works, and, optionally, the composition of a fugue à 3 on a given subject.\n", + "MUSI 914 Directed Studies: Theory of Music. Brian Kane. By arrangement with faculty.\n", + "MUSI 998 Prospectus Workshop. Lindsay Wright. \n", + "NAVY 100 Naval Science Laboratory. Ryan Buck. Leadership and practical application skills from the Professional Core Competency objectives that are not covered in other Naval Science courses. Emphasis on professional training that is not of an academic nature. Includes both classroom instruction and physical training. Topics and special briefings as determined by Naval Science faculty and the Naval Service Training Command. Required for NROTC students each term. Receives no credit; cannot be applied toward the 36-course-credit requirement for the Yale bachelor's degree. Grades earned in this course do not count toward GPA or eligibility for General Honors.\n", + "NAVY 111 Introduction to Naval Science. Scott Ryan. An overview of the naval service for first-year Naval ROTC students and others interested in pursuing the NROTC program. Organization, missions, customs and traditions, leadership principles, ethics, duties of a junior officer, and career options in the U.S. Navy and Marine Corps. Discussion of shipboard organization and procedures, safety, and damage control prepares students for summer training aboard naval vessels.\n", + "NAVY 212 Seapower and Maritime Affairs. William Johnson. This course is a study of the U.S. Navy and the influence of U.S. sea power on world history that incorporates both a historical and political science process to explore the major events, attitudes, personalities, and circumstances that have imbued the U.S. Navy with its proud history and rich tradition. This course introduces grand strategy, evaluating key components, and examples from ancient history and modern U.S. history. It deals with issues of national imperatives in peacetime, as well as war, varying maritime philosophies that were interpreted into naval strategies/doctrines, budgetary concerns which shaped force realities, and the pursuit of American diplomatic objectives. It concludes with a discussion of the Navy’s strategic and structural changes post-Cold War, the evolution of its focus, mission, and strategy both in the post-September 11, 2001 world and post-Global War on Terrorism era.\n", + "NAVY 311 Naval Engineering. Ryan Buck. An overview of Naval engineering systems and a detailed study of the principles behind ship construction. Topics include ship design, hydrodynamic forces, stability, conventional and nuclear propulsion, electrical theory and systems, interior communications, damage control, hydraulics, and ship control. Basic concepts in the theory and design of steam, gas turbine, and diesel propulsion.\n", + "NAVY 411 Naval Operations and Seamanship. Dale Pettenski. Study of relative motion, formation tactics, and ship employment. Introductions to Naval operations and operations analysis, ship behavior and characteristics in maneuvering, applied aspects of ship handling, afloat communications, Naval command and control, Naval warfare areas, and joint warfare. Analysis of case studies involving related moral, ethical, and leadership issues.\n", + "NBIO 500 Structural and Functional Organization of the Human Nervous System. Thomas Biederer. An integrative overview of the structure and function of the human brain as it pertains to major neurological and psychiatric disorders. Neuroanatomy, neurophysiology, and clinical correlations are interrelated to provide essential background in the neurosciences. Lectures in neurocytology and neuroanatomy survey neuronal organization in the human brain, with emphasis on long fiber tracts related to clinical neurology. Weekly three-hour laboratory sessions in close collaboration with faculty members. Lectures in neurophysiology cover various aspects of neural function at the cellular level, with a strong emphasis on the mammalian nervous system. Clinical correlations consist of five sessions given by one or two faculty members representing both basic and clinical sciences. These sessions relate neurological symptoms to cellular processes in various diseases of the brain. Variable class schedule; contact course instructors.\n", + "NELC 002 The Discovery of Egypt and Europe's Age of Enlightenment. Nadine Moeller. European interest in Egypt extends back to the 17th century and was fueled simultaneously by the idea of the mysterious Orient as well as the Enlightenment drive to explain through science and reason the birth and rise of human civilization. While Egyptian exploration can be traced to as early as the Renaissance, it was during the Age of Enlightenment that European states sent research expeditions to explore the intriguing monuments and edifices along the Nile. This course explores the intellectual, political, and socio-economic background of Europe’s discovery of Egypt during the Age of Enlightenment. We also investigate the early years of a new scientific discipline called Egyptology, and its influence on archaeology, another Enlightenment-born discipline aiming to explain humanity through scientific methods. The learning goals for students are (a) to practice analytic skills to 'excavate' the reasoning, pre-conceptions, and attitudes of the first explorers and scientists to travel to Egypt, and (b) to reflect, through written and classroom assignments, on the cultural and historical impact of ‘Egyptomania’ on fashion, art, and architecture, and the ensuing plunder of Egyptian cultural heritage to satisfy European demand.\n", + "NELC 007 Six Pretty Good Heroes. Kathryn Slanski. Focusing on the figure of the hero through different eras, cultures, and media, this course provides first-year students with a reading-and writing-intensive introduction to studying the humanities at Yale. The course is anchored around six transcultural models of the hero that similarly transcend boundaries of time and place: the warrior, the sage, the political leader, the proponent of justice, the poet/singer, and the unsung. Our sources range widely across genres, media, periods, and geographies: from the ancient Near Eastern, Epic of Gilgamesh (1500 BCE) to the Southeast Asian Ramayana, to the Icelandic-Ukrainian climate activism film, Woman at War (2018). As part of the Six Pretty Good suite, we explore Yale's special collections and art galleries to broaden our perspectives on hierarchies of value and to sharpen our skills of observation and working with evidence. Six Pretty Good Heroes is a 1.5 credit course, devoting sustained attention students’ academic writing and is an excellent foundation for the next seven semesters at Yale. Required Friday sessions are reserved for writing labs and visits to Yale collections, as well as one-on-one and small-group meetings with the writing instruction staff.\n", + "NELC 110 Writing Egyptology: Reflecting on Life and Death in Ancient Egypt, Mesopotamia, and the Bible. Mike Tritsch. Focusing on literature from ancient Egypt, this seminar explores timeless questions of the meaning of life and what happens after we die. Egypt, with its rich traditions to achieve fulfillment in the afterlife, evidenced even today by pyramids, temples, and tombs, provides a rich context before considering the Cuneiform and Hebrew cultures of Mesopotamia and the Mesopotamia. Through the genre of \"pessimistic literature,\" unique to these cultures, the seminar investigates views on life and death, contextualizing them through the historical record. In a world replete with natural disasters, war, violence, disease, and hunger, not to mention the very old existential threat of climate change, pessimistic literature from the ancient Near East ponders questions about the inevitability of human suffering, and whether there is, thereafter, a greater reward.\n", + "NELC 111 Egypt of the Pharaohs. Joseph Manning, Nadine Moeller. Egypt was among the first centralized territorial states in the world, and, because Egyptian history offers us 4000 years of institutional development and change, the focus of this course is on the long-term development of the ancient Egyptian state, its institutions, and its culture. The course introduces students to the history and culture of ancient Egypt from the rise of the central state to the early Christian period. General historical trends, the relationship of Egyptian history to other contemporary ancient cultures, and the legacy of Egypt to the \"West\" are also considered. At the end of the course, students have an understanding of the material culture and the historical development of ancient Egypt, and an appreciation for the relationship of the ancient sources to the construction of ancient Egyptian history.\n", + "NELC 111 Egypt of the Pharaohs. Egypt was among the first centralized territorial states in the world, and, because Egyptian history offers us 4000 years of institutional development and change, the focus of this course is on the long-term development of the ancient Egyptian state, its institutions, and its culture. The course introduces students to the history and culture of ancient Egypt from the rise of the central state to the early Christian period. General historical trends, the relationship of Egyptian history to other contemporary ancient cultures, and the legacy of Egypt to the \"West\" are also considered. At the end of the course, students have an understanding of the material culture and the historical development of ancient Egypt, and an appreciation for the relationship of the ancient sources to the construction of ancient Egyptian history.\n", + "NELC 111 Egypt of the Pharaohs. Egypt was among the first centralized territorial states in the world, and, because Egyptian history offers us 4000 years of institutional development and change, the focus of this course is on the long-term development of the ancient Egyptian state, its institutions, and its culture. The course introduces students to the history and culture of ancient Egypt from the rise of the central state to the early Christian period. General historical trends, the relationship of Egyptian history to other contemporary ancient cultures, and the legacy of Egypt to the \"West\" are also considered. At the end of the course, students have an understanding of the material culture and the historical development of ancient Egypt, and an appreciation for the relationship of the ancient sources to the construction of ancient Egyptian history.\n", + "NELC 111 Egypt of the Pharaohs. Egypt was among the first centralized territorial states in the world, and, because Egyptian history offers us 4000 years of institutional development and change, the focus of this course is on the long-term development of the ancient Egyptian state, its institutions, and its culture. The course introduces students to the history and culture of ancient Egypt from the rise of the central state to the early Christian period. General historical trends, the relationship of Egyptian history to other contemporary ancient cultures, and the legacy of Egypt to the \"West\" are also considered. At the end of the course, students have an understanding of the material culture and the historical development of ancient Egypt, and an appreciation for the relationship of the ancient sources to the construction of ancient Egyptian history.\n", + "NELC 111 Egypt of the Pharaohs. Egypt was among the first centralized territorial states in the world, and, because Egyptian history offers us 4000 years of institutional development and change, the focus of this course is on the long-term development of the ancient Egyptian state, its institutions, and its culture. The course introduces students to the history and culture of ancient Egypt from the rise of the central state to the early Christian period. General historical trends, the relationship of Egyptian history to other contemporary ancient cultures, and the legacy of Egypt to the \"West\" are also considered. At the end of the course, students have an understanding of the material culture and the historical development of ancient Egypt, and an appreciation for the relationship of the ancient sources to the construction of ancient Egyptian history.\n", + "NELC 111 Egypt of the Pharaohs. Egypt was among the first centralized territorial states in the world, and, because Egyptian history offers us 4000 years of institutional development and change, the focus of this course is on the long-term development of the ancient Egyptian state, its institutions, and its culture. The course introduces students to the history and culture of ancient Egypt from the rise of the central state to the early Christian period. General historical trends, the relationship of Egyptian history to other contemporary ancient cultures, and the legacy of Egypt to the \"West\" are also considered. At the end of the course, students have an understanding of the material culture and the historical development of ancient Egypt, and an appreciation for the relationship of the ancient sources to the construction of ancient Egyptian history.\n", + "NELC 111 Egypt of the Pharaohs. Egypt was among the first centralized territorial states in the world, and, because Egyptian history offers us 4000 years of institutional development and change, the focus of this course is on the long-term development of the ancient Egyptian state, its institutions, and its culture. The course introduces students to the history and culture of ancient Egypt from the rise of the central state to the early Christian period. General historical trends, the relationship of Egyptian history to other contemporary ancient cultures, and the legacy of Egypt to the \"West\" are also considered. At the end of the course, students have an understanding of the material culture and the historical development of ancient Egypt, and an appreciation for the relationship of the ancient sources to the construction of ancient Egyptian history.\n", + "NELC 125 Ancient Mesopotamia: The First Half of History. Eckart Frahm. An introduction to the history and culture of the peoples and societies of ancient Iraq, from 3500 BCE to 75 CE, with a focus on Sumer, Babylonia, and Assyria. Students explore the origins and development of core features of Mesopotamian civilization, many still with us, from writing, literature, law, science, and organized religion to urbanism, long-distance trade, and empire. Readings (in translation) include the Epic of Gilgamesh, the Babylonian Epic of Creation, liver omens from King Ashurbanipal’s famous library, cuneiform letters and legal documents, as well as the world’s earliest cookbooks, housed in the Yale Babylonian Collection.\n", + "NELC 128 From Gilgamesh to Persepolis: Introduction to Near Eastern Literatures. Samuel Hodgkin. This course is an introduction to Near Eastern civilization through its rich and diverse literary cultures. We read and discuss ancient works, such as the Epic of Gilgamesh, Genesis, and \"The Song of Songs,\" medieval works, such as A Thousand and One Nights, selections from the Qur’an, and Shah-nama: The Book of Kings, and modern works of Israeli, Turkish, and Iranian novelists and Palestianian poets. Students complement classroom studies with visits to the Yale Babylonian Collection and the Beinecke Rare Book and Manuscript Library, as well as with film screenings and guest speakers. Students also learn fundamentals of Near Eastern writing systems, and consider questions of tradition, transmission, and translation. All readings are in translation.\n", + "NELC 131 The Quran. Travis Zadeh. Introduction to the study of the Quran. Topics include: the literary, historical, and theological reception of the Quran; its collection and redaction; the scriptural milieu of late antiquity; education and religious authority; ritual performance and calligraphic expression; the diversity of Muslim exegesis.\n", + "NELC 131 The Quran. Introduction to the study of the Quran. Topics include: the literary, historical, and theological reception of the Quran; its collection and redaction; the scriptural milieu of late antiquity; education and religious authority; ritual performance and calligraphic expression; the diversity of Muslim exegesis.\n", + "NELC 131 The Quran. Introduction to the study of the Quran. Topics include: the literary, historical, and theological reception of the Quran; its collection and redaction; the scriptural milieu of late antiquity; education and religious authority; ritual performance and calligraphic expression; the diversity of Muslim exegesis.\n", + "NELC 244 Ancient Egyptian Materials and Techniques: Their Histories and Socio-Economic Implications. Gregory Marouard. This seminar investigates in detail ancient Egyptian materials, techniques, and industries through the scope of archaeology, history, and socioeconomical, textual as well as iconographic data. When possible ethnoarchaeological and experimental approaches of the antique chaîne-opératoire are discussed in order to illustrate skills and professions that have now completely disappeared. This class is organized according to various themes within a diachronical approach, from the 4th millennium BC to the Roman Period. Copper and precious metals, construction stones, hard stones and gems, glass and faience production, imported wood or ivory, we explore multiple categories of materials, where and how they were collected or exchanged, the way these products were transported, transformed, refined or assembled and the complex organization of the work involved and administration that was required in order to satisfy the tastes of Egyptian elites or their desires to worship their gods. Some other vernacular savoir-faire linked to the everyday life and the death is explored, through food production and mummification practices. The aim of this seminar is not only to give an overview of the history of techniques for this early civilization but, beyond how things were made, to acquire a more critical view of ancient Egyptian culture through the material culture and as well the strong economic and sociologic implications linked to their objects and constructions―rather than the usual focus on its temples and tombs.\n", + "NELC 324 The Ancient State: Genesis and Crisis from Mesopotamia to Mexico. Harvey Weiss. Ancient states were societies with surplus agricultural production, classes, specialization of labor, political hierarchies, monumental public architecture and, frequently, irrigation, cities, and writing. Pristine state societies, the earliest civilizations, arose independently from simple egalitarian hunting and gathering societies in six areas of the world. How and why these earliest states arose are among the great questions of post-Enlightenment social science. This course explains (1) why this is a problem, to this day, (2) the dynamic environmental forces that drove early state formation, and (3) the unresolved fundamental questions of ancient state genesis and crisis, –law-like regularities or a chance coincidence of heterogenous forces?\n", + "NELC 368 The Cairo Genizot and their Literatures. Miriam Goldstein. Ancient and medieval Jews did not throw away Hebrew texts they considered sacred, but rather, they deposited and/or buried them in dedicated rooms known as Genizot. The most famous of these depositories was in the Ben Ezra Synagogue in Old Cairo, which contained perhaps the single most important trove ever discovered of Jewish literary and documentary sources from around the Mediterranean basin, sources dating as early as the ninth century and extending into the early modern period. This course introduces students to the Jewish manuscript remains of the medieval Cairo Genizah as well as other important Cairo manuscript caches. Students study the wide \n", + "variety of types of literary and documentary genres in these collections, and gain familiarity with the history of the Genizah’s discovery in the late nineteenth and early twentieth century as well as the acquisition of these manuscripts by institutions outside the Middle East (including Harvard).\n", + "NELC 373 Climate Change, Societal Collapse, and Resilience. Harvey Weiss. The coincidence of societal collapses throughout history with decadal and century-scale abrupt climate change events. Challenges to anthropological and historical paradigms of cultural adaptation and resilience. Examination of archaeological and historical records and high-resolution sets of paleoclimate proxies.\n", + "NELC 405 Middle Persian. Kevin van Bladel. This one-term course covers the grammar of Middle Persian, focusing on royal and private inscriptions and the Zoroastrian priestly book tradition. Permission of instructor is required.\n", + "NELC 406 Manichaean Middle Persian & Parthian. Introduction to reading Middle Persian and Parthian, two different but closely related ancient Iranian languages, in the distinctive script employed by Manichaean scribes. Includes extensive study of the Manichaean religion through original texts and secondary readings.\n", + "NELC 406 Manichaean Middle Persian & Parthian. Introduction to reading Middle Persian and Parthian, two different but closely related ancient Iranian languages, in the distinctive script employed by Manichaean scribes. Includes extensive study of the Manichaean religion through original texts and secondary readings.\n", + "NELC 441 Introduction to Classical Persian. Jane Mikkelson. This course provides a concise and complete overview of classical Persian grammar. Designed for advanced undergraduates who intend to use classical Persian as a research language, and presuming no prior knowledge of Persian, the class borrows its method from a recent textbook by E.E. Armand and N. I͡U. Chalisova in which classical Persian is taught from the very first unit through close engagement with premodern primary sources. The class also introduces students to major works of the classical Persian canon and acquaints them with key resources (reference grammars, dictionaries, encyclopedias, bibliographies) that allows them to read and engage with classical Persian texts in their own research.\n", + "NELC 492 The Senior Essay. Kathryn Slanski. Preparation of a research paper of at least thirty pages (sixty pages for a two-term essay) under the supervision of a departmental faculty member, in accordance with the following schedule: (1) by the end of the second week of classes of the fall term, students meet with advisers to discuss the topic, approach, sources, and bibliography of the essay. Note: students planning to write the essay in the second term (NELC 493) should also meet with their prospective advisers by this deadline; (2) by the end of the fourth week of classes a prospectus with outline, including an annotated bibliography of materials in one or more Near Eastern languages and of secondary sources, is signed by the adviser and submitted to the director of undergraduate studies. The prospectus should indicate the formal title, scope, and focus of the essay, as well as the proposed research method, including detailed indications of the nature and extent of materials in a Near Eastern language that will be used; (3) at the end of the tenth week of classes (end of February for yearlong essays), a rough draft of the complete essay is submitted to the adviser; (4) two copies of the finished paper must be submitted to the director of undergraduate studies, Rm 314 HGS, by 4 p.m. on the last day of reading period. Failure to comply with the deadline will be penalized by a lower grade. Senior essays will be graded by departmental faculty unless, for exceptional reasons, different arrangements for an outside reader are made in advance with the director of undergraduate studies and the departmental adviser.\n", + "NELC 501 Beginning Sumerian I. Klaus Wagensonner. Introduction to Sumerian language.\n", + "NELC 503 Advanced Sumerian I. Benjamin Foster. Advanced Sumerian course.\n", + "NELC 521 Mesopotamia: Third Millennium, Part II. Benjamin Foster. This course studies the history of the third millennium in Mesopotamia.\n", + "NELC 525 Ancient Mesopotamia: The First Half of History. Eckart Frahm. An introduction to the history and culture of the peoples and societies of ancient Iraq, from 3500 BCE to 75 CE, with a focus on Sumer, Babylonia, and Assyria. Students explore the origins of core features of Mesopotamian civilization, many still with us, from writing, literature, law, science, and organized religion to urbanism, long-distance trade, and empire. In addition to secondary sources, readings (all in English) include the Epic of Gilgamesh, the Babylonian Epic of Creation, liver omens from the world’s first universal library, cuneiform letters and legal documents, as well as the world’s earliest cookbooks, housed in the Yale Babylonian Collection.\n", + "NELC 528 From Gilgamesh to Persepolis: Introduction to Near Eastern Literatures. Samuel Hodgkin. This course is an introduction to Near Eastern civilization through its rich and diverse literary cultures. We read and discuss ancient works, such as the Epic of Gilgamesh, Genesis, and \"The Song of Songs,\" medieval works, such as A Thousand and One Nights, selections from the Qur’an, and Shah-nama: The Book of Kings, and modern works of Israeli, Turkish, and Iranian novelists and Palestianian poets. Students complement classroom studies with visits to the Yale Babylonian Collection and the Beinecke Rare Book and Manuscript Library, as well as with film screenings and guest speakers. Students also learn fundamentals of Near Eastern writing systems, and consider questions of tradition, transmission, and translation. All readings are in translation.\n", + "NELC 617 Medieval Arabic Travel Narratives. Shawkat Toorawa. We read a selection of medieval Arabic travel accounts—including 'Abd al-Latif al-Baghdadi, Buzurg ibn Shahriyar, al-Gharnati, Ibn Fadlan, Ibn Jubayr, al-Mas'udi, and Sirat Ja'far al-Hajib—and from the body of scholarship on medieval travel. Knowledge of Arabic desirable but not required.\n", + "NELC 618 Writing Muslims. Shawkat Toorawa. We read and enjoy the works of Leila Aboulela, Nadia Davids, Aisha Gawad, Abdulrazak Gurnah, Manzu Islam, Sorayya Khan, Laila Lalami, Hisham Matar and others, and such films as My Beautiful Laundrette, Surviving Sabu, and Ae Fond Kiss, paying special attention to articulations of displacement, faith, history, identity, and memory. We try to develop an understanding of how the \"diasporic\" or \"expatriate\" Muslim writes herself, her world, and her condition. All material in English.\n", + "NELC 680 Post-Classical Islamic Thought. Frank Griffel. Whereas the classical period of Islamic theology and philosophy, with prominent movements such as Mu’tazilism, Ash’arism, falsafa, etc., has attracted the bulk of the attention of intellectual historians who work on Islam, research on the period after that has recently caught up and has become one of the most fertile subfields in Islamic studies. This graduate seminar aims to introduce students into the most recent developments in the study of Islam’s post-classical period, which begins in the twelfth century in response to the conflict between Avicenna (d. 1037) and al-Ghazali (d. 1111). In this seminar we read Arabic texts by philosophical, theological, and scientific authors who were active after 1120, among them Abu l-Barakat al-Baghdadi (d. c. 1165), al-Suhrawardi (d. c. 1192), Fakhr al-Din al-Razi (d. 1210), Athir al-Din al-Abhari (d. 1265), Qutb al-Din al-Shirazi (d. 1311), or Shams al-Din al-Samarqandi (d. 1322). The reading of primary literature happens hand in hand with the discussion of secondary works on those texts. Class sessions are usually divided into a discussion of secondary literature and a reading of Arabic sources.\n", + "NELC 731 Origins of Ancient Egypt: Archaeology of the Neolithic, Predynastic, and Early Dynastic Periods. Gregory Marouard. This seminar is a graduate-level course that examines, from an archaeological and material culture perspective, the origins of the Egyptian civilization from the late Neolithic period (ca. 5500 BC) to the beginning of the Early Dynastic period (ca. 2900-2800 BC). After a progressive change of the Northeastern Africa climate in the course of the sixth millennium BC, the late Neolithic populations regroup within the Nile valley and rapidly settle in several parts of this natural corridor and major axis of communication between the African continent and the Middle East. Strongly influenced by the Saharan or the Levantine Neolithic, two early Egyptian sedentary communities will arise in Lower and Upper Egypt with very distinctive material cultures and burial practices, marking the gradual development of a complex society from which emerge important societal markers such as social differentiation, craft specialization, long-distance exchange networks, emergence of writing, administration and centralization, that will slowly lead to the development of local elites and early forms of kingship controlling proto-kingdoms. From those societies and the consecutive assimilation of both into a single cultural identity, around 3200 BC, some of the main characteristics of the subsequent Egyptian civilization will emerge from this crucial phase of state formation. Most of the major archaeological sites of this period are investigated through the scope of material culture; art; funerary traditions; and the study of large settlement and cemetery complexes using, as much as possible, information from recent excavations and discoveries. This course includes in particular the study of the first Neolithic settlements (Fayum, Merimde, al-Omari, Badari), the Lower Egyptian cultures (Buto, Maadi, Helwan and the Eastern Delta), the various phases of the Naqada cultures (at Hierakonpolis, Naqada and Ballas, Abydos), and the rise of the state (specifically in Abydos and Memphis areas). This course is suitable for graduate students (M.A. and Ph.D. programs) in the fields of Egyptology, archaeology, anthropology, and ancient history. With instructor and residential college dean approval, undergraduate students with a specialty in Egyptology or archaeology can register. No background in Egyptology is required, and no Egyptian language is taught. This course is the first in a series of chronological survey courses in Egyptian Archaeology.\n", + "NELC 744 Ancient Egyptian Materials and Techniques: Their Histories and Socioeconomic Implications. Gregory Marouard. This seminar investigates in detail ancient Egyptian materials, techniques, and industries through the scope of archaeology, history, and socioeconomical, textual, and iconographic data. When possible, ethnoarchaeological and experimental approaches of the antique chaîne-opératoire are discussed in order to illustrate skills and professions that have now completely disappeared. This class is organized according to various themes within a diachronical approach, from the fourth millennium BCE to the Roman period. Copper and precious metals, construction stones, hard stones and gems, glass and faience production, imported wood or ivory—we explore multiple categories of materials; where and how they were collected or exchanged; the way these products were transported, transformed, refined, or assembled; and the complex organization of the work involved and administration that was required in order to satisfy the tastes of Egyptian elites or their desires to worship their gods. Some other vernacular savoir-faire linked to everyday life and death is explored, through food production and mummification practices. The aim is not only to give an overview of the history of techniques for this early civilization but also, beyond how things were made, to acquire a more critical view of ancient Egyptian culture through material culture and the strong economic and sociological implications linked to objects and constructions―rather than the usual focus on Egyptian temples and tombs.\n", + "NELC 805 Middle Persian. Kevin van Bladel. This one-term course covers the grammar of Middle Persian, focusing on royal and private inscriptions and the Zoroastrian priestly book tradition.\n", + "NELC 806 Manichaean Middle Persian and Parthian. Introduction to reading Middle Persian and Parthian, two different but closely related ancient Iranian languages, in the distinctive script employed by Manichaean scribes. Includes extensive study of the Manichaean religion through original texts and secondary readings.\n", + "NELC 841 Introduction to Classical Persian. Jane Mikkelson. This course provides a concise and complete overview of classical Persian grammar. Designed for advanced undergraduates who intend to use classical Persian as a research language, and presuming no prior knowledge of Persian, the class borrows its method from a recent textbook by E.E. Armand and N.I. Chalisova in which classical Persian is taught from the very first unit through close engagement with premodern primary sources. The class also introduces students to major works of the classical Persian canon and acquaints them with key resources (reference grammars, dictionaries, encyclopedias, bibliographies) that allow them to read and engage with classical Persian texts in their own research.\n", + "NPLI 110 Elementary Nepali I. This course is intended for beginners of the Nepali language. The emphasis is given on basic grammar, speaking, and comprehension skills, using culturally appropriate materials and texts. Devanagari script for reading and writing is also introduced.\n", + "NPLI 130 Intermediate Nepali I. This course focuses on the systematic reading of intermediate level texts and further development of oral skills building on the elementary language skills. The instruction focuses on the development of writing skills as well.\n", + "NPLI 150 Advanced Nepali I. This course focuses on the systematic reading of advanced texts, together with advanced drills on the spoken language. Furthermore, the instruction helps develops all four skills of Nepali language, however, based on the nature of the course the main emphasis is given to advanced reading and advanced spoken Nepali.\n", + "NSCI 160 The Human Brain. Robb Rutledge. Introduction to the neural bases of human psychological function, including social, cognitive, and affective processing. Preparation for more advanced courses in cognitive and social neuroscience. Topics include memory, reward processing, neuroeconomics, individual differences, emotion, social inferences, and clinical disorders. Neuroanatomy, neurophysiology, and neuropharmacology are also introduced.\n", + "NSCI 240 Research Methods in Human Neuroscience. Gregory McCarthy. Primary focus on structural, functional, and diffusion magnetic resonance imaging, with a secondary emphasis upon brain stimulation, electroencephalography, and evoked potentials. Students learn the fundamentals of each method and the experimental designs for which they are most applicable.\n", + "NSCI 260 Research Methods in Psychopathology: Psychotic Disorders. Tyrone Cannon. Methods of research in psychopathology. Focus on longitudinal designs, high-risk sampling approaches, prediction of outcomes, and modeling change over time. Students design and perform analyses of clinical, cognitive, genetic, neuroimaging and other kinds of measures as predictors of psychosis and related outcomes, using existing datasets supplied by the instructor.\n", + "NSCI 280 Neural Data Analysis. Ethan Meyers. We discuss data analysis methods that are used in the neuroscience community. Methods include classical descriptive and inferential statistics, point process models, mutual information measures, machine learning (neural decoding) analyses, dimensionality reduction methods, and representational similarity analyses. Each week we read a research paper that uses one of these methods, and we replicate these analyses using the R or Python programming language. Emphasis is on analyzing neural spiking data, although we also discuss other imaging modalities such as magneto/electro-encephalography (EEG/MEG), two-photon imaging, and possibility functional magnetic resonance imaging data (fMRI). Data we analyze includes smaller datasets, such as single neuron recordings from songbird vocal motor system, as well as larger data sets, such as the Allen Brain observatory’s simultaneous recordings from the mouse visual system.\n", + "NSCI 320 Neurobiology. Haig Keshishian, Paul Forscher. The excitability of the nerve cell membrane as a starting point for the study of molecular, cellular, and systems-level mechanisms underlying the generation and control of behavior.\n", + "NSCI 321L Laboratory for Neurobiology. Haig Keshishian. Introduction to the neurosciences. Projects include the study of neuronal excitability, sensory transduction, CNS function, synaptic physiology, and neuroanatomy.\n", + "Concurrently with or after MCDB 320.\n", + "NSCI 321L Laboratory for Neurobiology. Haig Keshishian. Introduction to the neurosciences. Projects include the study of neuronal excitability, sensory transduction, CNS function, synaptic physiology, and neuroanatomy.\n", + "Concurrently with or after MCDB 320.\n", + "NSCI 324 Modeling Biological Systems I. Purushottam Dixit, Thierry Emonet. Biological systems make sophisticated decisions at many levels. This course explores the molecular and computational underpinnings of how these decisions are made, with a focus on modeling static and dynamic processes in example biological systems. This course is aimed at biology students and teaches the analytic and computational methods needed to model genetic networks and protein signaling pathways. Students present and discuss original papers in class. They learn to model using MatLab in a series of in-class hackathons that illustrate the biological examples discussed in the lectures. Biological systems and processes that are modeled include: (i) gene expression, including the kinetics of RNA and protein synthesis and degradation; (ii) activators and repressors; (iii) the lysogeny/lysis switch of lambda phage; (iv) network motifs and how they shape response dynamics; (v) cell signaling, MAP kinase networks and cell fate decisions; and (vi) noise in gene expression.\n", + "NSCI 329 Sensory Neuroscience Through Illusions. Damon Clark, Michael O'Donnell. Animals use sensory systems to obtain and process information about the environment around them. Sensory illusions occur when our sensory systems provide us with surprising or unexpected percepts of the world. The goal of this course is to introduce students to sensory neuroscience at the levels of sensor physiology and of the neural circuits that process information from sensors. The course is centered around sensory illusions, which are special cases of sensory processing that can be especially illustrative, as well as delightful. These special cases are used to learn about the general principles that organize sensation across modalities and species.\n", + "NSCI 355 Social Neuroscience. Stephanie Lazzaro. Exploration of the psychological and neural mechanisms that enable the formation, maintenance, and dissolution of social relationships. Topics include the neuroscience of how we form impressions and decide whether to instigate relationships with others; how we build relationships through trust, cooperation, attachment, conflict, and reconciliation; and group-level processes including intergroup bias, moral judgment, and decision making.\n", + "NSCI 361 Algorithms of the Mind. Ilker Yildirim. This course introduces computational theories of psychological processes, with a pedagogical focus on perception and high-level cognition. Each week students learn about new computational methods grounded in neurocognitive phenomena. Lectures introduce these topics conceptually; lab sections provide hands-on instruction with programming assignments and review of mathematical concepts. Lectures cover a range of computational methods sampling across the fields of computational statistics, artificial intelligence and machine learning, including probabilistic programming, neural networks, and differentiable programming.\n", + "NSCI 449 Neuroscience of Social Interaction. Steve Chang. This seminar covers influential studies that inform how the brain enables complex social interactions from the perspectives of neural mechanisms. Students thoroughly read selected original research papers in the field of social neuroscience across several animal species and multiple modern neuroscience methodologies. In class, the instructor and students work together to discuss these studies in depth. Focused topics include neural mechanisms behind brain-to-brain coupling, empathy, prosocial decision-making, oxytocin effects, and social dysfunction.\n", + "NSCI 470 Independent Research. Damon Clark, Steve Chang. Research project under faculty supervision taken Pass/Fail; does not count toward the major, but does count toward graduation requirements. Students are expected to spend approximately ten hours per week in the laboratory. A final research report and/or presentation is required by end of term. Students who take this course more than once must reapply each term. To register, students must submit a form and written plan of study with bibliography, approved by the faculty research adviser and DUS, by the end of the first week of class. More detailed guidelines and forms can be obtained from http://neuroscience.yale.edu.\n", + "NSCI 480 Senior Non-empirical Research. Damon Clark, Steve Chang. Research survey under faculty supervision fulfills the senior requirement for the B.A. degree and awards a letter grade. For NSCI seniors only (and second term juniors with DUS permission). Students are expected to conduct a literature review, to complete written assignments, and to present their research once in either the fall or spring term. Students are encouraged to pursue the same research project for two terms. The final research paper is due in the hands of the sponsoring faculty member, with a copy submitted to the department, by the stated deadline near the end of the term. To register, students submit a form and written plan of study with bibliography, approved by the faculty research adviser and DUS, by the end of the first week of classes. More detailed guidelines and forms can be obtained from http://neuroscience.yale.edu.\n", + "NSCI 490 Senior Empirical Research. Damon Clark, Steve Chang. Laboratory or independent empirical research project under faculty supervision to fulfill the senior requirement for the B.S. degree. For NSCI seniors only (and second term juniors with DUS permission); this course awards a letter grade. Students are expected to spend at least ten hours per week in the laboratory, to complete written assignments, and to present their research once in either the fall or the spring term. Written assignments include a short research proposal summary due at the beginning of the term and a full research report due at the end of the term. Students are encouraged to pursue the same research project for two terms, in which case, the first term research report and the second term proposal summary may be combined into a full research proposal due at the end of the first term. Final papers are due by the stated deadline. Students should reserve a research laboratory during the term preceding the research. To register, students must submit a form and written plan of study with bibliography, approved by the faculty research adviser and DUS, by the end of the first week of classes. More detailed guidelines and forms can be obtained from http://neuroscience.yale.edu.\n", + "NSCI 510 Structural and Functional Organization of the Human Nervous System. Thomas Biederer. An integrative overview of the structure and function of the human brain as it pertains to major neurological and psychiatric disorders. Neuroanatomy, neurophysiology, and clinical correlations are interrelated to provide essential background in the neurosciences. Lectures in neurocytology and neuroanatomy survey neuronal organization in the human brain, with emphasis on long fiber tracts related to clinical neurology. Weekly three-hour laboratory sessions in close collaboration with faculty members. Lectures in neurophysiology cover various aspects of neural function at the cellular level, with a strong emphasis on the mammalian nervous system. Clinical correlations consist of five sessions given by one or two faculty members representing both basic and clinical sciences. These sessions relate neurological symptoms to cellular processes in various diseases of the brain. Variable class schedule; contact course instructors.\n", + "NURS 5020 Nursing Colloquia I. Christine Rodriguez, Daihnia Dunkley. Registered nurses are exposed to a myriad of professional, social, and ethical issues that influence the delivery, quality, and safety of nursing care. This course explores these issues and how they relate to national health priorities, vulnerable populations, social justice, evidence-based practice, and quality improvement. The course is organized into weekly modules that incorporate the following content areas: Social Determinants of Health, Professional Behavior, Social Justice, Ethical and Social Significance of Nursing, Evidence-Based Practice, Delegation and Prioritization, Quality Improvement and Safety, and Legal and Regulatory Issues.\n", + "NURS 5030 Biomedical Foundations: Health and Illness I. Sharen McKay. This course is designed to guide student learning of factual and conceptual information on the structure and function of normal human bodily systems and then to begin to apply that knowledge to deepen understanding of pathophysiological processes. Three hours per week.\n", + "NURS 5050 Essentials of Health Assessment and Clinical Skills. Joanna Cole, Kassandra August-Marcucio. This course is designed to provide the student with the essential knowledge and skills to gather a comprehensive health history and perform a head-to-toe physical assessment of the patient. It aims to develop strong, clinically competent nurses with clinical reasoning skills that will allow them to provide high-quality, evidence-based patient care. Clinical skills and competency will be demonstrated in a laboratory environment. Through didactic, lab, and simulation learning the nursing student will acquire the essential skills that they will need to enter the clinical environment with confidence. This course is 5 credits and is required of all GEPN students.\n", + "NURS 5090 Introduction to Drug Therapy. Elizabeth Cohen, Linda Ghampson. Lectures focus on the appropriate clinical use of drugs. Emphasis is placed on pharmacology, side effects, pharmacokinetics, drug interactions, and the therapeutic use of medications across the populations. Required of all students in the prespecialty year. Integrated throughout the curriculum in the prespecialty year.\n", + "NURS 5110 Clinical Applications of Human Anatomy. Travis Mccann. The effective assessment, diagnosis, and management of disease depend on knowledge of the structures of human beings. This introductory course reviews and discusses the structure and function of the major body systems. The aim of the course is to combine clinically relevant anatomical information with performance of clinical skills that will form the basis of clinical reasoning. Correlation of anatomical knowledge with clinical presentation both in the classroom and in the laboratory is emphasized. Required of all students in the prespecialty year.\n", + "NURS 5160 Clinical Practice of Care of the Adult Patient. Jennifer McIntosh, Sandy Cayo. This course focuses on the scientific principles, psychomotor techniques, and communication skills fundamental to nursing practice. Sociocultural variations influencing patient care are introduced. Faculty guide small groups of students in individually planned clinical experiences that provide opportunities to use the nursing process in caring for the hospitalized adult with selected pathophysiological problems. Experience also includes weekly clinical conferences and selected observational experiences.\n", + "NURS 5170 Nursing Care of Adult Patient I. Charleen Jacobs, Sandy Cayo. This full-year course (with NURS 5171) focuses on pathophysiological problems in the adult in the acute care setting, including the promotion, maintenance, and restoration of health. Required of all students in the prespecialty year. Two hours per week.\n", + "NURS 6000 Advanced Health Assessment. Nicole Colline, Samantha Korbey. This course is designed to provide the advanced practice and midwifery student with the fundamental knowledge and skills needed to conduct a comprehensive, focused health history and physical examination and includes core content regarding assessment of all human systems, advanced assessment techniques, concepts, and approaches. Emphasis is on the assessment of physical, psychosocial, spiritual, and cultural dimensions of health, as well as factors that influence behavioral responses to health and illness. Normal/abnormal variations in physical exam findings and differential diagnoses will be presented. Content includes assessment of individuals of diverse and special populations, including transgender, LGBTQIA, geriatric, pediatric and individuals with disabilities. Through this course, students will also participate in Interprofessional Longitudinal Clinical Experience (ILCE) learning in collaboration with the Yale Schools of Medicine (including the Physician Associate Program) and Public Health in focus areas pertinent to the health history and institutional/structural barriers to effective health care. This course is required for all students in the first semester of MSN program enrolled in the Adult/Gero Primary and Acute Care Specialties, Family Nurse Practitioner, Nurse Midwifery, Women’s Health and Psychiatric Mental Health Specialties.\n", + "NURS 6000O Advanced Health Assessment. Christine Berte, Meghan Garcia, Samantha Korbey. This course is designed to provide the advanced practice and midwifery student with the fundamental knowledge and skills needed to conduct a comprehensive and focused health history and physical examination and includes core content regarding assessment of all human systems, advanced assessment techniques, concepts and approaches.  Emphasis is on the assessment of physical, psychosocial, spiritual, and cultural dimensions of health, as well as factors that influence behavioral responses to health and illness.  Normal/abnormal variations in physical exam findings and differential diagnoses will be presented.  Through this course, students will also participate in virtual interprofessional educational learning in focus areas pertinent to the health history and institutional/structural barriers to effective health care. This course is required for all students in the first year of MSN online program. An average of 9.0 hours per week of a combination of synchronous and asynchronous work, 15 weeks.\n", + "NURS 6010 Advanced Pathophysiology. Darcy Ulitsch, Mary-Ann Cyr. This course provides students with advanced physiologic and pathophysiologic concepts central to understanding maintenance of health and the prevention and management of disease across the lifespan. Content on cellular function, genetics, immunology, inflammation, infection, and stress and adaptation provides the framework on which further specialty content knowledge is built. Current research, case studies, and application to advanced nursing practice are highlighted. This is a core course. Required of all M.S.N. students in the first year of specialization.\n", + "NURS 6010O Advanced Pathophysiology. Allison Cable, Darcy Ulitsch, Mary-Ann Cyr. This course provides RN students with advanced physiologic and pathophysiologic concepts central to understanding commonly occurring disorders and conditions across the life span. This understanding provides the framework on which further specialty content knowledge is built. This is a 3 hour/week, didactic, core course for RN students of all specialties\n", + "NURS 6020O Advanced Pharmacology. Elizabeth Cohen. This course is designed for Master's level students to build upon their introduction to drug therapy. This course will examine principles of pharmacology will be presented throughout the study of pharmacokinetics and pharmacodynamics. Emphasis will be placed on drug categories, mechanism of action, side effects, and drug selection. Following initial content on general principles, applied interpretation of some of the most common clinical indications, and considerations for prescribing will be addressed. This course is required of all YSN online  master's specialty students.\n", + "NURS 6050 Transitions to Professional Practice. Jonathan Johnson, Neesha Ramchandani. Advanced practice nursing occurs in contexts that inevitably influence practice. This course provides students an integrative experience in applying health policy, organizational, regulatory, safety, quality, and ethical concepts to care. It provides the opportunity for students to explore the theoretical and practical considerations underlying the roles of advanced practice nurses (leader, educator, researcher, advocate, clinician, and consultant). The course is organized into modules incorporating the following content areas, explored utilizing a case-based approach: Regulation and Scope of Practice; Leadership and Organizational Dynamics; Health Care Access, Coverage, and Finance; Clinical Ethics; and Safety and Quality. This is a core course. Required of all M.S.N. students in the final year. This is a hybrid course that includes on-site interactive seminars as well as online asynchronous sessions. Group work and preparation are expectations outside of the classroom.\n", + "NURS 6060 Promoting Health in the Community. Daihnia Dunkley, Jennifer McIntosh. This course is a synthesis and application of the process of health promotion, public health, community organization, and epidemiological principles. Emphasis is on prevention of disease, health maintenance, health promotion, and care of the sick within households, families, groups, and communities, across the lifespan. This is a core course. Required of all M.S.N. students in the final year. Two hours per week.\n", + "NURS 6060O Promoting Health in the Community. Jennifer McIntosh, Katy Maggio. This course is a synthesis and application of the process of health promotion, public health, community organization, and epidemiological principles. The course will examine social and structural determinants of health, prevention of disease, health maintenance, and health promotion within households, families, groups and communities across the lifespan. This course will serve as an integration for students to incorporate a public health nursing and health promotion approach to primary, acute, and midwifery advanced practice nursing care.\n", + "NURS 6070 Mental Health Management for Advanced Practice Nurses. Mary Lou Graham. The focus of this course is to provide the foundation for management of commonly occurring mental health problems using the therapeutic relationship and basic models for intervention including stress management, crisis intervention, motivational interviewing, cognitive behavioral techniques, and pharmacotherapy. Diagnostic assessment, monitoring, and referral to specialty care and community resources are emphasized. Roles in management of commonly occurring mental health problems (anxiety, depression, sleep disturbance) and collaboration to manage severe and persistent mental illness (including schizophrenia, bipolar disorder, post-traumatic stress disorder, substance use, and eating disorders) and referral to community and psychiatric resources are examined. Required of all adult gerontology primary care, family, and midwifery/women’s health nurse practitioner students. Open to others with permission of the instructor. Two hours per week.\n", + "NURS 6080 Master’s Independent Study: Topics Glbl Medicine & Health. This elective study is initiated by the student and negotiated with faculty. The purpose is to allow in-depth pursuit of individual areas of interest and/or practice. A written proposal must be submitted and signed by the student, the faculty member(s), and the appropriate specialty director. Credit varies according to the terms of the contract.\n", + "NURS 6100 Advanced Concepts and Principles of Diabetes Care. Elizabeth Doyle. This seminar focuses on the concepts and principles of diabetes managed care based on the annually updated American Diabetes Association Standards of Care. It includes principles of primary care (screening, early detection, intervention, and patient education), secondary care principles related to diabetes management (various treatment modalities, patient education, and self-care), and tertiary care related to complications. These concepts and principles of care are presented relative to type of diabetes (type 1, type 2, gestational, diabetes in pregnancy, and secondary), age, developmental stage, duration of disease, and ethnicity. A multidisciplinary approach to care issues is emphasized, incorporating the contributions of other disciplines in the collaborative management of diabetes. Important aspects of living with a chronic illness such as psychological, social, occupational, and economic are also emphasized. Required of all students in the diabetes care concentration in the final year. Two hours per week.\n", + "NURS 6110 Clinical Practice in Diabetes Care and Management. Elizabeth Doyle. The focus of this practicum is comprehensive management of a caseload of patients with diabetes specific to the student’s elected specialty (adult/gerontology acute care, adult/gerontology primary care, family, midwifery/women’s health, and pediatric). The spring term is an extension of the fall and focuses on the management of common problems related to long-term diabetes complications, encouraging clinical decision-making and management of comorbidities. Student’s clinical practicum in diabetes care is in various settings specific to student’s specialty program. Required of all students in the diabetes care concentration in the final year. Four hours per week of practice required both terms. One and one-half hours of clinical conference per week.\n", + "NURS 6130 Advanced Management of Clinical Problems in Oncology. Marianne Davies, Vanna Dest. This course focuses on assessment and management of complex clinical problems of adults with cancer. The role of the advanced practice nurse and the use of clinical practice guidelines to support evidence-based practice are emphasized. Required of all students in the oncology concentration in the final year.\n", + "NURS 6140 Clinical Practicum for Oncology Nurse Practitioners. Marianne Davies. The goal of this practicum is to prepare students to comprehensively manage a caseload of adults with cancer. Emphasis is on anticipation of high-incidence clinical problems, development of clinical reasoning in assessment, differential diagnosis, and formulation of management strategies. The practice sites provide opportunities to understand cancer care along the trajectory of illness from diagnosis to death/bereavement, develop clinical leadership skills, and deliver high-quality supportive care to patients and families across the disease trajectory. Required of all students in the oncology concentration in the final year. Four hours per week of clinical experience plus one hour per week of clinical conference.\n", + "NURS 6150 Research Seminar I. Monica Ordway. In this course, students are assigned to a research practicum experience, set goals for the research practicum with the faculty conducting the research, and identify barriers and facilitators to the conduct of research in health and illness. Students identify a clinical research problem and review the literature about the problem. Required of M.S.N. students in the research concentration. Open to other master’s students with permission of the instructor.\n", + "NURS 6200 Specialized Primary Care of LGBTQI+ Patients and Communities. Nathan Levitt. Gender and Sexuality Health Justice II (GSHJ II) is the final didactic course of the GSHJ concentration to prepare future nurse practitioners and midwives for competence in common clinical issues encountered in LGBTQI+ populations. Topics include in-depth primary care management experienced by LGBTQI+ patients, health justice organizing, advocacy, sustainability, and leadership development. This course continues the focus on social, racial, and economic disparities through the lens of addressing systemic and institutional barriers to care and integrates learning from the GSHJ didactic courses and clinical experiences towards preparing students for their future careers in the field of gender and sexuality health justice care. This course is open to all specialty students.\n", + "NURS 6202 Gender and Sexuality Health Justice (GSHJ) Clinical. Nathan Levitt. This clinical conference course builds upon the experiences gained in specialty clinical courses. This clinical provides students further opportunity to develop advanced nursing skills with LGBTQI+ patients, including specialized clinical judgment and evidence-based patient management strategies learned from didactic learning in both their specialty programs and within the GSHJ classroom.\n", + "NURS 6210 Advanced Primary Care and Community Health. Ami Marshall. This interdisciplinary, year-long (N6210 fall term, N6211 spring term) course with the medical school provides the learner with an experience in delivering interdisciplinary primary care to an under-resourced community at an urban medical clinic through a rotation at HAVEN, the Yale student-run free clinic. Students are assigned at the HAVEN clinic for eight Saturdays in total. Students engage in nearpeer teaching with other medical, physician associate, and nurse practitioner students. Didactic curriculum consists of foundational knowledge regarding teaching skills, cultural competency, and community- based systems to support under-resourced patients in community health settings. This course is available to all FNP, AGPCNP, WHNP, and MW specialty students in either their second specialty year of specialization. Students apply for elective and are chosen to participate at the discretion of the faculty. Students may only enroll in course one time; the course cannot be repeated.\n", + "NURS 6211 Advanced Primary Care and Community Health. Ami Marshall. This interdisciplinary course with the medical school that provides the learner with an experience in delivering interdisciplinary primary care to an under-resourced community at an urban medical clinic through a rotation at HAVEN, the Yale student-run free clinic. Students will be assigned at the HAVEN clinic for eight Saturdays in total. Students will engage in near-peer teaching with other medical, physician associate, and nurse practitioner students. Didactic curriculum consists of foundational knowledge regarding teaching skills, cultural competency, and community based systems to support under-resourced patients in community health settings. This course is available to all FNP, AGPCNP, WHNP and MW specialty students in either their second specialty year of specialization. Students who apply for elective and be chosen to participate at the discretion of the faculty. Students may only enroll in course one time; course cannot be repeated.\n", + "NURS 6230 Clinical Practice I for Global Health Track. This clinical application course for students in the global health track provides opportunities to develop advanced nursing skills with a range of global populations within the students’ areas of specialization. While in clinical settings, students develop skills in assessment and management of acute and chronic conditions using evidence-based patient management strategies in accordance with the cultural beliefs and practices of populations of immigrants, refugees, American Indians, and Alaskan native and rural residents. These experiences may take place in YSN-approved U.S. or international settings. Additional experiences with local resettlement organizations such as Integrated Refugee and Immigrant Services (IRIS) and Connecticut Institute for Refugees and Immigrants (CIRI) are also available. These experiences may include developing and presenting education programs to groups of refugees, immigrants, or asylum seekers; creating training materials for the resettlement agencies; or serving as a cultural companion or health navigator for newly arrived families. Required of all students pursuing the global health track during the spring term of their first specialty year. Thirty hours of face-to-face interactions either in a health care setting or in an alternative setting, and one hour per week of clinical conference. Taken before NURS 6240.\n", + "NURS 6240 Clinical Practice II for Global Health Track. LaRon Nelson, Sandy Cayo. This clinical application course for students in the global health track provides opportunities to develop advanced nursing skills with a range of global populations within the students’ areas of specialization. While in clinical settings, students develop skills in assessment and management of acute and chronic conditions using evidence-based patient management strategies in accordance with the cultural beliefs and practices of populations of immigrants, refugees, American Indians, and Alaskan native and rural residents. These experiences may take place in YSN-approved U.S. or international settings. Additional experiences with local resettlement organizations such as Integrated Refugee and Immigrant Services (IRIS) and Connecticut Institute for Refugees and Immigrants (CIRI) are also available. These experiences may include developing and presenting education programs to groups of refugees, immigrants, or asylum seekers; creating training materials for the resettlement agencies; or serving as a cultural companion or health navigator for newly arrived families. Required of all students pursuing the global health track during the fall term of their second specialty year. Thirty hours of face-to-face interactions either in a health care setting or in an alternative setting, and one hour per week of clinical conference. Taken after NURS 6230.\n", + "NURS 7020 Primary Care I A. Samantha Korbey. This course is a foundational primary care seminar module designed to provide the student with an introduction to primary care clinical practice and patient-centered health education. The role of the nurse practitioner and midwife across primary care settings and as a member of the health care delivery team is emphasized. Required of all adult/gerontology, family, midwifery/women’s health, and pediatric nurse practitioner—primary care students in the first year of specialization. Open to others with permission of the instructor. Two hours per week for the first eight weeks of the term.\n", + "NURS 7030 Primary Care I B. Elyssa Noce. Following NURS 7020, this is the first of three didactic courses designed to enable students to develop the necessary knowledge base and problem-solving skills for primary care practice as nurse practitioners. Classes focus on health promotion, disease prevention, differential diagnoses, and evidence-based management of common health conditions in diverse populations of patients from adolescence to senescence. Required of all adult/gerontology primary care, family, and midwifery/women’s health nurse practitioner students in the first year of specialization. Two hours per week for seven weeks.\n", + "NURS 7050 Primary Care II Clinical Practice FNP. Elyssa Noce. Course content includes clinical practice in health assessment and the provision of primary and focused health care. Students meet weekly for a ninety-minute clinical seminar that is held concurrently with clinical practice. Clinical seminar serves as a forum for students to present and discuss cases and explore issues encountered in clinical practice. Required of all family nurse practitioner students in the first year of specialization. Clinical seminar discussions for FNP students focus on providing care for patients across the lifespan. Eight to sixteen hours of clinical practice (fifteen weeks) and one and one-half hours of clinical seminar per week.\n", + "NURS 7060 Primary Care III. Ami Marshall, Elyssa Noce. This is the third of three didactic courses designed to enable students to develop the necessary knowledge base and problem-solving skills for primary care practice as nurse practitioners. Classes focus on health promotion and maintenance, and assessment, differential diagnoses, and evidence-based management of acute and chronic conditions for patients from adolescence to senescence, highlighting management of patients with complex comorbid conditions. Required of all adult/gerontology primary care and family nurse practitioner students in the final year. Taken concurrently with NURS 7070.\n", + "NURS 7070 Primary Care III Clinical Practice. Ophelia Empleo-Frazier. This clinical course builds upon the experiences gained in NURS 7050 and provides students further opportunity to develop advanced nursing skills, clinical judgment, and evidence-based patient management strategies necessary to manage common acute and chronic health care conditions. Students participate in designated weekly primary care clinical experiences arranged by faculty. In addition, students meet weekly for a ninety-minute clinical conference that is held concurrently with clinical practice. Clinical seminar discussions for family nurse practitioner students focus on family-centered care and providing care for patients across the lifespan. Clinical seminar discussions for all other students focus on providing patient-centered care for patients from adolescence to senescence. Clinical conference serves as a forum for students to present and discuss cases and explore issues encountered in clinical practice. Required of all adult/gerontology primary care and family nurse practitioner students in the final year. Eight to sixteen hours of clinical practice per week (fifteen weeks), and one and one-half hours of clinical conference per week.\n", + "NURS 7070 Primary Care III Clinical Practice. Soohyun Nam. This clinical course builds upon the experiences gained in NURS 7050 and provides students further opportunity to develop advanced nursing skills, clinical judgment, and evidence-based patient management strategies necessary to manage common acute and chronic health care conditions. Students participate in designated weekly primary care clinical experiences arranged by faculty. In addition, students meet weekly for a ninety-minute clinical conference that is held concurrently with clinical practice. Clinical seminar discussions for family nurse practitioner students focus on family-centered care and providing care for patients across the lifespan. Clinical seminar discussions for all other students focus on providing patient-centered care for patients from adolescence to senescence. Clinical conference serves as a forum for students to present and discuss cases and explore issues encountered in clinical practice. Required of all adult/gerontology primary care and family nurse practitioner students in the final year. Eight to sixteen hours of clinical practice per week (fifteen weeks), and one and one-half hours of clinical conference per week.\n", + "NURS 7070 Primary Care III Clinical Practice. Jonathan Johnson. This clinical course builds upon the experiences gained in NURS 7050 and provides students further opportunity to develop advanced nursing skills, clinical judgment, and evidence-based patient management strategies necessary to manage common acute and chronic health care conditions. Students participate in designated weekly primary care clinical experiences arranged by faculty. In addition, students meet weekly for a ninety-minute clinical conference that is held concurrently with clinical practice. Clinical seminar discussions for family nurse practitioner students focus on family-centered care and providing care for patients across the lifespan. Clinical seminar discussions for all other students focus on providing patient-centered care for patients from adolescence to senescence. Clinical conference serves as a forum for students to present and discuss cases and explore issues encountered in clinical practice. Required of all adult/gerontology primary care and family nurse practitioner students in the final year. Eight to sixteen hours of clinical practice per week (fifteen weeks), and one and one-half hours of clinical conference per week.\n", + "NURS 7070 Primary Care III Clinical Practice. Mariah Baril-Dore. This clinical course builds upon the experiences gained in NURS 7050 and provides students further opportunity to develop advanced nursing skills, clinical judgment, and evidence-based patient management strategies necessary to manage common acute and chronic health care conditions. Students participate in designated weekly primary care clinical experiences arranged by faculty. In addition, students meet weekly for a ninety-minute clinical conference that is held concurrently with clinical practice. Clinical seminar discussions for family nurse practitioner students focus on family-centered care and providing care for patients across the lifespan. Clinical seminar discussions for all other students focus on providing patient-centered care for patients from adolescence to senescence. Clinical conference serves as a forum for students to present and discuss cases and explore issues encountered in clinical practice. Required of all adult/gerontology primary care and family nurse practitioner students in the final year. Eight to sixteen hours of clinical practice per week (fifteen weeks), and one and one-half hours of clinical conference per week.\n", + "NURS 7070 Primary Care III Clinical Practice. Michelle Kennedy. This clinical course builds upon the experiences gained in NURS 7050 and provides students further opportunity to develop advanced nursing skills, clinical judgment, and evidence-based patient management strategies necessary to manage common acute and chronic health care conditions. Students participate in designated weekly primary care clinical experiences arranged by faculty. In addition, students meet weekly for a ninety-minute clinical conference that is held concurrently with clinical practice. Clinical seminar discussions for family nurse practitioner students focus on family-centered care and providing care for patients across the lifespan. Clinical seminar discussions for all other students focus on providing patient-centered care for patients from adolescence to senescence. Clinical conference serves as a forum for students to present and discuss cases and explore issues encountered in clinical practice. Required of all adult/gerontology primary care and family nurse practitioner students in the final year. Eight to sixteen hours of clinical practice per week (fifteen weeks), and one and one-half hours of clinical conference per week.\n", + "NURS 7100 Concepts and Principles of Aging. Ophelia Empleo-Frazier. This course introduces students to the major concepts and principles of gerontology and to a variety of biophysiological theories on aging. Health care delivery systems and care of the elderly are explored along with the current social policy initiatives and the state of the science of research as it relates to the older adult. Required of all adult/gerontology primary care nurse practitioner students in their first specialty year. Two hours weekly class time.\n", + "NURS 7200 Women’s Health I. Michelle Telfer. This course is the first in a series of five didactic courses provided over three terms, which are designed to enable students to develop the necessary knowledge base and problem-solving skills in ambulatory obstetric and gynecologic care. Women’s Health I and II are the first courses in that series and focus on the care of essentially healthy individuals. Women’s Health I provides foundational material and is required for all nurse-midwifery, women’s health nurse practitioner, family nurse practitioner, and adult gerontologic primary care nurse practitioner students in the first year of specialization.\n", + "NURS 7210 Women’s Health II. Amanda Swan. This course is the second in a series of five didactic courses provided over three terms which are designed to enable students to develop the necessary knowledge base and problem-solving skills in ambulatory obstetric and gynecologic care. Women’s Health I and II are the first courses in that series and focus on the gynecologic and prenatal care of essentially healthy individuals. WH I provides foundational material, and WH II builds upon that foundation, providing greater depth and detail required for the women’s health specialist. WH II is required for all nurse-midwifery and women’s health nurse practitioner students in the first year of specialization. This course is open to others, with the permission of the instructor.\n", + "NURS 7220 Women’s Health I and II Clinical Preparation. Joan Combellick. This course provides clinical experience and opportunities to build competencies in gynecologic, reproductive, sexual and preventative health care. This course focuses on basic outpatient health care to pregnant and non-pregnant patients from adolescence through menopause. This course is required for all nurse-midwifery and women's health nurse practitioner students in the first year fall of specialization, and is taught concomitantly with the didactic courses 7200 and 7210.\n", + "NURS 7235 Childbearing Care I. Erin Morelli. This course prepares students to care for patients during the intrapartum, postpartum, and lactation periods of the childbearing cycle. Students also learn about the normal neonate. Online and in-person lectures of fifteen hours and skills labs are utilized. Required of all nurse-midwifery students in the first year of specialization.\n", + "NURS 7280 Women’s Health V. Loren Fields. This course is designed to build competencies in antepartum and gynecologic care. Building on the content and competencies introduced in previous terms, this course focuses on the evaluation and management of complex gynecologic conditions and antepartum complications. Through the process of working with this content, students  also engage with a variety of additional advanced practice nursing competencies such as ethical decision making, legal and professional practice issues, translating research evidence into evidence-based practice, and counseling patients around complex decisions. This course is required for all nurse-health nurse practitioner students in the second year of specialization. Two hours per week.\n", + "NURS 7290 Women’s Health V Clinical Conference. Michelle Palmer, Sarah Lipkin. This course provides a group space for students to process and reflect on the experiences and learning that is occurring in their outpatient clinical courses and clinical practice rotations. This course is required for all nurse-midwifery and women's health nurse practitioner students in the second year of specialization and is taught concomitantly with the didactic course N7280.\n", + "NURS 7290 Women’s Health V Clinical Conference. This course provides a group space for students to process and reflect on the experiences and learning that is occurring in their outpatient clinical courses and clinical practice rotations. This course is required for all nurse-midwifery and women's health nurse practitioner students in the second year of specialization and is taught concomitantly with the didactic course N7280.\n", + "NURS 7290 Women’s Health V Clinical Conference. This course provides a group space for students to process and reflect on the experiences and learning that is occurring in their outpatient clinical courses and clinical practice rotations. This course is required for all nurse-midwifery and women's health nurse practitioner students in the second year of specialization and is taught concomitantly with the didactic course N7280.\n", + "NURS 7300 Childbearing Care III. Jessica Stanek. This course focuses on advanced theoretical concepts and comprehensive management of the pregnant woman with at-risk pregnancies or comorbid health problems. Recognition of newborn health problems and initial management are explored. Complex health issues are analyzed through regularly scheduled class sessions, seminars, assignments, and problem-based learning case studies. Management includes triage, prenatal, birth, and postpartum emergencies; and perinatal loss. Emphasis is on collaboration within multidisciplinary teams. Required of all nurse-midwifery students in the final year.\n", + "NURS 7310 Childbearing Care III Clinical Practice. Joan Combellick. Students focus on providing increasingly complex intrapartum, postpartum, and newborn care as members of a multidisciplinary team in diverse settings. Students have twelve hours of clinical practice per week for twelve weeks and attend clinical conference for one hour per week. The clinical seminar serves as a forum for students to explore issues encountered in clinical practice. Required of all midwifery students in the final year.\n", + "NURS 7310 Childbearing Care III Clinical Practice. Jessica Stanek. Students focus on providing increasingly complex intrapartum, postpartum, and newborn care as members of a multidisciplinary team in diverse settings. Students have twelve hours of clinical practice per week for twelve weeks and attend clinical conference for one hour per week. The clinical seminar serves as a forum for students to explore issues encountered in clinical practice. Required of all midwifery students in the final year.\n", + "NURS 7310 Childbearing Care III Clinical Practice. Elise Resch. Students focus on providing increasingly complex intrapartum, postpartum, and newborn care as members of a multidisciplinary team in diverse settings. Students have twelve hours of clinical practice per week for twelve weeks and attend clinical conference for one hour per week. The clinical seminar serves as a forum for students to explore issues encountered in clinical practice. Required of all midwifery students in the final year.\n", + "NURS 7330 Integration of Women’s Health Care. Gina Novick. This course concentrates on the application of physiologic, developmental, psychosocial, and cultural theories to advanced clinical decision-making, focusing on reproductive and developmental health issues for women from adolescence to senescence. Required of all nurse-midwifery and women’s health nurse practitioner students in the final year of specialization. For nurse-midwifery and nurse-midwifery/women’s health nurse practitioner students, this course must be taken concurrently with NURS 7320, and students must successfully complete all requirements of both courses in order to graduate.\n", + "NURS 7335 Women’s Health Primary Care Clinical. Sarah Lipkin. Women’s health nurse practitioner students are provided with supervised introductory clinical experience in adult primary care including the care of male patients. The emphasis of this clinical experience is on managing health promotion and common acute and chronic health problems. Students learn appropriate recognition, management, and referral of common medical conditions as they present in the outpatient setting. Examples of common health problems are: chronic and acute skin conditions, upper respiratory infections, asthma, hypertension, hyperlipidemia, thyroid, diabetes, headaches, and mood disorders. Additionally, students incorporate the primary care foundations of health promotion, risk assessment, disease prevention, and counseling. Required of all women’s health nurse practitioner students. The course may be completed in any term of the year depending on clinical site availability.\n", + "NURS 7400 Advanced Pediatric Health Assessment and Clinical Reasoning. Nancy Banasiak, Wendy Mackey. This course is designed to enhance the student’s pediatric health assessment skills and to introduce the student to the primary care of children from infancy through adolescence. Key aspects of assessment, health promotion, and disease prevention in culturally diverse pediatric populations are discussed. Clinical applications of evidence-based practice guidelines in the care of children are reinforced through laboratory and simulation experiences. Through this course, students also participate in Interprofessional Longitudinal Clinical Experience (ILCE) learning in collaboration with the Yale Schools of Medicine (including the Physician Associate Program) and Public Health in focus areas pertinent to the health history and institutional/structural barriers to effective health care. Required of all pediatric nurse practitioner students in the first year of specialization.\n", + "NURS 7410 Individual and Family Development during Childhood. Monica Ordway. This course focuses on a critical overview of conceptual and theoretical perspectives on individual development from infancy through adolescence and family development. Sociocultural, ethnic, gender, environmental, and political factors that influence individual and family development are reviewed and evaluated. Discussions focus on transitions from infancy to adolescence. Assessment of family functioning, strengths, and vulnerabilities is presented from clinical and research perspectives. Selected family issues are analyzed within theoretical, clinical, and policy perspectives, and issues of particular significance for evidence-based advanced nursing are stressed. This course is required of all family and pediatric nurse practitioner students in the first year of specialization. Open to other students with permission of the instructor.\n", + "NURS 7420 Primary Care and Health Promotion of Children I. Martha Swartz. This course is designed to introduce the student to the primary care of children from infancy through adolescence. Key aspects of health promotion and disease prevention in culturally diverse pediatric populations are discussed within the context of the national health agenda. Health risks and behaviors are explored to determine culturally sensitive interventions. Clinical applications of concepts, theories, current health policies, and evidence-based best-practice guidelines related to well-child care are presented. Required of all family and pediatric nurse practitioner students in the first year of specialization. Open to others with permission of the instructor.\n", + "NURS 7430 Primary Care of Children I Clinical Practice. Elyse Borsuk. This course provides clinical experience in well-child care and management of common pediatric problems in a variety of primary care settings. Students provide primary health care, acute care, and beginning case management for pediatric patients in the context of their families. Required of all pediatric nurse practitioner students in the first year of specialization. Five hours of clinical practice weekly (76 hours) and 14 hours of clinical conference.\n", + "NURS 7440 Primary Care of Adolescents. Alison Moriarty Daley. This course is designed to provide the student with a conceptual model for assessing normal psychological and physiological adolescent development, an understanding of the clinical relevance of basic deviations from normal development, and an understanding of the diagnosis and clinical care of adolescents in primary care settings. Required of all adult/gerontology primary care, family, and pediatric nurse practitioner students in the first year of specialization. Open to others with permission of the instructor.\n", + "NURS 7450 Primary Care of Adolescents Clinical Practice. Alison Moriarty Daley. This course is designed to aid the student in gaining elementary skills in the assessment of adolescent development, both physiological and psychological; in the recognition and management of deviations from normal development and health status; and in intermediate-level skill in the care of adolescents, including health education. Required of all pediatric nurse practitioner primary care students in the second term of the first year of specialization or the first term of the final year. Six hours weekly in a clinical setting and six hours of clinical conference.\n", + "NURS 7480 Primary Care of Children III. Nicole Maciejak. This course provides a forum for discussion of a variety of pediatric conditions encountered in the primary care setting. It focuses on the assessment and management of complex outpatient pediatric problems and the role of the advanced practice nurse in managing these problems. Lectures, discussions, and cases are presented by guest speakers, faculty, and students. Required of all family and pediatric nurse practitioner primary care students in the final year.\n", + "NURS 7490 Primary Care of Children III Clinical Practice. Jennifer Hill. This course provides clinical experience in advanced pediatric primary care and management, including work with complex families. The student provides health care for children over the course of the year at selected pediatric primary care sites in the community. Required of all pediatric nurse practitioner primary care students in the final year. Five hours of clinical practice per week (75.5 hours) and fifteen hours of clinical conference.\n", + "NURS 7530 School Health Clinical Practice. Nicole Maciejak. This course is designed to provide an opportunity to develop an advanced practice nursing role in the school setting. Experience is in a school-based clinic where the student provides primary and episodic care to the client population, participates in health education, as well as consults and collaborates with other health and education personnel in the school and community. Required of all pediatric nurse practitioner primary care students in the second term of the first year of specialization or the first term of the final year. Six hours of clinical practice per week and six hours of clinical conference.\n", + "NURS 7540 Specialty Pediatric Primary Care Clinical Practice I. Elizabeth Doyle. This clinical practicum provides students with the opportunity to gain additional knowledge and experience in specialty practice areas with relevance to pediatric primary care. The course extends over the final academic year of specialization. Required of all pediatric primary care nurse practitioner students in the final year. Five and one half hours of clinical practice weekly (80 hours) either fall or spring semester and ten hours of clinical conference over fall and spring semesters.\n", + "NURS 7541 Specialty Pediatric Primary Care Clinical Practice II. Elizabeth Doyle. This clinical practicum provides students with the opportunity to gain additional knowledge and experience in specialty practice areas with relevance to pediatric primary care. The course extends over the final academic year of specialization. Required of all pediatric nurse practitioner primary care students in the final year. Five and one half hours of clinical practice weekly (80 hours) either fall or spring semester and ten hours of clinical conference over fall and spring semesters.\n", + "NURS 7605 Psychopathology: Diagnosis and Clinical Reasoning. Allison Underwood. This foundational course examines the major psychiatric disorders commonly seen across the lifespan. Students will integrate a broad spectrum of resources based in modern neuroscience, developmental psychology, and public health to gain an understanding of the complex interactions that impact the wellness/illness continuum and guide the diagnostic process and decision making. Students will enhance their skills of differential diagnosis within the context of an individual's unique biologic, psychosocial, cultural, spiritual and structural determinants of health.\n", + "NURS 7615 Psychotherapeutic Interventions I: Principles and Theory. Katy Maggio. This is the first course in a series of three courses which examines the theory and practice of psychotherapeutic interventions across the lifespan. This course weaves together comprehensive mental health assessment and communication strategies across the lifespan while developing and sustaining therapeutic alliance. Students will learn to compare therapeutic interventions from major schools of psychotherapy and apply interventions matched to client preferences, symptoms/disease, and context. Students will develop awareness of their own self and to practice critical self-reflection in their delivery of therapeutic interventions.\n", + "NURS 7625 Skills I: PMHNP Role Development. Tina Walde. This is the first course in a two-course series which focuses on foundational knowledge and skills for PMHNP role development and psychiatric assessment. It introduces the student to self reflective practice and principles of psychotherapeutic care. Students will learn techniques for establishing and maintaining a therapeutic alliance and conducting psychiatric assessment with individuals across the lifespan.\n", + "NURS 7625 Skills I: PMHNP Role Development. Carissa Tufano. This is the first course in a two-course series which focuses on foundational knowledge and skills for PMHNP role development and psychiatric assessment. It introduces the student to self reflective practice and principles of psychotherapeutic care. Students will learn techniques for establishing and maintaining a therapeutic alliance and conducting psychiatric assessment with individuals across the lifespan.\n", + "NURS 7630 Psychiatric–Mental Health Clinical Practice across the Lifespan I. Carissa Tufano. The goal of this two-term practicum is to provide the student with an opportunity to develop clinical skills with individuals and family across the lifespan. While in psychiatric clinical settings, students apply skills including holistic physical and mental health assessment, formulate differential diagnosis, plan and implement developmentally appropriate psychiatric nursing interventions, and evaluate interventions and outcomes with children, adolescents, adults, older adults, and their families. Emphasis is placed on application of a variety of population-specific assessment skills and use of differential diagnosis, and a beginning utilization of pharmacologic and psychotherapeutic treatment methods with individuals, groups, and families. Clinical experiences require the student to synthesize knowledge from courses, supplemental readings, clinical seminars, and practice experiences. Students are assigned to psychiatric clinical placement on the basis of development of competencies, previous clinical experiences, and interests. Required of all psychiatric–mental health nurse practitioner students in the first year of specialization. This course may be taken concurrently with didactic first-year PMH specialty course work. Primary placement supervision seminar meets two hours per week. Outplacement supervision seminar meets one hour per week.\n", + "NURS 7680 Clinical Outcome Management in Psychiatric–Mental Health Nursing. Susan Boorin. The provision of mental health services is determined by many factors including policy, public demand, research evidence, ideas among general practitioners and mental health professionals, and the financial pressures under which purchasers and providers of services work. These groups often have widely disparate views about the nature of mental disorders and their most appropriate interventions. In providing services to individuals, families, groups, systems, and organizations, the advanced practice psychiatric nurse functions as clinician, consultant, leader, educator, and researcher in the analysis of critical issues important to decision-making and intervention. The assumption underlying the course is that all advanced practice mental health services should be fundamentally theoretical and evidence-based. In this course students define clinical problems and system implications, use technology to identify clinical and research evidence, and critically analyze the evidence. Based on this analysis they devise and present realistic plans for intervention in the clinical setting and write an evidence-based review paper summarizing the results. Discussion about what constitutes the best available evidence to clarify decision-making with regard to a variety of mental health and health promotion needs is addressed. Required of all psychiatric–mental health nurse practitioner students in the final year. Two hours per week.\n", + "NURS 7700 Psychiatric–Mental Health Clinical Practice across the Lifespan III. Carissa Tufano. The aim of the fall-term, second-year clinical practicum is to promote development of clinical and leadership skills required for advanced professional practice across the lifespan in psychiatric–mental health nursing. Building on first-year clinical skills, students are expected to choose, implement, and evaluate advanced assessment and differential diagnostic reasoning skills, psychotherapeutic (e.g., group, individual, family) techniques, and psychopharmacological interventions with children, adolescents, adults, older adults, and their families in a variety of psychiatric clinical settings. Ethnic, gender, and developmentally appropriate therapeutic, educational, and supportive intervention strategies are implemented for patients across the lifespan. Students are expected to collaborate with other health care providers in the care of their patients. Health promotion and disease prevention strategies are examined and prioritized in relation to promoting mental and physical health with ethnically diverse individuals, groups, and families. Role delineation, ethical and legal responsibilities, and clinical expectations related to prescriptive authority, evidence-based decision-making, anticipatory guidance, and therapeutic psychiatric–mental health nursing care are explored. Required of all psychiatric–mental health nurse practitioner students in the final year. Clinical supervision seminar meetings two hours per week.\n", + "NURS 7700 Psychiatric–Mental Health Clinical Practice across the Lifespan III. Lindsay Powell. The aim of the fall-term, second-year clinical practicum is to promote development of clinical and leadership skills required for advanced professional practice across the lifespan in psychiatric–mental health nursing. Building on first-year clinical skills, students are expected to choose, implement, and evaluate advanced assessment and differential diagnostic reasoning skills, psychotherapeutic (e.g., group, individual, family) techniques, and psychopharmacological interventions with children, adolescents, adults, older adults, and their families in a variety of psychiatric clinical settings. Ethnic, gender, and developmentally appropriate therapeutic, educational, and supportive intervention strategies are implemented for patients across the lifespan. Students are expected to collaborate with other health care providers in the care of their patients. Health promotion and disease prevention strategies are examined and prioritized in relation to promoting mental and physical health with ethnically diverse individuals, groups, and families. Role delineation, ethical and legal responsibilities, and clinical expectations related to prescriptive authority, evidence-based decision-making, anticipatory guidance, and therapeutic psychiatric–mental health nursing care are explored. Required of all psychiatric–mental health nurse practitioner students in the final year. Clinical supervision seminar meetings two hours per week.\n", + "NURS 7700 Psychiatric–Mental Health Clinical Practice across the Lifespan III. Tina Walde. The aim of the fall-term, second-year clinical practicum is to promote development of clinical and leadership skills required for advanced professional practice across the lifespan in psychiatric–mental health nursing. Building on first-year clinical skills, students are expected to choose, implement, and evaluate advanced assessment and differential diagnostic reasoning skills, psychotherapeutic (e.g., group, individual, family) techniques, and psychopharmacological interventions with children, adolescents, adults, older adults, and their families in a variety of psychiatric clinical settings. Ethnic, gender, and developmentally appropriate therapeutic, educational, and supportive intervention strategies are implemented for patients across the lifespan. Students are expected to collaborate with other health care providers in the care of their patients. Health promotion and disease prevention strategies are examined and prioritized in relation to promoting mental and physical health with ethnically diverse individuals, groups, and families. Role delineation, ethical and legal responsibilities, and clinical expectations related to prescriptive authority, evidence-based decision-making, anticipatory guidance, and therapeutic psychiatric–mental health nursing care are explored. Required of all psychiatric–mental health nurse practitioner students in the final year. Clinical supervision seminar meetings two hours per week.\n", + "NURS 7785 Psychiatric-Mental Health Clinical Practice I. Katy Maggio. This is the first clinical practicum in a series of four practicums that aim to develop the clinical and leadership skills required for advanced psychiatric mental health nursing practice. In the first clinical practicum, emphasis is placed on advanced practice nursing role development, formation of reflective practice and self-care strategies, clinical problem identification, applying ethical principles to care delivery and increasing understanding of working in systems of care. Students will gain experience working with individuals, groups, and families across the lifespan and as part of collaborative care teams. Students are assigned to psychiatric clinical placements on the basis of competency development, previous clinical experience, and interests. Students will use the clinical case conference format to integrate and apply clinical skills. Clinical case conference meets 2 hours per week with PMHNP faculty. \n", + "\n", + "\n", + "This course is pending course approval.\n", + "NURS 7785 Psychiatric-Mental Health Clinical Practice I. Meg Reilly. This is the first clinical practicum in a series of four practicums that aim to develop the clinical and leadership skills required for advanced psychiatric mental health nursing practice. In the first clinical practicum, emphasis is placed on advanced practice nursing role development, formation of reflective practice and self-care strategies, clinical problem identification, applying ethical principles to care delivery and increasing understanding of working in systems of care. Students will gain experience working with individuals, groups, and families across the lifespan and as part of collaborative care teams. Students are assigned to psychiatric clinical placements on the basis of competency development, previous clinical experience, and interests. Students will use the clinical case conference format to integrate and apply clinical skills. Clinical case conference meets 2 hours per week with PMHNP faculty. \n", + "\n", + "\n", + "This course is pending course approval.\n", + "NURS 7785 Psychiatric-Mental Health Clinical Practice I. Carissa Tufano. This is the first clinical practicum in a series of four practicums that aim to develop the clinical and leadership skills required for advanced psychiatric mental health nursing practice. In the first clinical practicum, emphasis is placed on advanced practice nursing role development, formation of reflective practice and self-care strategies, clinical problem identification, applying ethical principles to care delivery and increasing understanding of working in systems of care. Students will gain experience working with individuals, groups, and families across the lifespan and as part of collaborative care teams. Students are assigned to psychiatric clinical placements on the basis of competency development, previous clinical experience, and interests. Students will use the clinical case conference format to integrate and apply clinical skills. Clinical case conference meets 2 hours per week with PMHNP faculty. \n", + "\n", + "\n", + "This course is pending course approval.\n", + "NURS 7800 Advanced Health Assessment in Adult/Gerontology Acute Care. Brenda White. This course concentrates on development of a systematic methodology of identifying acutely and critically ill patients’ needs for health care. Patient history taking, physical examination, diagnostic studies and interpretation, interpretation of advanced hemodynamic and oxygenation monitoring, analysis of medical diagnoses, documentation, and student case presentations form the basis for this clinical/seminar course. Select clinical problems of patients in acute and critical care adult/gerontology settings are studied in the context of student case presentations, clinical practicum, and simulations. Required of all adult/gerontology acute care nurse practitioner students in the first year of specialization.\n", + "NURS 7810 Advanced Diagnostics in Acute Care. Allison Cable. This course provides comprehensive content necessary in the assessment of the acutely or critically ill patient. Emphasis is on examination of the cardiovascular and respiratory systems, based on complex interpretations from laboratory and technological findings. Required of all adult/gerontology acute care nurse practitioner students in the first year of specialization. The electrocardiographic (ECG) components of the course may be taken as an elective by students in any specialty who have an interest in ECG interpretation. Three hours per week for fifteen weeks.\n", + "NURS 7820 Critical Care Clinical Immersion. Brenda White. The focus of this practicum is comprehensive management of a caseload of patients with adult/gerontology acute care chronic and/or acute complex conditions. Emphasis is on prediction of common patient problems, formulation of management protocols, and generation of research questions. Required of all adult/gerontology acute care nurse practitioner students in the first year of specialization; students may request to exempt out as determined by faculty review of a clinical portfolio and competency.\n", + "NURS 7850 Pathophysiology and Management of Adult/Gerontology Acute Care Health Problems II. Mary-Ann Cyr. This course provides a basis for predicting the vulnerability for common clinical problems in acute care patients. These include trauma and endocrine, hepatic, gastrointestinal, infection/sepsis, and end-of-life problems that occur as a result of illness or outcome of treatment. Assessment, management, and evaluation are emphasized. Normal physiology, pathophysiology, and pharmacological management of these systems are included. Required of all adult/gerontology acute care nurse practitioner students in the final year.\n", + "NURS 7860 Adult/Gerontology Acute Care Clinical Practice II. Darcy Ulitsch, Leah Chasm-Velasco. The first term of a yearlong (with NURS 7870) practicum that provides students with clinical experience in data-gathering techniques, diagnostic reasoning, management of acute and chronic health problems, application of technology in patient care, consultation, collaboration, health promotion, and risk factor modification. This course builds upon the foundational objectives successfully met in NURS 7840. The differential diagnosis and treatment of complex health problems commonly seen in acutely ill adult/gerontology patients are stressed, with special emphasis on conditions presented in NURS 7830 and NURS 7850. The focus is on those acute illnesses with a predictable course and established treatment approaches. Students have the opportunity to manage a caseload of patients from admission through discharge, as well as follow patients on an outpatient basis. A two-hour weekly clinical conference addresses acute care clinical issues and includes simulation activities. Required of all adult/gerontology acute care nurse practitioner students in the final year. Preceptors are APRNs, PAs, and physicians. Twenty-four hours per week in an acute care setting for fifteen weeks.\n", + "NURS 7910 Advanced Acute and Critical Care Diagnostics for Pediatrics. Lauren Flagg, Wendy Mackey. This course focuses on the assessment and diagnostic skills required to care for acute, complex, and critically ill children from infancy to adolescence. Emphasis is on the assessment of the respiratory system, cardiovascular system, and metabolic acid-base abnormalities. Students examine the appropriate selection, interpretation, and application of diagnostic and laboratory testing. Required of all pediatric nurse practitioner acute care students in the first year of specialization. Two hours per week for fifteen weeks.\n", + "NURS 7912 Acute Care of Children I. Lauren Flagg. This course, the first of two didactic courses, examines specific clinical problems of acutely, critically, and chronically ill patients from infancy through adolescence. Emphasis is on pathophysiology, critical assessment strategies, diagnosis, and management including pharmacology of emergent health care problems within an interdisciplinary, family-centered model of care. This course also explores the scope of practice of pediatric nurse practitioners in meeting the needs of children with complex acute and critical conditions. Required of all pediatric nurse practitioner—acute care students in the final year. Two hours per week.\n", + "NURS 7914 Acute Care of Children I Clinical. Lauren Flagg. This practicum, the first of two clinical courses, provides students with direct learning experiences in the coordination and delivery of advanced care from infancy through adolescence in a pediatric acute care setting. The focus of this course is on learning to assess, diagnose, and manage acute conditions and illnesses encountered in the pediatric acute care population. Under the guidance and supervision of the preceptor, the student develops advanced clinical skills, explores evidence-based research, and creates plans of care within the context of their patient’s culture and environment. Required of all pediatric nurse practitioner—acute care students in the final year. Twelve hours per week in a clinical setting and 1.5 hours per week of simulation/clinical conference.\n", + "NURS 901 Quantitative Methods for Health Research. Julie Womack. This course introduces students to quantitative research methods and how to evaluate various scientific designs for investigating problems of importance to nursing and health. Emphasis is placed on scientific rigor, validity, and the critical appraisal of research. Experimental, quasi-experimental, and observational designs are presented and evaluated for internal, external, construct, and statistical validity. The interrelationships of the research question and study aims with study design and method are thoroughly explored. The course prepares students for designing a quantitative study. Required of first-year Ph.D. students in nursing. Three hours per week for fourteen weeks.\n", + "NURS 903 Measurement of Biobehavioral Phenomena. Xiaomei Cong. This course is designed to review measurement theory, reliability, and validity of measurement methods and discuss the accuracy and precision of biological and behavioral measures for clinical research. Measures are evaluated through the lens of diverse communities and populations, with the goals of promoting health equity. Required of all second-year Ph.D. students in nursing. Open to advanced graduate students in other schools of the University. Three hours per week for fourteen weeks.\n", + "NURS 904 Mixed Methods Research. Shelli Feder. The purpose of this course is to provide an overview of mixed methods research. This overview consists of the history, philosophical foundations, purpose, data collection, analysis, and evaluation of the common mixed methods designs. Required of all Ph.D. students in nursing. Three hours per week for seven weeks.\n", + "NURS 906 Dissertation Seminar I. M Tish Knobf. This required doctoral course provides the student with advanced study and direction in research leading to development of the dissertation proposal and completion of the dissertation. Students are guided in the application of the fundamentals of scientific writing and criticism. All Ph.D. students in nursing are required to take this seminar every term. Three hours every other week for fourteen weeks.\n", + "NURS 908 Synthesis of Knowledge and Skills for Nursing Science. M Tish Knobf. This course is designed to develop beginning competencies necessary to engage in a career as a nurse scientist. It includes the basic principles and processes of scientific writing, literature searches, synthesis of research evidence, and presentation skills.\n", + "NURS 912 Knowledge Development for Nursing Science. Deena Costa. This course introduces the historical perspective of the philosophy of science and the relationship to nursing science. Students review nursing’s disciplinary perspective and examine the philosophical, theoretical, and conceptual linkages for knowledge development for nursing science. The course is required of all first-year students in the Ph.D. program and open to others by permission of the instructor. Three hours per week for fourteen weeks.\n", + "NURS 9525 Clinical DNP Practicum II. Joan Combellick. This course is the second in a series of three Clinical DNP Practica in which students gain experience in preparing for, developing, implementing, evaluating, and disseminating their DNP projects. In this second practicum, students implement their DNP projects in the healthcare system or agency where they have completed the first Clinical DNP practica. They consult with their outside mentors/experts to execute their written plan as developed in Clinical DNP Practicum II. The expected outcome is completion of the implementation phase of their project. This course is required for all second year Clinical DNP students after successful completion of the Spring semester Year 2.\n", + "NURS 9570 Evidence for the Doctor of Nursing Practice. Elizabeth Molle, Rhoda Redulla. This course reviews research methods and statistics and explores the nature of evidence as it relates to the discipline of nursing. Literature and evidence within and outside of nursing are critically appraised for translation to and evaluation of practice. Students are expected to select a phenomenon of interest and to critically review and synthesize evidence from diverse sources (literature, research, and population-based health data) to address the phenomenon. Required of all D.N.P. students in the first year.\n", + "NURS 9600 Clinical Inquiry Seminar I. Rhoda Redulla. This seminar for the Clinical DNP student supports the initial development of the Clinical Area of Inquiry separate from the DNP Project proposal. Topics discussed in the seminar include: the structure and process of clinical knowledge development and translation, assessing existing evidence in relationship to current clinical practices and processes of change, identification of factors to ensure effective clinical implementation, and approaches to clinical scholarship development including communication and expression.  Seminar outcomes include an individualized Clinical Area of Inquiry plan, summary of inquiry activities completed, and a project proposal identifying and clarifying the focus and site for the DNP project as separate from the area of Clinical Inquiry. This course is required for all first year Clinical DNP students.\n", + "NURS 9610 Clinical Inquiry Seminar II. Joanne Iennaco. The Clinical Inquiry Seminar II accounts for completed activities, and planning next steps in the Clinical Area of Inquiry identified in the initial course, N9600/N9601 Clinical Inquiry Seminar I. Seminar discussion explores dissemination planning and examines completion of inquiry activities and their application to the DNP essential competencies in understanding and innovating delivery of care in health care systems. Outcomes include integrating focused area of DNP expertise by mapping the clinical focus area competencies to Clinical DNP program projects and experiences. Required of all Clinical DNP students after the successful completion of year one of the Clinical DNP Program.\n", + "NURS 9630 Moving Health Care Forward: Innovation and Implementation. David Vlahov. This course focuses on theories and methods of innovation in health care as well as models of change and implementation. Includes a review of the principles of transformational leadership as they relate to thought leadership and practice in health care. Students explore innovation and implementation science and practice from the organizational systems perspective, informed by the current and relevant literature.\n", + "NURS 9650 Clinical Leadership and Finance. Payal Sharma. The intent of this course is to facilitate the development of collaborative leadership skills for advanced practice nurses to improve clinical outcomes and influence the design of high-performing clinical settings in a multicultural society. Theories of leadership, organizational behavior, principles of diversity, inclusion, and equity, and consultative processes are applied to clinical leadership in health care settings. Principles of business and finance are examined in order to analyze, develop, and implement practice-level initiatives. Effective strategies are evaluated for managing the leadership and business factors impacting clinical leadership and patient care.\n", + "NURS 9810 Organizational/Systems Leadership Development. Mary Ann Camilleri. In this hybrid online and on-campus course, students analyze and apply principles of contemporary leadership and administration. Students develop self-awareness of their leadership abilities and develop a plan to enhance areas for development. Building on previous courses in the D.N.P. program, especially regarding ethics, evidence for practice, and business applications, students analyze case studies in nursing leadership and suggest the best courses of action. The emphasis is on strategic thinking and quality improvement in health care delivery, policy, and regulatory environments. Students are expected to critically examine and integrate selected leadership styles and apply differing approaches to different situations. Required of DNP students in the second year. The course meets essential knowledge of AACN DNP Essential Domains 1, 5, 6, 7, 9 and 10 and includes competencies of nationally recognized professional associations including: ACHE, Healthcare Executive Competencies and AONL Nurse Leader Competencies.\n", + "NURS 9820 Organizational/Systems Leadership Development Practicum. Mary Ann Camilleri. This leadership practicum requires students to participate in a mentored leadership initiative in a healthcare setting or related community-based organization, governmental agency, professional or trade association or with local, state, or national policy makers. The expected outcomes are (1) development of a mentor-mentee relationship with an understanding of the respective roles and practices, (2) demonstrated growth in selected leadership competency area(s), (3) delivery of a leadership project/change initiative for the mentor, and (4) for course faculty and each student him/herself, a descriptive log of leadership styles encountered in the practicum experience and self-observation of the student's own evidence-based leadership practice. Required for DNP students in their second year, Fall term. Concurrent with NURS 9810.\n", + "NURS 9900 D.N.P. Project: Part 2. Anna-Rae Montano, Joan Kearney. This course is designed to assist students as they integrate D.N.P. course content and clinical practica into a final D.N.P. project proposal. Students are expected to work in concert with their assigned D.N.P. project adviser during the spring term of their second year on the development of their final proposal. Draft proposals are reviewed using the Guidelines for Developing and Implementing a D.N.P. Project, with the addition of rubrics for evaluation of the work. The student is expected to present the proposal for critique by peers, project adviser, and course instructor. Required of all D.N.P. students in the second year. Three hours per week.\n", + "NURS 9900 D.N.P. Project: Part 2. Jane Dixon, Joanne Iennaco. This course is designed to assist students as they integrate D.N.P. course content and clinical practica into a final D.N.P. project proposal. Students are expected to work in concert with their assigned D.N.P. project adviser during the spring term of their second year on the development of their final proposal. Draft proposals are reviewed using the Guidelines for Developing and Implementing a D.N.P. Project, with the addition of rubrics for evaluation of the work. The student is expected to present the proposal for critique by peers, project adviser, and course instructor. Required of all D.N.P. students in the second year. Three hours per week.\n", + "NURS 9980 Leadership Immersion Practicum. Ron Yolo. The Leadership Immersion is a yearlong, mentored experience in which students apply relevant knowledge to an evidence-based experience culminating in a final D.N.P. project in NURS 9990/NURS 9991. Students employ effective communication and collaboration skills to influence improved health care quality and safety and to negotiate successful changes in care delivery processes within and/or across health and health care systems and organizations. Students complete the immersion under guidance of the site mentor, who will be a member of the nursing faculty D.N.P. project adviser/committee under the leadership of the D.N.P. project chair and the D.N.P. director. Required of all D.N.P. students in the final year. 225 practicum hours.\n", + "NURS 9990 D.N.P. Project: Evidence-Based Practice Change. Ron Yolo. Students apply relevant knowledge to an evidence-based, yearlong experience culminating in a final D.N.P. project manuscript, which will be submitted for publication. The D.N.P. project includes critical review and integration of relevant literature/research that provides support of the identified population-based health issue or problem, as well as at least one policy and/or evidence-based strategy that has the potential to address that health issue or problem. Required of all D.N.P. students in the final year.\n", + "OTTM 231 Ottoman Paleography and Diplomatics. Ozgen Felek. The Ottoman Empire, which stretched from North Africa to the Balkans, developed a highly complicated bureaucratic system, bequeathing an enormous amount of documents mainly written in Turkish with Arabic script. This course is a survey of the historical documents of the Ottoman Empire from the fifteenth to the twentieth centuries. It aims to introduce students to the various types of Ottoman documents and diplomatics as well as their features and characteristics. By reading handwritten samples, the students develop skills that enable them to understand the morphology and functions of these documents, such as emr-i şerîf, berât, hatt-ı hümâyun, telhîs, irâde-i şerîf, mektub, kâ’ime, hulasa, arzuhâl, mahzar, mazbata, hüccet, i’lâm, fetvâ, vakfiye and tezkires. This helps students pursue independent works in Ottoman studies.\n", + "OTTM 310 Introduction To Ottoman Turkish I. This course studies the Turkish language written in the Arabic alphabet during the Ottoman Empire (1299-1923), which ruled for almost 700 years from North Africa to the Balkans, and the early years of the Turkish Republic established in 1923. The knowledge of Ottoman Turkish thus gives students an important advantage over experts on just one geographical and cultural area of the Muslim world. Students participating in the course develop skills that enable them to read Ottoman Turkish texts and pursue independent work in Ottoman studies. We work on building up a richer vocabulary, developing a good competence of Ottoman Turkish, and improving students’ reading skills. Since culture is an integrated part of the language, various cultural expressions are introduced through a variety of historical and literary Ottoman texts from the fourteenth to nineteenth centuries.\n", + "OTTM 566 Ottoman Paleography and Diplomatics . Ozgen Felek. The Ottoman Empire, which stretched from North Africa to the Balkans, developed a highly complicated bureaucratic system, bequeathing an enormous amount of documents mainly written in Turkish with Arabic script. This course is a survey of the historical documents of the Ottoman Empire from the fifteenth to the twentieth century. It aims to introduce students to the various types of Ottoman documents and diplomatics as well as their features and characteristics. By reading handwritten samples, students develop skills that enable them to understand the morphology and functions of these documents, such as emr-i şerîf, berât, hatt-ı hümâyun, telhîs, irâde-i şerîf, mektub, kâ’ime, hulasa, arzuhâl, mahzar, mazbata, hüccet, i’lâm, fetvâ, vakfiye, and tezkires. This helps them pursue independent work in Ottoman studies.\n", + "OTTM 610 Introduction to Ottoman Turkish I. Ottoman Turkish is the Turkish language written in the Arabic alphabet during the Ottoman Empire (1299–1923), which ruled for almost seven hundred years from North Africa to the Balkans, and the early years of the Turkish Republic established in 1923. Knowledge of Ottoman Turkish thus gives students an important advantage over experts on just one geographical and cultural area of the Muslim world. Students develop skills that will enable them to read Ottoman Turkish texts and pursue independent work in Ottoman studies. We work on building vocabulary, developing competence in Ottoman Turkish, and improving reading skills. Since culture is an integral part of the language, various cultural expressions are introduced through a variety of historical and literary Ottoman texts from the fourteenth to the nineteenth century. We use Korkut Buğday’s The Routledge Introduction to Literary Ottoman for grammar and reading passages. In addition, we read excerpts from Ottoman texts from different genres.\n", + "PA 1007 Rotation: Elective II: Rotation: Internal Med Elec. \n", + "PA 1010 Rotation: Elective III: Rotation: MICU. \n", + "PA 1010 Rotation: Elective III: Rotation: NICU. \n", + "PA 1020 Rotation: Pediatric Hem/Onco. \n", + "PA 1021 Rotation: Hematology. \n", + "PA 1025 Rotation: Elective IV: Rotation: Surgery Elective. \n", + "PA 1034 Rotation: Internal Med II. \n", + "PA 1035 Rotation: Primary Care II. \n", + "PA 1035 Rotation: Primary Care II. \n", + "PA 1042 Transgender Med & Surgery: Rotation: Primary Care II Elec. \n", + "PA 1043 Elective: Pediatrics: Rotation: Pediatric Elective. \n", + "PA 1045 Rotation: Peds Pulmonology: Rotation:Pulmonology. \n", + "PA 1047 Rotation: Pain Management: Rotation: Palliative Care. \n", + "PA 1048 Rotation: Ortho Inpatient: Rotation: Orthopedics II. \n", + "PA 1049 Rotation: CT ICU: Rotation: NICU. \n", + "PA 1050 International Rotation: Spain: Rotation: International. \n", + "PA 1053 Rotation: Addiction Med. \n", + "PA 1053 Rotation: Addiction Med: Rotation: Psych Elective. \n", + "PA 1056 Practice Enhancement Seminar. \n", + "PA 2010 Human Anatomy I. \n", + "PA 2020 Basic Science I. \n", + "PA 2030 Patient Assessment I. \n", + "PA 2040 Diagnostic Studies I. \n", + "PA 2050 Clinical Medicine I. \n", + "PA 2060 Pharmacology I. \n", + "PA 2070 Clin Prev, Health, Pt Care I. \n", + "PA 2070 Clin Prev, Health, Pt Care I. \n", + "PA 2080 Practice, Policy, Ethics I. \n", + "PA 2090 Research I. Rosana Gonzalez-Colaso. \n", + "PA 2220 Basic Science III. \n", + "PA 900 Rotation: Internal Med I. \n", + "PA 901 Rotation: Primary Care I. \n", + "PA 902 Rotation: Emergency Medicine. \n", + "PA 902 Rotation: Emergency Medicine. \n", + "PA 903 Rotation: General Surgery. \n", + "PA 904 Rotation: Pediatrics. \n", + "PA 904 Rotation: Pediatrics. \n", + "PA 905 Rotation: Psychiatry. \n", + "PA 906 Rotation: Women's Health. \n", + "PA 906 Rotation: Women's Health. \n", + "PA 907 Rotation: Adult Geriatric Med. \n", + "PA 949 Rotation: Neurology. \n", + "PA 949 Rotation: Neurology: Rotation: Psych Elective. \n", + "PA 952 Rotation: CT Surgery. \n", + "PA 953 Rotation: Cardiology. \n", + "PA 954 Rotation: Dermatology. \n", + "PA 955 Rotation: Ear, Nose, & Throat. \n", + "PA 956 Rotation: Endocrinology. \n", + "PA 957 Rotation: Gastroenterology. \n", + "PA 961 Rotation: Infectious Disease. \n", + "PA 962 Rotation: Interventional Rad.. \n", + "PA 964 Rotation: Nephrology. \n", + "PA 968 Rotation: Orthopedics. \n", + "PA 969 Rotation: Pediatric Cardiology. \n", + "PA 973 Rotation: Pediatric Ortho.. \n", + "PA 975 Rotation: Radiology. \n", + "PA 977 Rotation: Rheumatology. \n", + "PA 989 Rotation: Surgical ICU. \n", + "PA 990 Rotation: Oncology I. \n", + "PA 992 Elective: Primary Care: Rotation: Primary Care Elec.. \n", + "PA 999 Rotation: Elective I: Rotation: Emerg. Med Elective. \n", + "PA 999 Rotation: Elective I: Rotation: Trauma. \n", + "PATH 640 Developing and Writing a Scientific Research Proposal. Rui Chang. 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 twelve. Required of second-year graduate students in Experimental Pathology.\n", + "PATH 679 Seminar in Molecular Medicine, Pharmacology, and Physiology. Christopher Bunick, Don Nguyen, Susumu Tomita, Titus Boggon. Readings and discussion on a diverse range of current topics in molecular medicine, pharmacology, and physiology. The class emphasizes analysis of primary research literature and development of presentation and writing skills. Contemporary articles are assigned on a related topic every week, and a student leads discussions with input from faculty who are experts in the topic area. The overall goal is to cover a specific topic of medical relevance (e.g., cancer, neurodegeneration) from the perspective of three primary disciplines (i.e., physiology: normal function; pathology: abnormal function; and pharmacology: intervention). Required of and open only to Ph.D. and M.D./Ph.D. students in the Molecular Medicine, Pharmacology, and Physiology track.\n", + "PATH 681 Advanced Topics in Cancer Biology. Ryan Jensen. 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.\n", + "PATH 690 Molecular Mechanisms of Disease. Demetrios Braddock. This course covers aspects of the fundamental molecular and cellular mechanisms underlying various human diseases. Many of the disorders discussed represent major forms of infectious, degenerative, vascular, neoplastic, and inflammatory disease. Additionally, certain rarer diseases that illustrate good models for investigation and/or application of basic biologic principles are covered in the course. The objective is to highlight advances in experimental and molecular medicine as they relate to understanding the pathogenesis of disease and the formulation of therapies.\n", + "PERS 110 Elementary Persian I. Farkhondeh Shayesteh. Introduction to modern Persian, with emphasis on all four language skills: reading, writing, listening, and speaking.\n", + "PERS 155 Middle Persian. Kevin van Bladel. This one-term course covers the grammar of Middle Persian, focusing on royal and private inscriptions and the Zoroastrian priestly book tradition. Permission of instructor is required.\n", + "PERS 156 Manichaean Middle Persian & Parthian. Introduction to reading Middle Persian and Parthian, two different but closely related ancient Iranian languages, in the distinctive script employed by Manichaean scribes. Includes extensive study of the Manichaean religion through original texts and secondary readings.\n", + "PERS 180 Reading Persian Texts. Farkhondeh Shayesteh. Students are presented with opportunities to enhance their knowledge of Persian, with primary focus on reading skills. The course involves reading, analyzing, and in-class discussion of assigned materials in the target language. Authentic reading excerpts from history, art, philosophy, and literature, as well as art history materials from medieval to modern times are used. This course is taught in Persian.\n", + "PERS 500 Elementary Persian I. Farkhondeh Shayesteh. A two-term introduction to modern Persian with emphasis on all four language skills: reading, writing, listening, and speaking. The objective is to allow students to develop the foundational knowledge necessary for further language study. Designed for nonnative speakers.\n", + "PERS 505 Middle Persian. Kevin van Bladel. This one-term course covers the grammar of Middle Persian, focusing on royal and private inscriptions and the Zoroastrian priestly book tradition.\n", + "PERS 506 Manichaean Middle Persian and Parthian. Introduction to reading Middle Persian and Parthian, two different but closely related ancient Iranian languages, in the distinctive script employed by Manichaean scribes. Includes extensive study of the Manichaean religion through original texts and secondary readings.\n", + "PERS 580 Reading Persian Texts. Farkhondeh Shayesteh. Students are presented with opportunities to enhance their knowledge of Persian with primary focus on reading skills. The course involves reading, analyzing, and in-class discussion of assigned materials in the target language. Authentic reading excerpts from history, art, philosophy, and literature, as well as art history materials from medieval to modern times are used. This course is taught in Persian.\n", + "PERS 859 Directed Readings: Persian.. Kevin van Bladel. \n", + "PHAR 501 Seminar in Molecular Medicine, Pharmacology, and Physiology. Christopher Bunick, Don Nguyen, Susumu Tomita, Titus Boggon. Readings and discussion on a diverse range of current topics in molecular medicine, pharmacology, and physiology. The class emphasizes analysis of primary research literature and development of presentation and writing skills. Contemporary articles are assigned on a related topic every week, and a student leads discussions with input from faculty who are experts in the topic area. The overall goal is to cover a specific topic of medical relevance (e.g., cancer, neurodegeneration) from the perspective of three primary disciplines (i.e., physiology: normal function; pathology: abnormal function; and pharmacology: intervention). Required of and open only to Ph.D. and M.D./Ph.D. students in the Molecular Medicine, Pharmacology, and Physiology track.\n", + "PHAR 504 Molecular Mechanisms of Drug Actions. Elias Lolis. This course provides fundamental background in core principles of pharmacology, molecular mechanisms of drug action, and important research areas in contemporary pharmacology. Material covered includes quantitative topics in pharmacology such as drug-receptor theory, multiple equilibria and kinetics, pharmacokinetics, therapeutic drug monitoring, and drug metabolism. Specific content on the mechanisms of drug action includes autonomics; ion channel blockers; endocrine agents (hormones); cardiovascular drugs (ACE inhibitors, organic nitrates, β-blockers, acetylsalicylic acid); antimicrobials (anti-bacterials, fungals, and virals); anti-cancer, anti-inflammatory, anti-asthma, and anti-allergy drugs; and immunosuppressants. Students learn how to model drug-receptor interaction parameters and how to analyze steady-state enzyme kinetics and inhibition data. Senior students serving as teaching assistants lead discussion groups covering problem sets, review topics or assigned manuscripts. The course includes a self-study component consisting of video modules produced in collaboration with Yale faculty and Merck that explore the preclinical and clinical phases of drug development.\n", + "PHAR 537 Systems Pharmacology and Integrated Therapeutics. Kathryn Ferguson. This course provides an in-depth, \"hands-on\" experience in drug design, drug discovery, high-throughput screening, state-of-the-art proteomics, and target validation.\n", + "PHAR 538 Pharmacokinetics and Pharmacodynamics in Neuropharmacology. Jason Cai. This course is designed to give a historic account of drug discovery and development for brain diseases, introduce methods to understand the pharmacological mechanisms of drugs working on neurological systems, and inspire young generations to join the endeavor of drug discovery and development for brain diseases. It is designed for advanced graduate students, postdocs, and residents with basic knowledge in chemistry, pharmacology, and neuroscience. The lecturers and guest lecturers are leading experts in the field of PET and MR imaging, and industry leaders in pharmaceutical science. This course also introduces the applications of advanced imaging technologies (PET, MRI) in the study of pharmacokinetics and pharmacodynamics of CNS drugs in humans and its implications to our understanding of neurodegenerative and neuropsychiatric disorders. Each class constitutes a forty-five-minute didactic lecture and a thirty-minute interactive discussion section. The classroom activities are expected to prepare students for their future endeavor in the field of neuropharmacology. Open to students second-year and up.\n", + "PHAR 550 Physiological Systems. Stuart Campbell, W. Mark Saltzman. The course develops a foundation in human physiology by examining the homeostasis of vital parameters within the body, and the biophysical properties of cells, tissues, and organs. Basic concepts in cell and membrane physiology are synthesized through exploring the function of skeletal, smooth, and cardiac muscle. The physical basis of blood flow, mechanisms of vascular exchange, cardiac performance, and regulation of overall circulatory function are discussed. Respiratory physiology explores the mechanics of ventilation, gas diffusion, and acid-base balance. Renal physiology examines the formation and composition of urine and the regulation of electrolyte, fluid, and acid-base balance. Organs of the digestive system are discussed from the perspective of substrate metabolism and energy balance. Hormonal regulation is applied to metabolic control and to calcium, water, and electrolyte balance. The biology of nerve cells is addressed with emphasis on synaptic transmission and simple neuronal circuits within the central nervous system. The special senses are considered in the framework of sensory transduction. Weekly discussion sections provide a forum for in-depth exploration of topics. Graduate students evaluate research findings through literature review and weekly meetings with the instructor.\n", + "PHIL 034 Alice's Adventures with Philosophy. Zoltan Szabo. The seminar is on Lewis Carroll. We read the two Alice books along with a number of commentaries, interpretations, and we listen to and watch various adaptations in music, theater, and film. The aim is to discuss how literary form and philosophical content can combine and yield a unique form of understanding.\n", + "PHIL 080 Writing Philosophy: Human Beings and Nature–Topics in Metaphysics, Mind and Action. Paul Forrester. This course serves as an introduction to topics in metaphysics, philosophy of mind, and philosophy of action. The main question that ties these topics together is: how, if at all, do human beings stand apart from the rest of the natural order? We start by covering debates in metaphysics about the structure and persistence conditions of ordinary objects. We then cover the nature of personal identity. What makes you the same person you were ten years ago? We also study some foundational issues in philosophy of mind, like how, if at all, the mind differs from the body and how they interact with one another. Finally, we discuss the nature of free will and ask whether free choice is possible in a deterministic universe. This is a \"writing in the disciplines\" course, and students have the opportunity to study and engage with some of the best writing in philosophy, and learn how to write like a philosopher themselves.\n", + "PHIL 115 First-Order Logic. Alexander Meehan. An introduction to formal logic. Study of the formal deductive systems and semantics for both propositional and predicate logic. Some discussion of metatheory.\n", + "PHIL 115 First-Order Logic. An introduction to formal logic. Study of the formal deductive systems and semantics for both propositional and predicate logic. Some discussion of metatheory.\n", + "PHIL 115 First-Order Logic. An introduction to formal logic. Study of the formal deductive systems and semantics for both propositional and predicate logic. Some discussion of metatheory.\n", + "PHIL 115 First-Order Logic. An introduction to formal logic. Study of the formal deductive systems and semantics for both propositional and predicate logic. Some discussion of metatheory.\n", + "PHIL 115 First-Order Logic. An introduction to formal logic. Study of the formal deductive systems and semantics for both propositional and predicate logic. Some discussion of metatheory.\n", + "PHIL 115 First-Order Logic. An introduction to formal logic. Study of the formal deductive systems and semantics for both propositional and predicate logic. Some discussion of metatheory.\n", + "PHIL 115 First-Order Logic. An introduction to formal logic. Study of the formal deductive systems and semantics for both propositional and predicate logic. Some discussion of metatheory.\n", + "PHIL 115 First-Order Logic. An introduction to formal logic. Study of the formal deductive systems and semantics for both propositional and predicate logic. Some discussion of metatheory.\n", + "PHIL 115 First-Order Logic. An introduction to formal logic. Study of the formal deductive systems and semantics for both propositional and predicate logic. Some discussion of metatheory.\n", + "PHIL 118 Buddhist Thought: The Foundations. Eric Greene. This class introduces the fundamentals of Buddhist thought, focusing on the foundational doctrinal, philosophical, and ethical ideas that have animated the Buddhist tradition from its earliest days in India 2500 years ago down to the present, in places such as Tibet, China, and Japan. Though there will be occasional discussion of the social and practical contexts of the Buddhist religion, the primary focus of this course lies on how traditional Buddhist thinkers conceptualize the universe, think about the nature of human beings, and propose that people should live their lives. Our main objects of inquiry are therefore the foundational Buddhist ideas, and the classic texts in which those ideas are put forth and defended, that are broadly speaking shared by all traditions of Buddhism. In the later part of the course, we take up some of these issues in the context of specific, regional forms of Buddhism, and watch some films that provide glimpses of Buddhist religious life on the ground.\n", + "PHIL 118 Buddhist Thought: The Foundations. This class introduces the fundamentals of Buddhist thought, focusing on the foundational doctrinal, philosophical, and ethical ideas that have animated the Buddhist tradition from its earliest days in India 2500 years ago down to the present, in places such as Tibet, China, and Japan. Though there will be occasional discussion of the social and practical contexts of the Buddhist religion, the primary focus of this course lies on how traditional Buddhist thinkers conceptualize the universe, think about the nature of human beings, and propose that people should live their lives. Our main objects of inquiry are therefore the foundational Buddhist ideas, and the classic texts in which those ideas are put forth and defended, that are broadly speaking shared by all traditions of Buddhism. In the later part of the course, we take up some of these issues in the context of specific, regional forms of Buddhism, and watch some films that provide glimpses of Buddhist religious life on the ground.\n", + "PHIL 118 Buddhist Thought: The Foundations. This class introduces the fundamentals of Buddhist thought, focusing on the foundational doctrinal, philosophical, and ethical ideas that have animated the Buddhist tradition from its earliest days in India 2500 years ago down to the present, in places such as Tibet, China, and Japan. Though there will be occasional discussion of the social and practical contexts of the Buddhist religion, the primary focus of this course lies on how traditional Buddhist thinkers conceptualize the universe, think about the nature of human beings, and propose that people should live their lives. Our main objects of inquiry are therefore the foundational Buddhist ideas, and the classic texts in which those ideas are put forth and defended, that are broadly speaking shared by all traditions of Buddhism. In the later part of the course, we take up some of these issues in the context of specific, regional forms of Buddhism, and watch some films that provide glimpses of Buddhist religious life on the ground.\n", + "PHIL 118 Buddhist Thought: The Foundations. This class introduces the fundamentals of Buddhist thought, focusing on the foundational doctrinal, philosophical, and ethical ideas that have animated the Buddhist tradition from its earliest days in India 2500 years ago down to the present, in places such as Tibet, China, and Japan. Though there will be occasional discussion of the social and practical contexts of the Buddhist religion, the primary focus of this course lies on how traditional Buddhist thinkers conceptualize the universe, think about the nature of human beings, and propose that people should live their lives. Our main objects of inquiry are therefore the foundational Buddhist ideas, and the classic texts in which those ideas are put forth and defended, that are broadly speaking shared by all traditions of Buddhism. In the later part of the course, we take up some of these issues in the context of specific, regional forms of Buddhism, and watch some films that provide glimpses of Buddhist religious life on the ground.\n", + "PHIL 118 Buddhist Thought: The Foundations. This class introduces the fundamentals of Buddhist thought, focusing on the foundational doctrinal, philosophical, and ethical ideas that have animated the Buddhist tradition from its earliest days in India 2500 years ago down to the present, in places such as Tibet, China, and Japan. Though there will be occasional discussion of the social and practical contexts of the Buddhist religion, the primary focus of this course lies on how traditional Buddhist thinkers conceptualize the universe, think about the nature of human beings, and propose that people should live their lives. Our main objects of inquiry are therefore the foundational Buddhist ideas, and the classic texts in which those ideas are put forth and defended, that are broadly speaking shared by all traditions of Buddhism. In the later part of the course, we take up some of these issues in the context of specific, regional forms of Buddhism, and watch some films that provide glimpses of Buddhist religious life on the ground.\n", + "PHIL 118 Buddhist Thought: The Foundations. This class introduces the fundamentals of Buddhist thought, focusing on the foundational doctrinal, philosophical, and ethical ideas that have animated the Buddhist tradition from its earliest days in India 2500 years ago down to the present, in places such as Tibet, China, and Japan. Though there will be occasional discussion of the social and practical contexts of the Buddhist religion, the primary focus of this course lies on how traditional Buddhist thinkers conceptualize the universe, think about the nature of human beings, and propose that people should live their lives. Our main objects of inquiry are therefore the foundational Buddhist ideas, and the classic texts in which those ideas are put forth and defended, that are broadly speaking shared by all traditions of Buddhism. In the later part of the course, we take up some of these issues in the context of specific, regional forms of Buddhism, and watch some films that provide glimpses of Buddhist religious life on the ground.\n", + "PHIL 118 Buddhist Thought: The Foundations. This class introduces the fundamentals of Buddhist thought, focusing on the foundational doctrinal, philosophical, and ethical ideas that have animated the Buddhist tradition from its earliest days in India 2500 years ago down to the present, in places such as Tibet, China, and Japan. Though there will be occasional discussion of the social and practical contexts of the Buddhist religion, the primary focus of this course lies on how traditional Buddhist thinkers conceptualize the universe, think about the nature of human beings, and propose that people should live their lives. Our main objects of inquiry are therefore the foundational Buddhist ideas, and the classic texts in which those ideas are put forth and defended, that are broadly speaking shared by all traditions of Buddhism. In the later part of the course, we take up some of these issues in the context of specific, regional forms of Buddhism, and watch some films that provide glimpses of Buddhist religious life on the ground.\n", + "PHIL 125 Intro to Ancient Philosophy: WR Discussion section. An introduction to ancient philosophy, beginning with the earliest pre-Socratics, concentrating on Plato and Aristotle, and including a brief foray into Hellenistic philosophy. Intended to be taken in conjunction with PHIL 126.\n", + "PHIL 125 Intro to Ancient Philosophy: WR Discussion section. An introduction to ancient philosophy, beginning with the earliest pre-Socratics, concentrating on Plato and Aristotle, and including a brief foray into Hellenistic philosophy. Intended to be taken in conjunction with PHIL 126.\n", + "PHIL 125 Intro to Ancient Philosophy: WR Discussion section. An introduction to ancient philosophy, beginning with the earliest pre-Socratics, concentrating on Plato and Aristotle, and including a brief foray into Hellenistic philosophy. Intended to be taken in conjunction with PHIL 126.\n", + "PHIL 125 Intro to Ancient Philosophy: WR Discussion section. An introduction to ancient philosophy, beginning with the earliest pre-Socratics, concentrating on Plato and Aristotle, and including a brief foray into Hellenistic philosophy. Intended to be taken in conjunction with PHIL 126.\n", + "PHIL 125 Introduction to Ancient Philosophy. Verity Harte. An introduction to ancient philosophy, beginning with the earliest pre-Socratics, concentrating on Plato and Aristotle, and including a brief foray into Hellenistic philosophy. Intended to be taken in conjunction with PHIL 126.\n", + "PHIL 179 Life. Shelly Kagan. Examination of elements that may contribute to a good life, including the question of which truly have value and why. Factors to consider in choosing a career; the significance of the decision whether to have children; the value of education; the importance of love and accomplishment.\n", + "PHIL 179 Life. Examination of elements that may contribute to a good life, including the question of which truly have value and why. Factors to consider in choosing a career; the significance of the decision whether to have children; the value of education; the importance of love and accomplishment.\n", + "PHIL 179 Life. Examination of elements that may contribute to a good life, including the question of which truly have value and why. Factors to consider in choosing a career; the significance of the decision whether to have children; the value of education; the importance of love and accomplishment.\n", + "PHIL 179 Life. Examination of elements that may contribute to a good life, including the question of which truly have value and why. Factors to consider in choosing a career; the significance of the decision whether to have children; the value of education; the importance of love and accomplishment.\n", + "PHIL 179 Life. Examination of elements that may contribute to a good life, including the question of which truly have value and why. Factors to consider in choosing a career; the significance of the decision whether to have children; the value of education; the importance of love and accomplishment.\n", + "PHIL 179 Life. Examination of elements that may contribute to a good life, including the question of which truly have value and why. Factors to consider in choosing a career; the significance of the decision whether to have children; the value of education; the importance of love and accomplishment.\n", + "PHIL 179 Life. Examination of elements that may contribute to a good life, including the question of which truly have value and why. Factors to consider in choosing a career; the significance of the decision whether to have children; the value of education; the importance of love and accomplishment.\n", + "PHIL 179 Life. Examination of elements that may contribute to a good life, including the question of which truly have value and why. Factors to consider in choosing a career; the significance of the decision whether to have children; the value of education; the importance of love and accomplishment.\n", + "PHIL 179 Life. Examination of elements that may contribute to a good life, including the question of which truly have value and why. Factors to consider in choosing a career; the significance of the decision whether to have children; the value of education; the importance of love and accomplishment.\n", + "PHIL 180 Ethics and International Affairs. Thomas Pogge. Moral reflection taken beyond state boundaries. Traditional questions about state conduct and international relations as well as more recent questions about intergovernmental agencies, nongovernmental organizations, and the design of global institutional arrangements.\n", + "PHIL 182 Perspectives on Human Nature. Joshua Knobe. Comparison of philosophical and psychological perspectives on human nature. Nietzsche on morality, paired with contemporary work on the psychology of moral judgment; Marx on religion, paired with systematic research on the science of religious belief; Schopenhauer paired with social psychology on happiness.\n", + "PHIL 182 Perspectives on Human Nature. Comparison of philosophical and psychological perspectives on human nature. Nietzsche on morality, paired with contemporary work on the psychology of moral judgment; Marx on religion, paired with systematic research on the science of religious belief; Schopenhauer paired with social psychology on happiness.\n", + "PHIL 182 Perspectives on Human Nature. Comparison of philosophical and psychological perspectives on human nature. Nietzsche on morality, paired with contemporary work on the psychology of moral judgment; Marx on religion, paired with systematic research on the science of religious belief; Schopenhauer paired with social psychology on happiness.\n", + "PHIL 182 Perspectives on Human Nature. Comparison of philosophical and psychological perspectives on human nature. Nietzsche on morality, paired with contemporary work on the psychology of moral judgment; Marx on religion, paired with systematic research on the science of religious belief; Schopenhauer paired with social psychology on happiness.\n", + "PHIL 182 Perspectives on Human Nature. Comparison of philosophical and psychological perspectives on human nature. Nietzsche on morality, paired with contemporary work on the psychology of moral judgment; Marx on religion, paired with systematic research on the science of religious belief; Schopenhauer paired with social psychology on happiness.\n", + "PHIL 182 Perspectives on Human Nature. Comparison of philosophical and psychological perspectives on human nature. Nietzsche on morality, paired with contemporary work on the psychology of moral judgment; Marx on religion, paired with systematic research on the science of religious belief; Schopenhauer paired with social psychology on happiness.\n", + "PHIL 182 Perspectives on Human Nature. Comparison of philosophical and psychological perspectives on human nature. Nietzsche on morality, paired with contemporary work on the psychology of moral judgment; Marx on religion, paired with systematic research on the science of religious belief; Schopenhauer paired with social psychology on happiness.\n", + "PHIL 182 Perspectives on Human Nature. Comparison of philosophical and psychological perspectives on human nature. Nietzsche on morality, paired with contemporary work on the psychology of moral judgment; Marx on religion, paired with systematic research on the science of religious belief; Schopenhauer paired with social psychology on happiness.\n", + "PHIL 182 Perspectives on Human Nature. Comparison of philosophical and psychological perspectives on human nature. Nietzsche on morality, paired with contemporary work on the psychology of moral judgment; Marx on religion, paired with systematic research on the science of religious belief; Schopenhauer paired with social psychology on happiness.\n", + "PHIL 202 Existentialism. Noreen Khawaja. Introduction to key problems in European existentialism. Existentialism considered not as a unified movement, but as a tradition of interlocking ideas about human freedom woven through the philosophy, religious thought, art, and political theory of late modern Europe. Readings from Kierkegaard, Nietzsche, Heti, Lukács, Gide, Heidegger, Fanon, Sartre, de Beauvoir, Cesaire.\n", + "PHIL 204 Kant's Critique of Pure Reason. Eric Watkins. An examination of the metaphysical and epistemological doctrines of Kant's Critique of Pure Reason.\n", + "PHIL 267 Mathematical Logic. Sun-Joo Shin. An introduction to the metatheory of first-order logic, up to and including the completeness theorem for the first-order calculus. Introduction to the basic concepts of set theory.\n", + "PHIL 269 The Philosophy of Science. Lily Hu. Central questions about the nature of scientific theory and practice. Factors that make a discipline a science; how and why scientific theories change over time; interpreting probabilistic claims in science; whether simpler theories are more likely to be true; the laws of nature; whether physics has a special status compared to other sciences; the legitimacy of adaptationist thinking in evolutionary biology.\n", + "PHIL 270 Epistemology. Keith DeRose. Introduction to current topics in the theory of knowledge. The analysis of knowledge, justified belief, rationality, certainty, and evidence.\n", + "PHIL 271 Philosophy of Language. Jason Stanley. An introduction to contemporary philosophy of language, organized around four broad topics: meaning, reference, context, and communication. Introduction to the use of logical notation.\n", + "PHIL 274 Jewish Philosophy. Introduction to Jewish philosophy, including classical rationalism of Maimonides, classical kabbalah, and Franz Rosenzweig's inheritance of both traditions. Critical examination of concepts arising in and from Jewish life and experience, in a way that illuminates universal problems of leading a meaningful human life in a multicultural and increasingly globalized world. No previous knowledge of Judaism is required.\n", + "PHIL 276 Metaphysics. Laurie Paul. Examination of some fundamental aspects of reality. Topics include time, persistence, modality, causation, and existence.\n", + "PHIL 276 Metaphysics. Examination of some fundamental aspects of reality. Topics include time, persistence, modality, causation, and existence.\n", + "PHIL 276 Metaphysics. Examination of some fundamental aspects of reality. Topics include time, persistence, modality, causation, and existence.\n", + "PHIL 290 Philosophical Environmental Ethics. Stephen Latham. This is a philosophical introduction to environmental ethics. The course introduces students to the basic contours of the field and to a small number of special philosophical problems within the field. No philosophical background is required or expected. Readings are posted on Canvas and consist almost entirely of contemporary essays by philosophers and environmentalists.\n", + "PHIL 290 Philosophical Environmental Ethics. This is a philosophical introduction to environmental ethics. The course introduces students to the basic contours of the field and to a small number of special philosophical problems within the field. No philosophical background is required or expected. Readings are posted on Canvas and consist almost entirely of contemporary essays by philosophers and environmentalists.\n", + "PHIL 290 Philosophical Environmental Ethics. This is a philosophical introduction to environmental ethics. The course introduces students to the basic contours of the field and to a small number of special philosophical problems within the field. No philosophical background is required or expected. Readings are posted on Canvas and consist almost entirely of contemporary essays by philosophers and environmentalists.\n", + "PHIL 290 Philosophical Environmental Ethics. This is a philosophical introduction to environmental ethics. The course introduces students to the basic contours of the field and to a small number of special philosophical problems within the field. No philosophical background is required or expected. Readings are posted on Canvas and consist almost entirely of contemporary essays by philosophers and environmentalists.\n", + "PHIL 290 Philosophical Environmental Ethics. This is a philosophical introduction to environmental ethics. The course introduces students to the basic contours of the field and to a small number of special philosophical problems within the field. No philosophical background is required or expected. Readings are posted on Canvas and consist almost entirely of contemporary essays by philosophers and environmentalists.\n", + "PHIL 290 Philosophical Environmental Ethics. This is a philosophical introduction to environmental ethics. The course introduces students to the basic contours of the field and to a small number of special philosophical problems within the field. No philosophical background is required or expected. Readings are posted on Canvas and consist almost entirely of contemporary essays by philosophers and environmentalists.\n", + "PHIL 290 Philosophical Environmental Ethics. This is a philosophical introduction to environmental ethics. The course introduces students to the basic contours of the field and to a small number of special philosophical problems within the field. No philosophical background is required or expected. Readings are posted on Canvas and consist almost entirely of contemporary essays by philosophers and environmentalists.\n", + "PHIL 312 Aristotle's Philosophy of Mind and Action. David Charles. The main aim of the course is to understand and assess central aspects of Aristotle's psychological theory, in particular those concerned with perception, memory, and action. We also consider his discussion of the relation between psychological and physical states, processes, and properties.\n", + "PHIL 315 Truth and Relativism. Zoltan Szabo. Recent philosophical work on relativism and the relationship between truth and objectivity. The possibility of objective truth; rational disagreement; relativism and moral and scientific truth; bases for taking a stand on objectivity's limits.\n", + "PHIL 341 Sages of the Ancient World. Mick Hunter. Comparative survey of ancient discourses about wisdom from China, India, the Near East, Egypt, Greece, and Rome. Topics include teaching, scheming, and dying.\n", + "PHIL 346 The Short Spring of German Theory. Kirk Wetters. Reconsideration of the intellectual microclimate of German academia 1945-1968. A German prelude to the internationalization effected by French theory, often in dialogue with German sources. Following Philipp Felsch's The Summer of Theory (English 2022): Theory as hybrid and successor to philosophy and sociology. Theory as the genre of the philosophy of history and grand narratives (e.g. \"secularization\"). Theory as the basis of academic interdisciplinarity and cultural-political practice. The canonization and aging of theoretical classics. Critical reflection on academia now and then. Legacies of the inter-War period and the Nazi past: M. Weber, Heidegger, Husserl, Benjamin, Kracauer, Adorno, Jaspers. New voices of the 1950s and 1960s: Arendt, Blumenberg, Gadamer, Habermas, Jauss, Koselleck, Szondi, Taubes.\n", + "PHIL 353 Practical Reasoning and Metaphysics. Michael Della Rocca. An examination of the metaphysical underpinnings of central concepts in the philosophy of practical reasoning. Among the concepts to be investigated are: action, reasons for action, irrational action, intention, the good, the right, virtue, direction of fit. Exploration of the near-universal dogma that theoretical reasoning and practical reasoning are distinct. Skepticism about the possibility of practical reasoning will be taken seriously. Authors to be discussed include: Anscombe, Korsgaard, Foot, Schapiro, Williams, Michael Smith, Bratman, Frankfurt, Davidson, and Thompson.\n", + "PHIL 353 Practical Reasoning and Metaphysics. An examination of the metaphysical underpinnings of central concepts in the philosophy of practical reasoning. Among the concepts to be investigated are: action, reasons for action, irrational action, intention, the good, the right, virtue, direction of fit. Exploration of the near-universal dogma that theoretical reasoning and practical reasoning are distinct. Skepticism about the possibility of practical reasoning will be taken seriously. Authors to be discussed include: Anscombe, Korsgaard, Foot, Schapiro, Williams, Michael Smith, Bratman, Frankfurt, Davidson, and Thompson.\n", + "PHIL 375 Kant’s Transcendental Dialectic. Eric Watkins. In the \"Transcendental Dialectic\", which forms the bulk of the second half of the Critique of Pure Reason, Kant presents a powerful and sustained critique of traditional metaphysics, one that calls into question claims concerning God, freedom, and the immortality of the soul, among other things. In this seminar, we attempt to understand Kant’s conception of metaphysics, how he criticizes these metaphysical claims, and what contemporary significance these criticisms have for the practice of metaphysics today.\n", + "PHIL 395 Junior Colloquium in Cognitive Science. Isaac Davis. Survey of contemporary issues and current research in cognitive science. By the end of the term, students select a research topic for the senior essay.\n", + "PHIL 395 Junior Colloquium in Cognitive Science. Isaac Davis. Survey of contemporary issues and current research in cognitive science. By the end of the term, students select a research topic for the senior essay.\n", + "PHIL 404 The Philosophy of Leibniz. Michael Della Rocca. A close examination of Leibniz's vast, intricate, and still poorly understood philosophical system. Topics include substance, necessity, freedom, psychology, teleology, and the problem of evil. Attention to philosophical and theological antecedents (Spinoza, Descartes, Suarez, Aquinas, Aristotle) and to Leibniz's relevance to contemporary philosophy.\n", + "PHIL 437 Philosophy of Mathematics. Sun-Joo Shin. We take up a time-honored debate between Platonism and anti-Platonism, along with different views of mathematical truth, that is, logicism, formalism, and intuitionism. Students read classical papers on the subject. Why do we need the philosophy of mathematics? This question could be answered toward the end of the semester, hopefully.\n", + "PHIL 455 Normative Ethics. Shelly Kagan. A systematic examination of normative ethics, the part of moral philosophy that attempts to articulate and defend the basic principles of morality. The course surveys and explores some of the main normative factors relevant in determining the moral status of a given act or policy (features that help make a given act right or wrong). Brief consideration of some of the main views about the foundations of normative ethics (the ultimate basis or ground for the various moral principles).\n", + "PHIL 464 Justice, Taxes, and Global Financial Integrity. James Henry, Thomas Pogge. Study of the formulation, interpretation, and enforcement of national and international tax rules from the perspective of national and global economic justice.\n", + "PHIL 469 The Mortality of the Soul: From Aristotle to Heidegger. Martin Hagglund. This course explores fundamental philosophical questions of the relation between matter and form, life and spirit, necessity and freedom, by proceeding from Aristotle's analysis of the soul in De Anima and his notion of practical agency in the Nicomachean Ethics. We study Aristotle in conjunction with seminal works by contemporary neo-Aristotelian philosophers (Korsgaard, Nussbaum, Brague, and McDowell). We in turn pursue the implications of Aristotle's notion of life by engaging with contemporary philosophical discussions of death that take their point of departure in Epicurus (Nagel, Williams, Scheffler). We conclude by analyzing Heidegger's notion of constitutive mortality, in order to make explicit what is implicit in the form of the soul in Aristotle.\n", + "PHIL 477 Feminist Philosophy. Robin Dembroff. This course surveys several feminist frameworks for thinking about sex, gender, and sexual orientation. We consider questions such as: Is there a tenable distinction between sex and gender? Between gender and sexual orientation? What does it mean to say that gender is a social construction, or that sexual orientation is innate? What is the place of politics in gender and sexual identities? How do these identities—and especially resistant or transgressive identities—impact the creation and revision of social categories?\n", + "PHIL 480 Tutorial. Daniel Greco. A reading course supervised by a member of the department and satisfying the following conditions: (1) the work of the course must not be possible in an already existing course; (2) the course must involve a substantial amount of writing, i.e., a term essay or a series of short essays; (3) the student must meet with the instructor regularly, normally for at least an hour a week; (4) the proposed course of study must be approved by both the director of undergraduate studies and the instructor.\n", + "PHIL 484 Teleology and Mechanism. Paul Franks. Examination of teleology, with special emphasis on Aristotle, Kant, Schelling, and Hegel, as well as recent discussions of invisible hand explanations, which explain the appearance of purposiveness. Additional exploration of conceptions of mechanism, both in the history of modern philosophy and science, and in recent debates about so-called new mechanical philosophy.\n", + "PHIL 490 The Senior Essay. Daniel Greco. The essay, written under the supervision of a member of the department, should be a substantial paper; a suggested length is between 8,000 and 12,000 words for one-term projects, and between 12,500 and 15,000 words for two-term projects. Students completing a one-term project should enroll in either 490 in the fall or 491 in the spring. Students completing a two-term project should enroll in both 490 and 491. The deadline for senior essays completed in the fall is December 5; the deadline for both one- and two-term senior essays completed in the spring is April 21.\n", + "PHIL 493 Neighbors and Others. Nancy Levene. This course is an interdisciplinary investigation of concepts and stories of family, community, borders, ethics, love, and antagonism. Otherwise put, it concerns the struggles of life with others – the logic, art, and psychology of those struggles. The starting point is a complex of ideas at the center of religions, which are given to differentiating \"us\" from \"them\" while also identifying values such as the love of the neighbor that are to override all differences. But religion is only one avenue into the motif of the neighbor, a fraught term of both proximity and distance, a contested term and practice trailing in its wake lovers, enemies, kin, gods, and strangers. Who is my neighbor? What is this to ask and what does the question ask of us? Course material includes philosophy, literature, psychology, and film.\n", + "PHIL 512 Aristotle's Philosophy of Mind and Action. David Charles. The main aim of the course is to understand and assess central aspects of Aristotle's psychological theory, in particular those concerned with perception, memory, and action. We also consider his discussion of the relation between psychological and physical states, processes and properties.\n", + "PHIL 515 Truth and Relativism. Zoltan Szabo. Recent philosophical work on relativism and the relationship between truth and objectivity. The possibility of objective truth; rational disagreement; relativism and moral and scientific truth; bases for taking a stand on objectivity's limits.\n", + "PHIL 553 Practical Reasoning and Metaphysics. Michael Della Rocca. An examination of the metaphysical underpinnings of central concepts in the philosophy of practical reasoning. Among the concepts to be investigated are: action, reasons for action, irrational action, intention, the good, the right, virtue, and direction of fit. Exploration of the near-universal dogma that theoretical reasoning and practical reasoning are distinct. Skepticism about the possibility of practical reasoning is taken seriously. Authors discussed include: Anscombe, Korsgaard, Foot, Schapiro, Williams, Michael Smith, Bratman, Frankfurt, Davidson, and Thompson.\n", + "PHIL 567 Mathematical Logic I. Sun-Joo Shin. An introduction to the metatheory of first-order logic, up to and including the completeness theorem for the first-order calculus. An introduction to the basic concepts of set theory is included.\n", + "PHIL 570 Epistemology. Keith DeRose. Introduction to current topics in the theory of knowledge. The analysis of knowledge, justified belief, rationality, certainty, and evidence.\n", + "PHIL 575 Kant’s Transcendental Dialectic. Eric Watkins. In the \"Transcendental Dialectic\", which forms the bulk of the second half of the Critique of Pure Reason, Kant presents a powerful and sustained critique of traditional metaphysics, one that calls into question claims concerning God, freedom, and the immortality of the soul, among other things. In this seminar, we attempt to understand Kant’s conception of metaphysics, how he criticizes these metaphysical claims, and what contemporary significant these criticisms have for the practice of metaphysics today.\n", + "PHIL 604 Leibniz. Michael Della Rocca. A close examination of Leibniz’s vast, intricate, and still poorly understood philosophical system. Topics to be explored include substance, necessity, freedom, psychology, teleology, and the problem of evil. Attention to relevant philosophical and theological antecedents, including Spinoza, Descartes, Suarez, Aquinas, and Aristotle. Attention also to Leibniz’s relevance to contemporary philosophy.\n", + "PHIL 637 Philosophy of Mathematics. Sun-Joo Shin. We take up a time-honored debate between Platonism and anti-Platonism, along with different views of mathematical truth, that is, logicism, formalism, and intuitionism. We read classical papers on the subject. Why do we need the philosophy of mathematics? This question could be answered toward the end of the term.\n", + "PHIL 655 Normative Ethics. Shelly Kagan. A systematic examination of normative ethics, the part of moral philosophy that attempts to articulate and defend the basic principles of morality. The bulk of the course surveys and explores some of the main normative factors relevant in determining the moral status of a given act or policy (features that help make a given act right or wrong). Brief consideration of some of the main views about the foundations of normative ethics (the ultimate basis or ground for the various moral principles).\n", + "PHIL 664 Justice, Taxes, and Global Financial Integrity. James Henry, Thomas Pogge. This seminar studies the formulation, interpretation, and enforcement of national and international tax rules from the perspective of national and global economic justice.\n", + "PHIL 677 Feminist Philosophy: Theories of Sex, Gender, and Sexual Orientation. Robin Dembroff. This course surveys several feminist frameworks for thinking about sex, gender, and sexual orientation. We consider questions such as: Is there a tenable distinction between sex and gender? Between gender and sexual orientation? What does it mean to say that gender is a social construction, or that sexual orientation is innate? What is the place of politics in gender and sexual identities? How do these identities—and especially resistant or transgressive identities—impact the creation and revision of social categories?\n", + "PHIL 684 Teleology and Mechanism. Paul Franks. Examination of teleology, with special emphasis on Aristotle, Kant, Schelling, and Hegel, as well as recent discussions of invisible hand explanations, which explain the appearance of purposiveness. Additional exploration of conceptions of mechanism, both in the history of modern philosophy and science, and in recent debates about so-called new mechanical philosophy.\n", + "PHIL 705 First-Year Seminar. Keith DeRose, Laurie Paul. Required of and limited to first-year students in the Philosophy Ph.D. program. Topic varies from year to year. Preparation for graduate work. Reading, writing, and presentation skills.\n", + "PHIL 706 Work in Progress I. Jason Stanley. In consultation with the instructor, each student presents a significant work in progress, e.g., a revised version of an advanced seminar paper or a dissertation chapter. Upon completion of the writing, the student presents the work in a mock colloquium format, including a formal question-and-answer period.\n", + "PHIL 731 Theological Predication and Divine Attributes. John Pittard. An exploration of philosophical debates concerning the nature of theological language and the nature of God. Topics include theories of analogical predication, divine simplicity, God’s relation to time, divine impassibility, the nature of God’s love, divine freedom, the compatibility of foreknowledge and human freedom, and theories of providence.\n", + "PHIL 737 Early Greek Philosophers. Brad Inwood, Verity Harte. A study in the original language of a selection of early Greek philosophers, with special focus on the Eleatics in light of their influence on later Greek philosophy. We will attend to the sources for these philosophers and to their philosophical interpretation. Open to all graduate students in philosophy or classics who have suitable preparation in ancient Greek and some prior knowledge of ancient philosophy. Others interested in taking or attending the class must have prior permission of the instructors. Undergraduates are not normally admitted.\n", + "PHIL 750 Tutorial. Sun-Joo Shin. By arrangement with faculty.\n", + "PHIL 850 Prospectus Tutorial. Sun-Joo Shin. Prospectus tutorial for Philosophy Ph.D. students.\n", + "PHUM 903 Introduction to Public Humanities. What is the relationship between knowledge produced in the university and the circulation of ideas among a broader public, between academic expertise on the one hand and nonprofessionalized ways of knowing and thinking on the other? What is possible? This seminar provides an introduction to various institutional relations and to the modes of inquiry, interpretation, and presentation by which practitioners in the humanities seek to invigorate the flow of information and ideas among a public more broadly conceived than the academy, its classrooms, and its exclusive readership of specialists. Topics include public history, museum studies, oral and community history, public art, documentary film and photography, public writing and educational outreach, the socially conscious performing arts, and fundraising. In addition to core readings and discussions, the seminar includes presentations by several practitioners who are currently engaged in different aspects of the Public Humanities. With the help of Yale faculty and affiliated institutions, participants collaborate in developing and executing a Public Humanities project of their own definition and design. Possibilities might include, but are not limited to, an exhibit or installation, a documentary, a set of walking tours, a website, a documents collection for use in public schools.\n", + "PHUM 904 Practicum. Karin Roffman. Public Humanities students are required to complete a one-term internship with one of our partnered affiliates (to be approved by the Public Humanities DGS or assistant DGS) for practical experience in the field. Potential internships include in-house opportunities at the Beinecke Library, Sterling Memorial Library, or one of Yale’s museums, or work at a regional or national institution such as a media outlet, museum, or historical society. In lieu of the internship, students may choose to complete a \"micro-credential.\" Micro-credentials are structured as workshop series (3–5 daylong meetings over the course of a year) rather than as term courses, and include revolving offerings in topics such as oral history, collections and curation, writing for exhibits, podcast production, website design, scriptwriting from the archive, or grant writing for public intellectual work.\n", + "PHUM 905 Public Humanities Capstone Project. Karin Roffman. The course work and practicum/micro-credential lead to a significant project to be approved by the DGS or assistant DGS (an exhibition, documentary, research paper, etc.) and to be presented in a public forum on its completion.\n", + "PHYS 040 Expanding Ideas of Time and Space. Meg Urry. Discussions on astronomy, and the nature of time and space. Topics include the shape and contents of the universe, special and general relativity, dark and light matter, and dark energy. Observations and ideas fundamental to astronomers' current model of an expanding and accelerating four-dimensional universe.\n", + "PHYS 047 Asian Americans and STEM. Eun-Joo Ahn. As both objects of study and agents of discovery, Asian Americans have played an important yet often unseen role in fields of science, technology, engineering, and math (STEM) in the U.S. Now more than ever, there is a need to rethink and educate students on science’s role in society and its interface with society. This course unites the humanities fields of Asian American history and American Studies with the STEM fields of medicine, physics, and computer science to explore the ways in which scientific practice has been shaped by U.S. histories of imperialism and colonialism, migration and racial exclusion, domestic and international labor and economics, and war. The course also explores the scientific research undertaken in these fields and delves into key scientific principles and concepts to understand the impact of such work on the lives of Asians and Asian Americans, and how the migration of people may have impacted the migration of ideas and scientific progress. Using case students, students engage with fundamental scientific concepts in these fields. They explore key roles Asians and Asian Americans had in the development in science and technology in the United States and around the world as well as the impact of state policies regarding the migration of technical labor and the concerns over brain drains. Students also examine diversity and inclusion in the context of the experiences of Asians and Asian Americans in STEM.\n", + "PHYS 050 Science of Modern Technology and Public Policy. Daniel Prober. Examination of the science behind selected advances in modern technology and implications for public policy, with focus on the scientific and contextual basis of each advance. Topics are developed by the participants with the instructor and with guest lecturers, and may include nanotechnology, quantum computation and cryptography, renewable energy technologies, optical systems for communication and medical diagnostics, transistors, satellite imaging and global positioning systems, large-scale immunization, and DNA made to order.\n", + "PHYS 050 Science of Modern Technology and Public Policy. Daniel Prober. Examination of the science behind selected advances in modern technology and implications for public policy, with focus on the scientific and contextual basis of each advance. Topics are developed by the participants with the instructor and with guest lecturers, and may include nanotechnology, quantum computation and cryptography, renewable energy technologies, optical systems for communication and medical diagnostics, transistors, satellite imaging and global positioning systems, large-scale immunization, and DNA made to order.\n", + "PHYS 121L Introduction to Physics in Living Systems I: Observation and Analysis. Caitlin Hansen, Katherine Schilling. A hands-on introduction to the physics that enables life and human measurement of living things. This lab builds student knowledge of scientific experimental design and practice. Topics include detection of light, basic circuit building, sterile technique in biology and physics, data collection with student-built instrumentation, and quantitative assessment. For students choosing to major in MB&B, this course may be used to fulfill the MB&B requirement for Practical Skills in physics.\n", + "\n", + "Priority is given to first-year students looking to fulfill medical school application requirements and students seeking to join research labs at Yale.\n", + "PHYS 124L Introduction to Physics in Living Systems Laboratory IV: Electricity, Magnetism, and Radiation. Caitlin Hansen, Katherine Schilling. Introduction to the physics that enables life and human measurement of living things. This lab introduces principles of electricity, magnetism, light and optics at work in the biological sciences. The syllabus emphasizes electric dipoles as a model for biomolecules, electric fields such as those across cell membranes, electric current, and magnetic fields. Light is developed in terms of electromagnetic radiation, ray optics and photons. The interaction of light with biomolecules to understand basic biological research and medical diagnostics are also covered. For students choosing to major in MB&B, this course may be used to fulfill the MB&B requirement for Practical Skills in physics.\n", + "\n", + "Priority is given to first-year students looking to fulfill medical school application requirements and students seeking to join research labs at Yale.\n", + "PHYS 151 Multivariable Calculus for Engineers. Vidvuds Ozolins. An introduction to multivariable calculus focusing on applications to engineering problems. Topics include vector-valued functions, vector analysis, partial differentiation, multiple integrals, vector calculus, and the theorems of Green, Stokes, and Gauss.\n", + "PHYS 165L General Physics Laboratory. Caitlin Hansen, Chiara Mingarelli, Laura Havener, Mehdi Ghiassi-Nejad, Sean Barrett, Sidney Cahn. A variety of individually self-contained experiments are roughly coordinated with the lectures in PHYS 170, 171, and 180, 181 and illustrate and develop physical principles covered in those lectures.\n", + "PHYS 165L General Physics Laboratory. A variety of individually self-contained experiments are roughly coordinated with the lectures in PHYS 170, 171, and 180, 181 and illustrate and develop physical principles covered in those lectures.\n", + "PHYS 165L General Physics Laboratory. A variety of individually self-contained experiments are roughly coordinated with the lectures in PHYS 170, 171, and 180, 181 and illustrate and develop physical principles covered in those lectures.\n", + "PHYS 165L General Physics Laboratory. A variety of individually self-contained experiments are roughly coordinated with the lectures in PHYS 170, 171, and 180, 181 and illustrate and develop physical principles covered in those lectures.\n", + "PHYS 165L General Physics Laboratory. A variety of individually self-contained experiments are roughly coordinated with the lectures in PHYS 170, 171, and 180, 181 and illustrate and develop physical principles covered in those lectures.\n", + "PHYS 165L General Physics Laboratory. A variety of individually self-contained experiments are roughly coordinated with the lectures in PHYS 170, 171, and 180, 181 and illustrate and develop physical principles covered in those lectures.\n", + "PHYS 165L General Physics Laboratory. A variety of individually self-contained experiments are roughly coordinated with the lectures in PHYS 170, 171, and 180, 181 and illustrate and develop physical principles covered in those lectures.\n", + "PHYS 165L General Physics Laboratory. A variety of individually self-contained experiments are roughly coordinated with the lectures in PHYS 170, 171, and 180, 181 and illustrate and develop physical principles covered in those lectures.\n", + "PHYS 165L General Physics Laboratory. A variety of individually self-contained experiments are roughly coordinated with the lectures in PHYS 170, 171, and 180, 181 and illustrate and develop physical principles covered in those lectures.\n", + "PHYS 165L General Physics Laboratory. A variety of individually self-contained experiments are roughly coordinated with the lectures in PHYS 170, 171, and 180, 181 and illustrate and develop physical principles covered in those lectures.\n", + "PHYS 165L General Physics Laboratory. A variety of individually self-contained experiments are roughly coordinated with the lectures in PHYS 170, 171, and 180, 181 and illustrate and develop physical principles covered in those lectures.\n", + "PHYS 165L General Physics Laboratory. A variety of individually self-contained experiments are roughly coordinated with the lectures in PHYS 170, 171, and 180, 181 and illustrate and develop physical principles covered in those lectures.\n", + "PHYS 165L General Physics Laboratory. A variety of individually self-contained experiments are roughly coordinated with the lectures in PHYS 170, 171, and 180, 181 and illustrate and develop physical principles covered in those lectures.\n", + "PHYS 165L General Physics Laboratory. A variety of individually self-contained experiments are roughly coordinated with the lectures in PHYS 170, 171, and 180, 181 and illustrate and develop physical principles covered in those lectures.\n", + "PHYS 165L General Physics Laboratory. A variety of individually self-contained experiments are roughly coordinated with the lectures in PHYS 170, 171, and 180, 181 and illustrate and develop physical principles covered in those lectures.\n", + "PHYS 165L General Physics Laboratory. A variety of individually self-contained experiments are roughly coordinated with the lectures in PHYS 170, 171, and 180, 181 and illustrate and develop physical principles covered in those lectures.\n", + "PHYS 165L General Physics Laboratory. A variety of individually self-contained experiments are roughly coordinated with the lectures in PHYS 170, 171, and 180, 181 and illustrate and develop physical principles covered in those lectures.\n", + "PHYS 165L General Physics Laboratory. A variety of individually self-contained experiments are roughly coordinated with the lectures in PHYS 170, 171, and 180, 181 and illustrate and develop physical principles covered in those lectures.\n", + "PHYS 165L General Physics Laboratory. A variety of individually self-contained experiments are roughly coordinated with the lectures in PHYS 170, 171, and 180, 181 and illustrate and develop physical principles covered in those lectures.\n", + "PHYS 165L General Physics Laboratory. A variety of individually self-contained experiments are roughly coordinated with the lectures in PHYS 170, 171, and 180, 181 and illustrate and develop physical principles covered in those lectures.\n", + "PHYS 165L General Physics Laboratory. A variety of individually self-contained experiments are roughly coordinated with the lectures in PHYS 170, 171, and 180, 181 and illustrate and develop physical principles covered in those lectures.\n", + "PHYS 165L General Physics Laboratory. A variety of individually self-contained experiments are roughly coordinated with the lectures in PHYS 170, 171, and 180, 181 and illustrate and develop physical principles covered in those lectures.\n", + "PHYS 170 University Physics for the Life Sciences. Sarah Demers. An introduction to classical physics with special emphasis on applications drawn from the life sciences and medicine. Fall-term topics include vectors and kinematics, Newton's laws, momentum, energy, random walks, diffusion, fluid mechanics, mathematical modeling, and statistical mechanics. Spring-term topics include oscillations, waves, sound, electrostatics, circuits, Maxwell's equations, electromagnetic waves, gene circuits, and quantum mechanics. Essential mathematics are introduced and explained as needed.\n", + "PHYS 180 University Physics. Adriane Steinacker. A broad introduction to classical and modern physics for students who have some previous preparation in physics and mathematics. Fall-term topics include Newtonian mechanics, gravitation, waves, and thermodynamics. Spring-term topics include electromagnetism, special relativity, and quantum physics.\n", + "PHYS 180 University Physics. Adriane Steinacker. A broad introduction to classical and modern physics for students who have some previous preparation in physics and mathematics. Fall-term topics include Newtonian mechanics, gravitation, waves, and thermodynamics. Spring-term topics include electromagnetism, special relativity, and quantum physics.\n", + "PHYS 200 Fundamentals of Physics. Paul L. Tipton. A thorough introduction to the principles and methods of physics for students who have good preparation in physics and mathematics. Emphasis on problem solving and quantitative reasoning. Fall-term topics include Newtonian mechanics, special relativity, gravitation, thermodynamics, and waves. Spring-term topics include electromagnetism, geometrical and physical optics, and elements of quantum mechanics.\n", + "PHYS 205 Modern Physical Measurement. Helen Caines, Stephen Irons, Steven Konezny. A two-term sequence of experiments in classical and modern physics for students who plan to major in Physics. In the first term, the basic principles of mechanics, electricity, and magnetism are illustrated in experiments designed to make use of computer data handling and teach error analysis. In the second term, students plan and carry out experiments illustrating aspects of wave and quantum phenomena and of atomic, solid state, and nuclear physics using modern instrumentation. May be begun in either term.\n", + "PHYS 205 Modern Physical Measurement. A two-term sequence of experiments in classical and modern physics for students who plan to major in Physics. In the first term, the basic principles of mechanics, electricity, and magnetism are illustrated in experiments designed to make use of computer data handling and teach error analysis. In the second term, students plan and carry out experiments illustrating aspects of wave and quantum phenomena and of atomic, solid state, and nuclear physics using modern instrumentation. May be begun in either term.\n", + "PHYS 205 Modern Physical Measurement. A two-term sequence of experiments in classical and modern physics for students who plan to major in Physics. In the first term, the basic principles of mechanics, electricity, and magnetism are illustrated in experiments designed to make use of computer data handling and teach error analysis. In the second term, students plan and carry out experiments illustrating aspects of wave and quantum phenomena and of atomic, solid state, and nuclear physics using modern instrumentation. May be begun in either term.\n", + "PHYS 205 Modern Physical Measurement. A two-term sequence of experiments in classical and modern physics for students who plan to major in Physics. In the first term, the basic principles of mechanics, electricity, and magnetism are illustrated in experiments designed to make use of computer data handling and teach error analysis. In the second term, students plan and carry out experiments illustrating aspects of wave and quantum phenomena and of atomic, solid state, and nuclear physics using modern instrumentation. May be begun in either term.\n", + "PHYS 205 Modern Physical Measurement. A two-term sequence of experiments in classical and modern physics for students who plan to major in Physics. In the first term, the basic principles of mechanics, electricity, and magnetism are illustrated in experiments designed to make use of computer data handling and teach error analysis. In the second term, students plan and carry out experiments illustrating aspects of wave and quantum phenomena and of atomic, solid state, and nuclear physics using modern instrumentation. May be begun in either term.\n", + "PHYS 206 Modern Physical Measurement. Helen Caines, Stephen Irons, Steven Konezny. A two-term sequence of experiments in classical and modern physics for students who plan to major in Physics. In the first term, the basic principles of mechanics, electricity, and magnetism are illustrated in experiments designed to make use of computer data handling and teach error analysis. In the second term, students plan and carry out experiments illustrating aspects of wave and quantum phenomena and of atomic, solid state, and nuclear physics using modern instrumentation. May be begun in either term.\n", + "PHYS 206 Modern Physical Measurement. A two-term sequence of experiments in classical and modern physics for students who plan to major in Physics. In the first term, the basic principles of mechanics, electricity, and magnetism are illustrated in experiments designed to make use of computer data handling and teach error analysis. In the second term, students plan and carry out experiments illustrating aspects of wave and quantum phenomena and of atomic, solid state, and nuclear physics using modern instrumentation. May be begun in either term.\n", + "PHYS 206 Modern Physical Measurement. A two-term sequence of experiments in classical and modern physics for students who plan to major in Physics. In the first term, the basic principles of mechanics, electricity, and magnetism are illustrated in experiments designed to make use of computer data handling and teach error analysis. In the second term, students plan and carry out experiments illustrating aspects of wave and quantum phenomena and of atomic, solid state, and nuclear physics using modern instrumentation. May be begun in either term.\n", + "PHYS 206 Modern Physical Measurement. A two-term sequence of experiments in classical and modern physics for students who plan to major in Physics. In the first term, the basic principles of mechanics, electricity, and magnetism are illustrated in experiments designed to make use of computer data handling and teach error analysis. In the second term, students plan and carry out experiments illustrating aspects of wave and quantum phenomena and of atomic, solid state, and nuclear physics using modern instrumentation. May be begun in either term.\n", + "PHYS 206 Modern Physical Measurement. A two-term sequence of experiments in classical and modern physics for students who plan to major in Physics. In the first term, the basic principles of mechanics, electricity, and magnetism are illustrated in experiments designed to make use of computer data handling and teach error analysis. In the second term, students plan and carry out experiments illustrating aspects of wave and quantum phenomena and of atomic, solid state, and nuclear physics using modern instrumentation. May be begun in either term.\n", + "PHYS 260 Intensive Introductory Physics. Jack Harris. An introduction to major branches of physics—classical and relativistic mechanics; gravitation; electricity and magnetism; and quantum physics,information, and computation—at a sophisticated level. For students majoring in the physical sciences, mathematics, and philosophy whose high school training included both mechanics and electricity and magnetism at the typical college/AP level and have excellent training in, and a flair for, mathematical methods and quantitative analysis.\n", + "PHYS 293 Einstein and the Birth of Modern Physics. A Douglas Stone. The first twenty-five years of the 20th century represent a turning point in human civilization as for the first time mankind achieved a systematic and predictive understanding of the atomic level constituents of matter and energy, and the mathematical laws which describe the interaction of these constituents. In addition, the General Theory of Relativity opened up for the first time a quantitative study of cosmology, of the history of the universe as a whole. Albert Einstein was at the center of these breakthroughs, and also became an iconic figure beyond physics, representing scientist genius engaged in pure research into the fundamental laws of nature. This course addresses the nature of the transition to modern physics, underpinned by quantum and relativity theory, through study of Einstein’s science, biography, and historical context. It also presents the basic concepts in electromagnetic theory, thermodynamics and statistical mechanics, special theory of relativity, and quantum mechanics which were central to this revolutionary epoch in science.\n", + "PHYS 295 Research Methods in Astrophysics. Malena Rice. An introduction to research methods in astronomy and astrophysics. The acquisition and analysis of astrophysical data, including the design and use of ground- and space-based telescopes, computational manipulation of digitized images and spectra, and confrontation of data with theoretical models. Examples taken from current research at Yale and elsewhere. Use of the Python programming language.\n", + "PHYS 301 Introduction to Mathematical Methods of Physics. Simon Mochrie. Topics include multivariable calculus, linear algebra, complex variables, vector calculus, and differential equations. Designed to give accelerated access to 400-level courses by providing, in one term, the essential background in mathematical methods.\n", + "PHYS 342 Introduction to Earth and Environmental Physics. John Wettlaufer. A broad introduction to the processes that affect the past, present, and future features of the Earth. Examples include climate and climate change and anthropogenic activities underlying them, planetary history, and their relation to our understanding of Earth's present dynamics and thermodynamics.\n", + "PHYS 353 Introduction to Biomechanics. Michael Murrell. An introduction to the biomechanics used in biosolid mechanics, biofluid mechanics, biothermomechanics, and biochemomechanics. Diverse aspects of biomedical engineering, from basic mechanobiology to the design of novel biomaterials, medical devices, and surgical interventions.\n", + "PHYS 378 Introduction to Scientific Computing & Data Science. Daisuke Nagai. This course introduces students to essential computational and data analysis methods and tools and their problem-solving applications. These are skills and knowledge essential for beginning research in the sciences, and are not typically taught in an introductory physics curriculum. The goal here is not completeness across any of these areas, but instead the introduction of the most important and useful skills, concepts, methods, techniques, tools and relevant knowledge for getting started in research in physics. Key learning goals include basic programming in Python, data analysis, modeling, simulations and machine learning, and their applications to problems in physics and beyond.\n", + "PHYS 401 Advanced Classical Physics from Newton to Einstein. Laura Newburgh. Advanced physics as the field developed from the time of Newton to the age of Einstein. Topics include mechanics, electricity and magnetism, statistical physics, and thermodynamics. The development of classical physics into a \"mature\" scientific discipline, an idea that was subsequently shaken to the core by the revolutionary discoveries of quantum physics and relativity.\n", + "PHYS 410 Classical Mechanics. David Poland. An advanced treatment of mechanics, with a focus on the methods of Lagrange and Hamilton. Lectures and problems address the mechanics of particles, systems of particles, and rigid bodies, as well as free and forced oscillations. Introduction to chaos and special relativity.\n", + "PHYS 412 Relativity. Witold Skiba. This course covers special relativity and an introduction to general relativity. A thorough treatment of special relativity, stressing equally conceptual understanding and certain formal aspects. Introduction to general relativity covers curved spaces, Einstein's equations, and some of their solutions.\n", + "PHYS 420 Thermodynamics and Statistical Mechanics. Nicholas Read. This course is subdivided into two topics. We study thermodynamics from a purely macroscopic point of view and then we devote time to the study of statistical mechanics, the microscopic foundation of thermodynamics.\n", + "PHYS 439 Basic Quantum Mechanics. Robert Schoelkopf. The basic concepts and techniques of quantum mechanics essential for solid-state physics and quantum electronics. Topics include the Schrödinger treatment of the harmonic oscillator, atoms and molecules and tunneling, matrix methods, and perturbation theory.\n", + "PHYS 440 Quantum Mechanics and Natural Phenomena I. Ramamurti Shankar. The first term of a two-term sequence covering principles of quantum mechanics with examples of applications to atomic physics. The solution of bound-state eigenvalue problems, free scattering states, barrier penetration, the hydrogen-atom problem, perturbation theory, transition amplitudes, scattering, and approximation techniques.\n", + "PHYS 448 Solid State Physics I. Yu He. The first term of a two-term sequence covering the principles underlying the electrical, thermal, magnetic, and optical properties of solids, including crystal structure, phonons, energy bands, semiconductors, Fermi surfaces, magnetic resonances, phase transitions, dielectrics, magnetic materials, and superconductors.\n", + "PHYS 458 Principles of Optics with Applications. Hui Cao. Introduction to the principles of optics and electromagnetic wave phenomena with applications to microscopy, optical fibers, laser spectroscopy, and nanostructure physics. Topics include propagation of light, reflection and refraction, guiding light, polarization, interference, diffraction, scattering, Fourier optics, and optical coherence.\n", + "PHYS 460 Mathematical Methods of Physics. Survey of mathematical techniques useful in physics. Physical examples illustrate vector and tensor analysis, group theory, complex analysis (residue calculus, method of steepest descent), differential equations and Green's functions, and selected advanced topics.\n", + "PHYS 469 Independent Research in Physics. Alison Sweeney. Each student works on an independent project under the supervision of a member of the faculty or research staff. Students participate in a series of seminar meetings in which they present a talk on their project or research related to it. A written report is also required. For students with a strong background in physics coursework. This course may be taken multiple times for pass/fail credit. Suggested for first years and sophomores.\n", + "PHYS 471 Independent Projects in Physics. Alison Sweeney. Each student works on an independent project under the supervision of a member of the faculty or research staff. Students participate in a series of seminar meetings in which they present a talk on their project or research related to it. A written report is also required. Registration is limited to junior and senior physics majors. This course may be taken up to four times for a letter grade.\n", + "PHYS 500 Advanced Classical Mechanics. Yoram Alhassid. Newtonian dynamics, Lagrangian dynamics, and Hamiltonian dynamics. Rigid bodies and Euler equations. Oscillations and eigenvalue equations. Classical chaos. Introduction to dynamics of continuous systems.\n", + "PHYS 506 Mathematical Methods of Physics. Walter Goldberger. Survey of mathematical techniques useful in physics. Includes vector and tensor analysis, group theory, complex analysis (residue calculus, method of steepest descent), differential equations and Green’s functions, and selected advanced topics.\n", + "PHYS 508 Quantum Mechanics I. Thomas Appelquist. The principles of quantum mechanics with application to simple systems. Canonical formalism, solutions of Schrödinger’s equation, angular momentum, and spin.\n", + "PHYS 515 Topics in Modern Physics Research. Charles Brown, Karsten Heeger. A comprehensive introduction to the various fields of physics research carried out in the department and a formal introduction to scientific reading, writing, and presenting.\n", + "PHYS 522 Introduction to Atomic Physics. Nir Navon. The course is intended to develop basic theoretical tools needed to understand current research trends in the field of atomic physics. Emphasis is given to laser-spectroscopic methods including laser cooling and trapping. Experimental techniques discussed when appropriate.\n", + "PHYS 523 Biological Physics. Yimin Luo. The course has two aims: (1) to introduce students to the physics of biological systems and (2) to introduce students to the basics of scientific computing. The course focuses on studies of a broad range of biophysical phenomena including diffusion, polymer statistics, protein folding, macromolecular crowding, cell motion, and tissue development using computational tools and methods. Intensive tutorials are provided for MATLAB including basic syntax, arrays, for-loops, conditional statements, functions, plotting, and importing and exporting data.\n", + "PHYS 524 Introduction to Nuclear Physics. Reina Maruyama. An introduction to a wide variety of topics in nuclear physics and related experimental techniques including weak interactions, neutrino physics, neutrinoless double beta decay, and relativistic heavy-ion collisions. The aim is to give a broad perspective on the subject and to develop the key ideas in simple ways, with more weight on physics ideas than on mathematical formalism. The course assumes no prior knowledge of nuclear physics and only elementary quantum mechanics. It is accessible to advanced undergraduates.\n", + "PHYS 548 Solid State Physics I. Yu He. A two-term sequence (with APHY 549) covering the principles underlying the electrical, thermal, magnetic, and optical properties of solids, including crystal structures, phonons, energy bands, semiconductors, Fermi surfaces, magnetic resonance, phase transitions, and superconductivity.\n", + "PHYS 561 Modeling Biological Systems I. Purushottam Dixit, Thierry Emonet. Biological systems make sophisticated decisions at many levels. This course explores the molecular and computational underpinnings of how these decisions are made, with a focus on modeling static and dynamic processes in example biological systems. This course is aimed at biology students and teaches the analytic and computational methods needed to model genetic networks and protein signaling pathways. Students present and discuss original papers in class. They learn to model using MatLab in a series of in-class hackathons that illustrate the biological examples discussed in the lectures. Biological systems and processes that are modeled include: (i) gene expression, including the kinetics of RNA and protein synthesis and degradation; (ii) activators and repressors; (iii) the lysogeny/lysis switch of lambda phage; (iv) network motifs and how they shape response dynamics; (v) cell signaling, MAP kinase networks and cell fate decisions; and (vi) noise in gene expression.\n", + "PHYS 600 Cosmology. Nikhil Padmanabhan. A comprehensive introduction to cosmology at the graduate level. The standard paradigm for the formation, growth, and evolution of structure in the universe is covered in detail. Topics include the inflationary origin of density fluctuations; the thermodynamics of the early universe; assembly of structure at late times and current status of observations. The basics of general relativity required to understand essential topics in cosmology are covered.\n", + "PHYS 603 Euclidean-Signature Semi-Classical Analysis for Quantum Mechanics and Quantum Field Theory. Vincent Moncrief. The textbook WKB (or semi-classical) approach to solving quantum eigenvalue problems has been significantly improved and generalized in scope in recent years. New techniques offer advantages, not only over the very circumscribed, classical WKB (Wentzel, Kramers, Brillouin) methods (which are mostly limited to elementary, one dimensional quantum mechanical problems), but also over conventional perturbation theory. The corresponding \"Euclidean-Signature Semi-Classical Program\" is undergoing rapid, continuing development and has significant applications, not only to higher dimensional quantum mechanical problems but also to interacting quantum field theories. Unlike conventional perturbation theory this approach does not require the decomposition of a quantum Hamiltonian operator into a solvable (e.g., free field) component and its \"perturbation\" and, in the case of gauge theories, can maintain full, non-abelian gauge invariance at every order of a calculation.\n", + "PHYS 609 Relativistic Field Theory I. Ian Moult. The fundamental principles of quantum field theory. Interacting theories and the Feynman graph expansion. Quantum electrodynamics including lowest order processes, one-loop corrections, and the elements of renormalization theory.\n", + "PHYS 628 Statistical Physics II. Meng Cheng. An advanced course in statistical mechanics. Topics may include mean field theory of and fluctuations at continuous phase transitions; critical phenomena, scaling, and introduction to the renormalization group ideas; topological phase transitions; dynamic correlation functions and linear response theory; quantum phase transitions; superfluid and superconducting phase transitions; cooperative phenomena in low-dimensional systems.\n", + "PHYS 634 Mesoscopic Physics I. Michel Devoret. Introduction to the physics of nanoscale solid state systems, which are large and disordered enough to be described in terms of simple macroscopic parameters like resistance, capacitance, and inductance, but small and cold enough that effects usually associated with microscopic particles, like quantum-mechanical coherence and/or charge quantization, dominate. Emphasis is placed on transport and noise phenomena in the normal and superconducting regimes.\n", + "PHYS 635 Quantum Entanglement in HEP. Keith Baker. Basic principles and applications of quantum entanglement and quantum information science at GeV to TeV energies in particle and nuclear physics are covered. Topics include: quantum superposition, quantum entanglement, entanglement entropy, quantum computing, quantum algorithms, Bell’s inequality tests, and quantum sensors.\n", + "PHYS 650 Theory of Solids I. Leonid Glazman. A graduate-level introduction with focus on advanced and specialized topics. Knowledge of advanced quantum mechanics (Sakurai level) and solid state physics (Kittel and Ashcroft-Mermin level) is assumed. The course teaches advanced solid state physics techniques and concepts.\n", + "PHYS 670 Special Topics in Biophysics. Benjamin Machta. The aim of the course is to introduce students to the approaches, methods, major results, and open questions in modern biological physics. Topics include non-equilibrium statistical physics, with applications to kinetic proof-reading and understanding molecular motors, information theory with applications to cellular signaling and phase transitions as they occur in living systems. The course is designed for graduate students in physics or a closely related field, otherwise, permission of the instructor is required.\n", + "PHYS 675 Principles of Optics with Applications. Hui Cao. Introduction to the principles of optics and electromagnetic wave phenomena with applications to microscopy, optical fibers, laser spectroscopy, nanophotonics, plasmonics, and metamaterials. Topics include propagation of light, reflection and refraction, guiding light, polarization, interference, diffraction, scattering, Fourier optics, and optical coherence.\n", + "PHYS 676 Introduction to Light-Matter Interactions. Peter Rakich. Optical properties of materials and a variety of coherent light-matter interactions are explored through the classical and quantum treatments. The role of electronic, phononic, and plasmonic interactions in shaping the optical properties of materials is examined using generalized quantum and classical coupled-mode theories. The dynamic response of media to strain, magnetic, and electric fields is also treated. Modern topics are explored, including optical forces, photonic crystals, and metamaterials; multi-photon absorption; and parametric processes resulting from electronic, optomechanical, and Raman interactions.\n", + "PHYS 691 Quantum Optics. Shruti Puri. Quantization of the electromagnetic field, coherence properties and representation of the electromagnetic field, quantum phenomena in simple nonlinear optics, atom-field interaction, stochastic methods, master equation, Fokker-Planck equation, Heisenberg-Langevin equation, input-output formulation, cavity quantum electrodynamics, quantum theory of laser, trapped ions, light forces, quantum optomechanics, Bose-Einstein condensation, quantum measurement and control.\n", + "PHYS 762 Laboratory in Instrument Design and the Mechanical Arts. David Johnson, Kurt Zilm. Familiarization with modern machine shop practices and techniques. Use of basic metalworking machinery and instruction in techniques of precision measurement and properties of commonly used metals, alloys, and plastics.\n", + "PHYS 990 Special Investigations. Rona Ramos. Directed research by arrangement with individual faculty members and approved by the DGS. Students are expected to propose and complete a term-long research project. The culmination of the project is a presentation that fulfills the departmental requirement for the research qualifying event.\n", + "PHYS 990 Special Investigations. Sohrab Ismail-Beigi. Directed research by arrangement with individual faculty members and approved by the DGS. Students are expected to propose and complete a term-long research project. The culmination of the project is a presentation that fulfills the departmental requirement for the research qualifying event.\n", + "PHYS 991 Integrated Workshop. Corey O'Hern. This required course for students in the PEB graduate program involves a series of modules, co-taught by faculty, in which students from different academic backgrounds and research skills collaborate on projects at the interface of physics, engineering, and biology. The modules cover a broad range of PEB research areas and skills. The course starts with an introduction to MATLAB, which is used throughout the course for analysis, simulations, and modeling.\n", + "PLSC 025 Lincoln in Thought and Action. David Bromwich. An intensive examination of the career, political thought, and speeches of Abraham Lincoln in their historical context.\n", + "PLSC 028 American Constitutionalism: Power and its Limits. Gordon Silverstein. What happens when a modern superpower tries to govern itself under an 18th Century Constitution? Using original documents, contemporaneous books, and U.S. Supreme Court cases, this course explores the debates that have defined America's struggle to live up to its sometimes conflicting commitments to liberty, equality and the consent of the governed.\n", + "PLSC 113 Introduction to American Politics. Christina Kinane. Introduction to American national government. The Constitution, American political culture, civil rights, Congress, the executive, political parties, public opinion, interest groups, the media, social movements, and the policy-making process.\n", + "PLSC 113 Introduction to American Politics. Introduction to American national government. The Constitution, American political culture, civil rights, Congress, the executive, political parties, public opinion, interest groups, the media, social movements, and the policy-making process.\n", + "PLSC 113 Introduction to American Politics. Introduction to American national government. The Constitution, American political culture, civil rights, Congress, the executive, political parties, public opinion, interest groups, the media, social movements, and the policy-making process.\n", + "PLSC 113 Introduction to American Politics. Introduction to American national government. The Constitution, American political culture, civil rights, Congress, the executive, political parties, public opinion, interest groups, the media, social movements, and the policy-making process.\n", + "PLSC 113 Introduction to American Politics. Introduction to American national government. The Constitution, American political culture, civil rights, Congress, the executive, political parties, public opinion, interest groups, the media, social movements, and the policy-making process.\n", + "PLSC 113 Introduction to American Politics. Introduction to American national government. The Constitution, American political culture, civil rights, Congress, the executive, political parties, public opinion, interest groups, the media, social movements, and the policy-making process.\n", + "PLSC 113 Introduction to American Politics. Introduction to American national government. The Constitution, American political culture, civil rights, Congress, the executive, political parties, public opinion, interest groups, the media, social movements, and the policy-making process.\n", + "PLSC 113 Introduction to American Politics. Introduction to American national government. The Constitution, American political culture, civil rights, Congress, the executive, political parties, public opinion, interest groups, the media, social movements, and the policy-making process.\n", + "PLSC 113 Introduction to American Politics. Introduction to American national government. The Constitution, American political culture, civil rights, Congress, the executive, political parties, public opinion, interest groups, the media, social movements, and the policy-making process.\n", + "PLSC 114 Intro to Political Philosophy: Writing Requisite Section. Fundamental issues in contemporary politics investigated through reflection on classic texts in the history of political thought. Emphasis on topics linked to modern constitutional democracies, including executive power, representation, and political parties. Readings from Plato, Machiavelli, Hobbes, Locke, Rousseau, Madison and Hamilton, Lincoln, and Tocqueville, in addition to recent articles on contemporary issues.\n", + "PLSC 114 Introduction to Political Philosophy. Giulia Oskian. Fundamental issues in contemporary politics investigated through reflection on classic texts in the history of political thought. Emphasis on topics linked to modern constitutional democracies, including executive power, representation, and political parties. Readings from Plato, Machiavelli, Hobbes, Locke, Rousseau, Madison and Hamilton, Lincoln, and Tocqueville, in addition to recent articles on contemporary issues.\n", + "PLSC 114 Introduction to Political Philosophy. Fundamental issues in contemporary politics investigated through reflection on classic texts in the history of political thought. Emphasis on topics linked to modern constitutional democracies, including executive power, representation, and political parties. Readings from Plato, Machiavelli, Hobbes, Locke, Rousseau, Madison and Hamilton, Lincoln, and Tocqueville, in addition to recent articles on contemporary issues.\n", + "PLSC 114 Introduction to Political Philosophy. Fundamental issues in contemporary politics investigated through reflection on classic texts in the history of political thought. Emphasis on topics linked to modern constitutional democracies, including executive power, representation, and political parties. Readings from Plato, Machiavelli, Hobbes, Locke, Rousseau, Madison and Hamilton, Lincoln, and Tocqueville, in addition to recent articles on contemporary issues.\n", + "PLSC 116 Comparative Politics: States, Regimes, and Conflict. Ana De La O. Introduction to the study of politics and political life in the world outside the United States. State formation and nationalism, the causes and consequences of democracy, the functioning of authoritarian regimes, social movements and collective action, and violence.\n", + "PLSC 116 Comparative Politics: States, Regimes, and Conflict. Introduction to the study of politics and political life in the world outside the United States. State formation and nationalism, the causes and consequences of democracy, the functioning of authoritarian regimes, social movements and collective action, and violence.\n", + "PLSC 116 Comparative Politics: States, Regimes, and Conflict. Introduction to the study of politics and political life in the world outside the United States. State formation and nationalism, the causes and consequences of democracy, the functioning of authoritarian regimes, social movements and collective action, and violence.\n", + "PLSC 116 Comparative Politics: States, Regimes, and Conflict. Introduction to the study of politics and political life in the world outside the United States. State formation and nationalism, the causes and consequences of democracy, the functioning of authoritarian regimes, social movements and collective action, and violence.\n", + "PLSC 116 Comparative Politics: States, Regimes, and Conflict. Introduction to the study of politics and political life in the world outside the United States. State formation and nationalism, the causes and consequences of democracy, the functioning of authoritarian regimes, social movements and collective action, and violence.\n", + "PLSC 116 Comparative Politics: States, Regimes, and Conflict. Introduction to the study of politics and political life in the world outside the United States. State formation and nationalism, the causes and consequences of democracy, the functioning of authoritarian regimes, social movements and collective action, and violence.\n", + "PLSC 116 Comparative Politics: States, Regimes, and Conflict. Introduction to the study of politics and political life in the world outside the United States. State formation and nationalism, the causes and consequences of democracy, the functioning of authoritarian regimes, social movements and collective action, and violence.\n", + "PLSC 116 Comparative Politics: States, Regimes, and Conflict. Introduction to the study of politics and political life in the world outside the United States. State formation and nationalism, the causes and consequences of democracy, the functioning of authoritarian regimes, social movements and collective action, and violence.\n", + "PLSC 116 Comparative Politics: States, Regimes, and Conflict. Introduction to the study of politics and political life in the world outside the United States. State formation and nationalism, the causes and consequences of democracy, the functioning of authoritarian regimes, social movements and collective action, and violence.\n", + "PLSC 122 New Challenges for International Cooperation: Automation and Climate Change. Carlos Balcazar. International Political Economy (IPE) scholars largely focus on investigating how countries can achieve and sustain international cooperation. This is of utmost importance because international cooperation generates lower transaction costs, which can increase global well-being, and it creates conditions that tie the hands of political actors to participate in violent conflict. While international cooperation has faced many challenges since World War II, two new challenges have currently become the center-focus for IPE scholars: the domestic and international political consequences of automation and the impending societal consequences of climate change. In the first part of the course, we cover numerous puzzles in the study of the International Political Economy of technological change. In particular, we try to understand its redistributive consequences and the implications that automation has had for sustaining the commitment in Embedded Liberalism. We also inquire about the need for an approach to tackling the political consequences of automation and Artificial Intelligence (AI) through global governance. In the second part, we address the multiple threats that climate change poses for social and political stability. Most importantly, we explore how can we create domestic coalitions in support of climate policy, and how societies can achieve international cooperation regarding climate change despite its diffuse impacts.\n", + "PLSC 124 International Conflict. Michael-David Mangini. Why do states pay the costs of war when they could resolve their differences by negotiation? When do states choose war over sanctions? What types of economic relations make conflict less likely? Topics include the causes of war, understanding alliances, colonialism, state formation, and the political economy of conflict.\n", + "PLSC 145 Technology and War. David Allison. A seminar on the interplay between technology and war; an examination of the impact of new technologies on strategy, doctrine, and battlefield outcomes as well as the role of conflict in promoting innovation. Focus on the importance of innovation, the difference between evolutions and revolutions in military affairs, and evaluating the future impact of emerging technologies including autonomous weapons and artificial intelligence.\n", + "PLSC 161 Studies in Grand Strategy II. Arne Westad, Jing Tsu, Michael Brenes. The study of grand strategy, of how individuals and groups can accomplish large ends with limited means. During the fall term, students put into action the ideas studied in the spring term by applying concepts of grand strategy to present day issues. Admission is by application only; the cycle for the current year is closed. This course does not fulfill the history seminar requirement, but may count toward geographical distributional credit within the History major for any region studied, upon application to the director of undergraduate studies.\n", + "PLSC 173 Democracy Promotion and Its Critics. A seminar on the history, justifications, and various forms of democracy promotion—and their controversies. Topics include foreign aid, election observers, gender, international organizations, post-conflict development, revolutions, and authoritarian backlash.\n", + "PLSC 186 Globalization and Domestic Politics. Examination of the political and institutional conditions that explain why some politicians and interest groups (e.g. lobbies, unions, voters, NGOs) prevail over others in crafting foreign policy. Consideration of traditional global economic exchange (trade, monetary policy and finance) as well as new topics in the international political economy (IPE), such as migration and environmental policy.\n", + "PLSC 186 Globalization and Domestic Politics. Examination of the political and institutional conditions that explain why some politicians and interest groups (e.g. lobbies, unions, voters, NGOs) prevail over others in crafting foreign policy. Consideration of traditional global economic exchange (trade, monetary policy and finance) as well as new topics in the international political economy (IPE), such as migration and environmental policy.\n", + "PLSC 191 Ethics and International Affairs. Thomas Pogge. Moral reflection taken beyond state boundaries. Traditional questions about state conduct and international relations as well as more recent questions about intergovernmental agencies, nongovernmental organizations, and the design of global institutional arrangements.\n", + "PLSC 197 National Security in India in the Twenty-first Century. Sushant Singh. This course examines the state and dynamics of national security in India in the past two decades. As an emergent power, India is an important country in Asia, with its economic and geo-political strength noticed globally. A major share of the country’s heft comes from its national security paradigm which has undergone a significant shift in the twenty-first century. This course intends to take a holistic look at the conceptions for the basis of India's national security, its evolution, the current challenges and its future course by exploring its various dimensions such as China, Pakistan, global powers, Indian Ocean region, Kashmir, nuclear weapons, civil-military relations and defense preparedness.\n", + "PLSC 200 The Politics of Crime and Punishment in American Cities. Allison Harris. This course explores the relationship between politics and crime and punishment. We review literature focused on political behavior and political institutions to better understand the phenomena we hear about in the news from sentencing algorithms, to felon (dis)enfranchisement, to stop-and-frisk, and police use of force.\n", + "PLSC 203 Women, Politics, and Policy. Andrea Aldrich. This course is an introduction to the way gender structures how we interpret the political world, exploring topics such as women's access to power, descriptive and substantive representation, evaluation of the functioning of political institutions, and analysis of government policy It also serves as an introduction to reading and producing empirical research on gender in the social sciences.\n", + "PLSC 203 Women, Politics, and Policy. This course is an introduction to the way gender structures how we interpret the political world, exploring topics such as women's access to power, descriptive and substantive representation, evaluation of the functioning of political institutions, and analysis of government policy It also serves as an introduction to reading and producing empirical research on gender in the social sciences.\n", + "PLSC 203 Women, Politics, and Policy. This course is an introduction to the way gender structures how we interpret the political world, exploring topics such as women's access to power, descriptive and substantive representation, evaluation of the functioning of political institutions, and analysis of government policy It also serves as an introduction to reading and producing empirical research on gender in the social sciences.\n", + "PLSC 203 Women, Politics, and Policy. This course is an introduction to the way gender structures how we interpret the political world, exploring topics such as women's access to power, descriptive and substantive representation, evaluation of the functioning of political institutions, and analysis of government policy It also serves as an introduction to reading and producing empirical research on gender in the social sciences.\n", + "PLSC 203 Women, Politics, and Policy. This course is an introduction to the way gender structures how we interpret the political world, exploring topics such as women's access to power, descriptive and substantive representation, evaluation of the functioning of political institutions, and analysis of government policy It also serves as an introduction to reading and producing empirical research on gender in the social sciences.\n", + "PLSC 205 The American Presidency. Stephen Skowronek. Examination of the constitutional law, historical development, and current operations of the American presidency. Topics include formal powers, the organization and mobilization of popular support, the modern executive establishment, and the politics of presidential leadership.\n", + "PLSC 205 The American Presidency. Examination of the constitutional law, historical development, and current operations of the American presidency. Topics include formal powers, the organization and mobilization of popular support, the modern executive establishment, and the politics of presidential leadership.\n", + "PLSC 205 The American Presidency. Examination of the constitutional law, historical development, and current operations of the American presidency. Topics include formal powers, the organization and mobilization of popular support, the modern executive establishment, and the politics of presidential leadership.\n", + "PLSC 205 The American Presidency. Examination of the constitutional law, historical development, and current operations of the American presidency. Topics include formal powers, the organization and mobilization of popular support, the modern executive establishment, and the politics of presidential leadership.\n", + "PLSC 205 The American Presidency. Examination of the constitutional law, historical development, and current operations of the American presidency. Topics include formal powers, the organization and mobilization of popular support, the modern executive establishment, and the politics of presidential leadership.\n", + "PLSC 209 Congress in the Light of History. David Mayhew. This reading and discussion class offers an overview of U.S. congressional history and politics from 1789 through today, including separation-of-powers relations with the executive branch. Topics include elections, polarization, supermajority processes, legislative productivity, and classic showdowns with the presidency.  Emphasized is Congress's participation in a sequence of policymaking enterprises that have taken place from the launch of the nation through recent budget difficulties and handling of climate change. Undergrads in political science and history are the course's typical students, but anyone is welcome to apply.\n", + "PLSC 210 Political Preferences and American Political Behavior. Joshua Kalla. Introduction to research methods and topics in American political behavior. Focus on decision making from the perspective of ordinary citizens. Topics include utility theory, heuristics and biases, political participation, retrospective voting, the consequences of political ignorance, the effects of campaigns, and the ability of voters to hold politicians accountable for their actions.\n", + "PLSC 212 Democracy and Sustainability. Michael Fotos. Democracy, liberty, and the sustainable use of natural resources. Concepts include institutional analysis, democratic consent, property rights, market failure, and common pool resources. Topics of policy substance are related to human use of the environment and to U.S. and global political institutions.\n", + "PLSC 216 Money in American Politics. Jacob Hacker. This course offers students an opportunity to do hands-on research on the role of money in shaping American politics and policy at the national, state, and local levels. Students assimilate existing research and theories and identify opportunities for new research and theories, and then carry out this original work in a collaborative setting. Topics include campaign finance, the role of \"dark money,\" lobbying, interest groups, the influence of employers, and the role of philanthropies and foundations.\n", + "PLSC 218 Regulating Elections: Voting Rights and the Practice of Election Law. Kevin DeLuca. This course examines how elections are regulated in the United States, with a focus on contemporary debates over voting rights and election administration and their effects on electoral politics. From both the legal and political science perspectives, we undertake theoretical and quantitative analyses of the impact of election law on political representation, election outcomes, and public policy. Topics include: ballot access, redistricting and gerrymandering, racial representation, voter ID laws, vote methods (vote-by-mail, early voting, etc.), voter fraud, campaign finance laws, and the role of the judiciary.\n", + "PLSC 218 Regulating Elections: Voting Rights and the Practice of Election Law. This course examines how elections are regulated in the United States, with a focus on contemporary debates over voting rights and election administration and their effects on electoral politics. From both the legal and political science perspectives, we undertake theoretical and quantitative analyses of the impact of election law on political representation, election outcomes, and public policy. Topics include: ballot access, redistricting and gerrymandering, racial representation, voter ID laws, vote methods (vote-by-mail, early voting, etc.), voter fraud, campaign finance laws, and the role of the judiciary.\n", + "PLSC 218 Regulating Elections: Voting Rights and the Practice of Election Law. This course examines how elections are regulated in the United States, with a focus on contemporary debates over voting rights and election administration and their effects on electoral politics. From both the legal and political science perspectives, we undertake theoretical and quantitative analyses of the impact of election law on political representation, election outcomes, and public policy. Topics include: ballot access, redistricting and gerrymandering, racial representation, voter ID laws, vote methods (vote-by-mail, early voting, etc.), voter fraud, campaign finance laws, and the role of the judiciary.\n", + "PLSC 219 Politics of the Environment. Peter Swenson. Historical and contemporary politics aimed at regulating human behavior to limit damage to the environment. Goals, strategies, successes, and failures of movements, organizations, corporations, scientists, and politicians in conflicts over environmental policy. A major focus is on politics, public opinion, corporate interests, and litigation in the U.S. regarding climate change.\n", + "PLSC 228 First Amendment and Ethics of Law. Karen Goodrow. This course addresses the First Amendment and freedom of speech, focusing on the ethical implications of restrictions on free speech, as well as the exercise of free speech. Course topics and discussions include the \"fighting words\" doctrine, hate speech, true threats, content regulated speech, freedom of speech and the internet, and the so-called \"right to be forgotten.\" By the end of the course, students recognize the role free speech plays in society, including its negative and positive impacts on various segments of society. Students also have an understanding of the competing interests arising from the First Amendment’s right to free speech, and can analyze how these competing interests are weighed and measured in the United States as compared with other countries.\n", + "PLSC 232 US Federal Education Policy. Eleanor Schiff. Though education policy is typically viewed as a state and local issue, the federal government has taken a significant role in shaping policy since the end of World War II. The centralization of education policy has corresponded with changing views in society for what constitutes an equitable educational opportunity. This class is divided into three topics: 1) the federal role in education broadly (K-12) and the accountability movement in K-12: from the No Child Left Behind Act to the Common Core State Standards (and cross-national comparisons to US schools), 2) federal role in higher education, and 3) the education industry (teachers unions and think tanks).\n", + "PLSC 238 The Politics of Public Education. Jennifer Berkshire. Examination of the deep political divides, past and present, over public education in the United States. Fundamental questions, including who gets to determine where and how children are educated, who should pay for public education, and the role of education as a counter for poverty, remain politically contested. The course explores these conflicts from a variety of political perspectives. Students learn journalistic methods, including narrative, opinion and digital storytelling, developing the necessary skills to participate in the national conversation around education policy and politics.\n", + "PLSC 239 Political Representation. Amir Fairdosi. The notion of political representation lies at the center of government in the United States and much of the rest of the world. In this course, we examine the features of political representation, both in theory and practice. We ask (and possibly find ourselves struggling to answer!) such questions as: What is political representation? Should we have a representative system as opposed to something else like monarchy or direct democracy? Should representatives demographically resemble those they represent, or is that not necessary? How do things like congressional redistricting, electoral competition, and term limits affect the quality of representation? Do constituents’ preferences actually translate into policy in the United States, and if so, how? In Part I of this course, we discuss the theoretical foundations upon which representative government rests. In Part II, we move beyond theories of representation and on to the way political representation actually operates in the United States. In Part III, we move beyond the ways in which representation works and focus instead on some ways in which it doesn’t work. Proposed solutions are also explored.\n", + "PLSC 247 The Media and Democracy. Joanne Lipman. In an era of \"fake news,\" when trust in mainstream media is declining, social platforms are enabling the spread of misinformation, and new technologies are transforming the way we consume news, how do journalists hold power to account? What is the media’s role in promoting and protecting democracy? Students explore topics including objectivity versus advocacy and hate speech versus First Amendment speech protections. Case studies will span from 19th century yellow journalism to the #MeToo and #BlackLivesMatter movements, to the Jan. 6 Capitol attack and the advent of AI journalism.\n", + "PLSC 274 Cities: Making Public Choices in New Haven. John DeStefano. Examination of cities, particularly the relationship of people to place and most importantly to one another, through the prism and experiences of the City of New Haven. Exploration of how concepts of social capital and legitimacy of institutions in policy design and execution, are key to the well being of community residents. How cities, in the context of retreating or antagonistic strategies by the state and  federal governments, can be key platforms for future economic and social wealth creation.\n", + "PLSC 281 What is the University?. Mordechai Levy-Eichel. The University is one of the most influential—and underexamined—kinds of corporations in the modern world. It is responsible both for mass higher education and for elite training. It aims to produce and disseminate knowledge, and to prepare graduates for work in all different kinds of fields. It functions both as a symbol and repository of learning, if not ideally wisdom, and functions as one of the most important sites of networking, patronage, and socialization today. It is, in short, one of the most alluring and abused institutions in our culture today, often idolized as a savior or a scapegoat. And while the first universities were not founded in the service of research, today’s most prestigious schools claim to be centrally dedicated to it. But what is research? Where does our notion of research and the supposed ability to routinely produce it come from? This seminar is a high-level historical and structural examination of the rise of the research university. We cover both the origins and the modern practices of the university, from the late medieval world to the modern day, with an eye toward critically examining the development of the customs, practices, culture, and work around us, and with a strong comparative perspective. Topics include: tenure, endowments, the committee system, the growth of degrees, the aims of research, peer-review, the nature of disciplinary divisions, as well as a host of other issues.\n", + "PLSC 290 Foundations of Modern Social Theory. Philip Gorski. Major works of social thought from the beginning of the modern era through the 190s. Attention to social and intellectual concepts, conceptual frameworks and methods, and contributions to contemporary social analysis. Writers include W.E.B. Du Bois, Simone De Beauvoir, Adam Smith, Thomas Hobbes, Jean-Jacques Rousseau, Immanuel Kant, Emile Durkheim, Max Weber, and Karl Marx.\n", + "PLSC 290 Foundations of Modern Social Theory. Major works of social thought from the beginning of the modern era through the 190s. Attention to social and intellectual concepts, conceptual frameworks and methods, and contributions to contemporary social analysis. Writers include W.E.B. Du Bois, Simone De Beauvoir, Adam Smith, Thomas Hobbes, Jean-Jacques Rousseau, Immanuel Kant, Emile Durkheim, Max Weber, and Karl Marx.\n", + "PLSC 290 Foundations of Modern Social Theory. Major works of social thought from the beginning of the modern era through the 190s. Attention to social and intellectual concepts, conceptual frameworks and methods, and contributions to contemporary social analysis. Writers include W.E.B. Du Bois, Simone De Beauvoir, Adam Smith, Thomas Hobbes, Jean-Jacques Rousseau, Immanuel Kant, Emile Durkheim, Max Weber, and Karl Marx.\n", + "PLSC 290 Foundations of Modern Social Theory. Major works of social thought from the beginning of the modern era through the 190s. Attention to social and intellectual concepts, conceptual frameworks and methods, and contributions to contemporary social analysis. Writers include W.E.B. Du Bois, Simone De Beauvoir, Adam Smith, Thomas Hobbes, Jean-Jacques Rousseau, Immanuel Kant, Emile Durkheim, Max Weber, and Karl Marx.\n", + "PLSC 290 Foundations of Modern Social Theory. Major works of social thought from the beginning of the modern era through the 190s. Attention to social and intellectual concepts, conceptual frameworks and methods, and contributions to contemporary social analysis. Writers include W.E.B. Du Bois, Simone De Beauvoir, Adam Smith, Thomas Hobbes, Jean-Jacques Rousseau, Immanuel Kant, Emile Durkheim, Max Weber, and Karl Marx.\n", + "PLSC 290 Foundations of Modern Social Theory. Major works of social thought from the beginning of the modern era through the 190s. Attention to social and intellectual concepts, conceptual frameworks and methods, and contributions to contemporary social analysis. Writers include W.E.B. Du Bois, Simone De Beauvoir, Adam Smith, Thomas Hobbes, Jean-Jacques Rousseau, Immanuel Kant, Emile Durkheim, Max Weber, and Karl Marx.\n", + "PLSC 290 Foundations of Modern Social Theory. Major works of social thought from the beginning of the modern era through the 190s. Attention to social and intellectual concepts, conceptual frameworks and methods, and contributions to contemporary social analysis. Writers include W.E.B. Du Bois, Simone De Beauvoir, Adam Smith, Thomas Hobbes, Jean-Jacques Rousseau, Immanuel Kant, Emile Durkheim, Max Weber, and Karl Marx.\n", + "PLSC 291 Justice, Taxes, and Global Financial Integrity. James Henry, Thomas Pogge. Study of the formulation, interpretation, and enforcement of national and international tax rules from the perspective of national and global economic justice.\n", + "PLSC 298 Gender, Justice, Power, Institutions. Joseph Fischel. Welcome to Gender, Justice, Power & Institutions, a mouthful of abstractions that we work together to comprehend and critique throughout the semester. An aspiration of this course, as political as it is pedagogic, is that students approach their world-building projects with an enriched understanding of the ways gender, justice, and power shape and are shaped by institutions, inequality, and theory. Part I opens up some preliminary considerations of our course terms by investigating the case of abortion, abortion rights, and reproductive justice.  The topic is politically loaded, philosophically complex, and emotionally challenging; the point is not to convince you of the permissibility or impermissibility of abortion, but to explore how the contested case configures, imbricates, and puts pressure on our course terms. In Part II, we examine the historical and conceptual coordinates of the courses first three titular terms: is gender a subjective identification, social ascription, or axis of inequality? Is justice a matter of redistribution, recognition, resources, capabilities, or something more hedonic? Where is power located, or where does it circulate? Who are what leverages power? In Part III, we consider ways gender, justice, and power travel within and across several institutions: heterosexuality, the university, the trafficking/anti-trafficking industrial complex, the prison, and the bathroom. Part IV closes out the course by focusing on the reconfiguration of democratic institutions in late modernity; or, can institutions \"love us back\" under the the political economy we shorthand as \"neoliberalism\"?\n", + "PLSC 298 Gender, Justice, Power, Institutions. Welcome to Gender, Justice, Power & Institutions, a mouthful of abstractions that we work together to comprehend and critique throughout the semester. An aspiration of this course, as political as it is pedagogic, is that students approach their world-building projects with an enriched understanding of the ways gender, justice, and power shape and are shaped by institutions, inequality, and theory. Part I opens up some preliminary considerations of our course terms by investigating the case of abortion, abortion rights, and reproductive justice.  The topic is politically loaded, philosophically complex, and emotionally challenging; the point is not to convince you of the permissibility or impermissibility of abortion, but to explore how the contested case configures, imbricates, and puts pressure on our course terms. In Part II, we examine the historical and conceptual coordinates of the courses first three titular terms: is gender a subjective identification, social ascription, or axis of inequality? Is justice a matter of redistribution, recognition, resources, capabilities, or something more hedonic? Where is power located, or where does it circulate? Who are what leverages power? In Part III, we consider ways gender, justice, and power travel within and across several institutions: heterosexuality, the university, the trafficking/anti-trafficking industrial complex, the prison, and the bathroom. Part IV closes out the course by focusing on the reconfiguration of democratic institutions in late modernity; or, can institutions \"love us back\" under the the political economy we shorthand as \"neoliberalism\"?\n", + "PLSC 298 Gender, Justice, Power, Institutions. Welcome to Gender, Justice, Power & Institutions, a mouthful of abstractions that we work together to comprehend and critique throughout the semester. An aspiration of this course, as political as it is pedagogic, is that students approach their world-building projects with an enriched understanding of the ways gender, justice, and power shape and are shaped by institutions, inequality, and theory. Part I opens up some preliminary considerations of our course terms by investigating the case of abortion, abortion rights, and reproductive justice.  The topic is politically loaded, philosophically complex, and emotionally challenging; the point is not to convince you of the permissibility or impermissibility of abortion, but to explore how the contested case configures, imbricates, and puts pressure on our course terms. In Part II, we examine the historical and conceptual coordinates of the courses first three titular terms: is gender a subjective identification, social ascription, or axis of inequality? Is justice a matter of redistribution, recognition, resources, capabilities, or something more hedonic? Where is power located, or where does it circulate? Who are what leverages power? In Part III, we consider ways gender, justice, and power travel within and across several institutions: heterosexuality, the university, the trafficking/anti-trafficking industrial complex, the prison, and the bathroom. Part IV closes out the course by focusing on the reconfiguration of democratic institutions in late modernity; or, can institutions \"love us back\" under the the political economy we shorthand as \"neoliberalism\"?\n", + "PLSC 298 Gender, Justice, Power, Institutions. Welcome to Gender, Justice, Power & Institutions, a mouthful of abstractions that we work together to comprehend and critique throughout the semester. An aspiration of this course, as political as it is pedagogic, is that students approach their world-building projects with an enriched understanding of the ways gender, justice, and power shape and are shaped by institutions, inequality, and theory. Part I opens up some preliminary considerations of our course terms by investigating the case of abortion, abortion rights, and reproductive justice.  The topic is politically loaded, philosophically complex, and emotionally challenging; the point is not to convince you of the permissibility or impermissibility of abortion, but to explore how the contested case configures, imbricates, and puts pressure on our course terms. In Part II, we examine the historical and conceptual coordinates of the courses first three titular terms: is gender a subjective identification, social ascription, or axis of inequality? Is justice a matter of redistribution, recognition, resources, capabilities, or something more hedonic? Where is power located, or where does it circulate? Who are what leverages power? In Part III, we consider ways gender, justice, and power travel within and across several institutions: heterosexuality, the university, the trafficking/anti-trafficking industrial complex, the prison, and the bathroom. Part IV closes out the course by focusing on the reconfiguration of democratic institutions in late modernity; or, can institutions \"love us back\" under the the political economy we shorthand as \"neoliberalism\"?\n", + "PLSC 298 Gender, Justice, Power, Institutions. Welcome to Gender, Justice, Power & Institutions, a mouthful of abstractions that we work together to comprehend and critique throughout the semester. An aspiration of this course, as political as it is pedagogic, is that students approach their world-building projects with an enriched understanding of the ways gender, justice, and power shape and are shaped by institutions, inequality, and theory. Part I opens up some preliminary considerations of our course terms by investigating the case of abortion, abortion rights, and reproductive justice.  The topic is politically loaded, philosophically complex, and emotionally challenging; the point is not to convince you of the permissibility or impermissibility of abortion, but to explore how the contested case configures, imbricates, and puts pressure on our course terms. In Part II, we examine the historical and conceptual coordinates of the courses first three titular terms: is gender a subjective identification, social ascription, or axis of inequality? Is justice a matter of redistribution, recognition, resources, capabilities, or something more hedonic? Where is power located, or where does it circulate? Who are what leverages power? In Part III, we consider ways gender, justice, and power travel within and across several institutions: heterosexuality, the university, the trafficking/anti-trafficking industrial complex, the prison, and the bathroom. Part IV closes out the course by focusing on the reconfiguration of democratic institutions in late modernity; or, can institutions \"love us back\" under the the political economy we shorthand as \"neoliberalism\"?\n", + "PLSC 298 Gender, Justice, Power, Institutions. Welcome to Gender, Justice, Power & Institutions, a mouthful of abstractions that we work together to comprehend and critique throughout the semester. An aspiration of this course, as political as it is pedagogic, is that students approach their world-building projects with an enriched understanding of the ways gender, justice, and power shape and are shaped by institutions, inequality, and theory. Part I opens up some preliminary considerations of our course terms by investigating the case of abortion, abortion rights, and reproductive justice.  The topic is politically loaded, philosophically complex, and emotionally challenging; the point is not to convince you of the permissibility or impermissibility of abortion, but to explore how the contested case configures, imbricates, and puts pressure on our course terms. In Part II, we examine the historical and conceptual coordinates of the courses first three titular terms: is gender a subjective identification, social ascription, or axis of inequality? Is justice a matter of redistribution, recognition, resources, capabilities, or something more hedonic? Where is power located, or where does it circulate? Who are what leverages power? In Part III, we consider ways gender, justice, and power travel within and across several institutions: heterosexuality, the university, the trafficking/anti-trafficking industrial complex, the prison, and the bathroom. Part IV closes out the course by focusing on the reconfiguration of democratic institutions in late modernity; or, can institutions \"love us back\" under the the political economy we shorthand as \"neoliberalism\"?\n", + "PLSC 298 Gender, Justice, Power, Institutions. Welcome to Gender, Justice, Power & Institutions, a mouthful of abstractions that we work together to comprehend and critique throughout the semester. An aspiration of this course, as political as it is pedagogic, is that students approach their world-building projects with an enriched understanding of the ways gender, justice, and power shape and are shaped by institutions, inequality, and theory. Part I opens up some preliminary considerations of our course terms by investigating the case of abortion, abortion rights, and reproductive justice.  The topic is politically loaded, philosophically complex, and emotionally challenging; the point is not to convince you of the permissibility or impermissibility of abortion, but to explore how the contested case configures, imbricates, and puts pressure on our course terms. In Part II, we examine the historical and conceptual coordinates of the courses first three titular terms: is gender a subjective identification, social ascription, or axis of inequality? Is justice a matter of redistribution, recognition, resources, capabilities, or something more hedonic? Where is power located, or where does it circulate? Who are what leverages power? In Part III, we consider ways gender, justice, and power travel within and across several institutions: heterosexuality, the university, the trafficking/anti-trafficking industrial complex, the prison, and the bathroom. Part IV closes out the course by focusing on the reconfiguration of democratic institutions in late modernity; or, can institutions \"love us back\" under the the political economy we shorthand as \"neoliberalism\"?\n", + "PLSC 302 Rousseau's Emile. Bryan Garsten. A close reading of Jean-Jacques Rousseau’s masterpiece, Emile. Though the book poses as a guide to education, it has much grander aspirations; it offers a whole vision of the human condition. Rousseau called it his \"best and worthiest work\" and said he believed it would spark a revolution in the way that human beings understand themselves. Many historians of thought believe that the book has done just that, and that we live in the world it helped to create – a claim we consider and evaluate. Presented as a private tutor’s account of how he would arrange the education of a boy named Emile from infancy through young adulthood, the book raises fundamental questions about human nature and malleability, how we learn to be free, whether we can view ourselves scientifically and still maintain a belief in free will, whether we are need of some sort of religious faith to act morally, how adults and children, and men and women, ought to relate to one another, how the demands of social life and citizenship affect our happiness – and more. Ultimately the question at issue is whether human beings can find a way to live happily and flourish in modern societies.\n", + "PLSC 306 Tragedy and Politics. Daniel Schillinger. The canonical Greek tragedians—Aeschylus, Sophocles, and Euripides—dramatize fundamental and discomfiting questions that are often sidelined by the philosophical tradition. In this seminar, we read plays about death, war, revenge, madness, impossible choices, calamitous errors, and the destruction of whole peoples. Aeschylus, Sophocles, and Euripides were also piercing observers of political life. No less than Plato and Aristotle, the Attic tragedians write to elicit reflection on the basic patterns of politics: democracy and tyranny, war and peace, the family and the city, the rule of law and violence. Finally, we also approach Greek tragedy through its reception. Aristophanes, Plato, Aristotle, and Nietzsche: all these thinkers responded to tragedy. Texts include Aeschylus, Oresteia; Aristophanes, Frogs and Lysistrata; Euripides, Bacchae, Heracles, and Trojan Women; Nietzsche, The Birth of Tragedy; Plato, Symposium; and Sophocles, Antigone, Philoctetes, and Oedipus Tyrannus.\n", + "PLSC 312 Punishment. Alexander Rosas. This course is about punishment. The power of the state to restrict freedom, to impose pain, even death, and to mark one as 'criminal' is remarkable, and this course interrogates the theories that underlie that power. In what cases and for what reasons should the state have the power to punish, and where should the moral and legal limits on that power lie? What should the goals of punishment be, and which forms of punishment align most closely with them? What is the nature and desired role of vengeance and mercy in determining whether, when, and how to punish? What obligations should a society have to punish but also to those whom it punishes? Should the state have the power to shame and humiliate? What does punishment reveal about society more broadly? This course considers these and other related questions primarily through works in political and legal theory, but it also takes an interdisciplinary approach and elaborates and evaluates the theoretical materials through a discussion of numerous legal and other case studies.\n", + "PLSC 313 Bioethics, Politics, and Economics. Stephen Latham. Ethical, political, and economic aspects of a number of contemporary issues in biomedical ethics. Topics include abortion, assisted reproduction, end-of-life care, research on human subjects, and stem cell research.\n", + "PLSC 314 The American Imagination: From the Puritans to the Civil War. Interdisciplinary examination of the uniqueness of the American experience from the time of the Puritans to the Civil War. Readings draw on major works of political theory, philosophy, and literature.\n", + "PLSC 330 Participatory Democracy. Amir Fairdosi. What does democracy look like without elections? In this class, we discuss the theory and practice of \"participatory\" forms of democracy (i.e. those that allow and encourage citizens to influence policy directly, rather than indirectly through elected representatives).\n", + "PLSC 339 Political Theory, The Internet and New Techonologies. Luise Papcke. How do new technologies impact our politics and change our society? How can we assess in which way emerging technologies such as predictive algorithms, automated decision-making, biomedical human enhancements, or workplace automation enhance our freedom, equality, and democracy, or threaten them? This course turns to central ideas in political theory to examine the promises and challenges of these new technologies. Each unit begins with an analysis of core political texts about foundational ideas in liberal democracy. Students study key philosophical debates from the 19th to the 21st century about freedom, equality, and self-rule that have formed Western societies. Next, the course focuses for each theme on a unique emerging technology via magazine articles and news reports. Using concepts from political theory, students analyze how the respective emerging technologies support or challenge our political and social ideas, as well as our current philosophical preconceptions and assumptions.\n", + "PLSC 347 YData: Data Science for Political Campaigns. Joshua Kalla. Political campaigns have become increasingly data driven. Data science is used to inform where campaigns compete, which messages they use, how they deliver them, and among which voters. In this course, we explore how data science is being used to design winning campaigns. Students gain an understanding of what data is available to campaigns, how campaigns use this data to identify supporters, and the use of experiments in campaigns. This course provides students with an introduction to political campaigns, an introduction to data science tools necessary for studying politics, and opportunities to practice the data science skills presented in S&DS 123, YData.\n", + "PLSC 350 From Concept to Measure: Empirical Inquiry in Social Science. Sarah Khan. This course focuses on a specific aspect of the research design process: the operationalization of abstract concepts into concrete measures that can be used for analysis and inference. The task of measurement is common to qualitative, quantitative and mixed-method research, and this course draws on lessons from varied approaches. Course readings span: 1. \"classic\" theoretical texts dealing with broad concepts of interest to political scientists; 2. empirical work that develops/applies novel strategies to measure foundational concepts; 3. work that combines conceptualization (developing new concepts and/or reimagining old ones) and measurement. This course is intended for advanced undergraduate students with an interest in social science research and graduate students in the process of designing original research.\n", + "PLSC 354 The European Union. David Cameron. Origins and development of the European Community and Union over the past fifty years; ways in which the often-conflicting ambitions of its member states have shaped the EU; relations between member states and the EU's supranational institutions and politics; and economic, political, and geopolitical challenges.\n", + "PLSC 361 Democratic Backsliding. Milan Svolik. This class examines the process of democratic backsliding, including its causes, and consequences. Our analysis builds on prominent contemporary and historical cases of democratic backsliding, especially Hungary, India, Poland, Russia, and Venezuela. Implications for democratic stability in the United States is considered.\n", + "PLSC 364 Bureaucracy in Africa: Revolution, Genocide, and Apartheid. Jonny Steinberg. A study of three major episodes in modern African history characterized by ambitious projects of bureaucratically driven change—apartheid and its aftermath, Rwanda’s genocide and post-genocide reconstruction, and Ethiopia’s revolution and its long aftermath. Examination of Weber’s theory bureaucracy, Scott’s thesis on high modernism, Bierschenk’s attempts to place African states in global bureaucratic history. Overarching theme is the place of bureaucratic ambitions and capacities in shaping African trajectories.\n", + "PLSC 372 Politics and Markets. Peter Swenson. Examination of the interplay between market and political processes in different substantive realms, time periods, and countries. Inquiry into the developmental relationship between capitalism and democracy and the functional relationships between the two. Investigation of the politics of regulation in areas such as property rights, social security, international finance, and product, labor, and service markets. Topics include the economic motives of interest groups and coalitions in the political process.\n", + "PLSC 375 Populism. Paris Aslanidis. Investigation of the populist phenomenon in party systems and the social movement arena. Conceptual, historical, and methodological analyses are supported by comparative assessments of various empirical instances in the US and around the world, from populist politicians such as Donald Trump and Bernie Sanders, to populist social movements such as the Tea Party and Occupy Wall Street.\n", + "PLSC 378 Contesting Injustice. Elisabeth Wood. Exploration of why, when, and how people organize collectively to challenge political, social, and economic injustice. Cross-national comparison of the extent, causes, and consequences of inequality. Analysis of mobilizations for social justice in both U.S. and international settings.\n", + "PLSC 378 Contesting Injustice. Exploration of why, when, and how people organize collectively to challenge political, social, and economic injustice. Cross-national comparison of the extent, causes, and consequences of inequality. Analysis of mobilizations for social justice in both U.S. and international settings.\n", + "PLSC 378 Contesting Injustice. Exploration of why, when, and how people organize collectively to challenge political, social, and economic injustice. Cross-national comparison of the extent, causes, and consequences of inequality. Analysis of mobilizations for social justice in both U.S. and international settings.\n", + "PLSC 378 Contesting Injustice: Writing Requisite Section. Exploration of why, when, and how people organize collectively to challenge political, social, and economic injustice. Cross-national comparison of the extent, causes, and consequences of inequality. Analysis of mobilizations for social justice in both U.S. and international settings.\n", + "PLSC 378 Contesting Injustice: Writing Requisite Section. Exploration of why, when, and how people organize collectively to challenge political, social, and economic injustice. Cross-national comparison of the extent, causes, and consequences of inequality. Analysis of mobilizations for social justice in both U.S. and international settings.\n", + "PLSC 382 Introduction to Latin American Politics. Emily Sellars. Introduction to major theories of political and economic change in Latin America, and to the political and economic systems of particular countries. Questions include why the continent has been prone to unstable democratic rule, why countries in the region have adopted alternatively state-centered and market-centered economic models, and, with the most recent wave of democratization, what the remaining obstacles might be to attaining high-quality democracy.\n", + "PLSC 382 Introduction to Latin American Politics. Introduction to major theories of political and economic change in Latin America, and to the political and economic systems of particular countries. Questions include why the continent has been prone to unstable democratic rule, why countries in the region have adopted alternatively state-centered and market-centered economic models, and, with the most recent wave of democratization, what the remaining obstacles might be to attaining high-quality democracy.\n", + "PLSC 382 Introduction to Latin American Politics. Introduction to major theories of political and economic change in Latin America, and to the political and economic systems of particular countries. Questions include why the continent has been prone to unstable democratic rule, why countries in the region have adopted alternatively state-centered and market-centered economic models, and, with the most recent wave of democratization, what the remaining obstacles might be to attaining high-quality democracy.\n", + "PLSC 383 Designing and Reforming Democracy. David Froomkin, Ian Shapiro. What is the best electoral system? Should countries try to limit the number of political parties? Should chief executives be independently elected? Should legislatures have powerful upper chambers? Should courts have the power to strike down democratically enacted laws? These and related questions are taken up in this course. Throughout the semester, we engage in an ongoing dialogue with the Federalist Papers, contrasting the Madisonian constitutional vision with subsequent insights from democratic theory and empirical political science across the democratic world. Where existing practices deviate from what would be best, we also attend to the costs of these sub-optimal systems and types of reforms that would improve them.\n", + "PLSC 387 Capitalism and Crisis. Isabela Mares. This course provides an introduction to the study of comparative capitalism. We examine how institutions organizing labor markets, finance and the welfare state differ systematically across advanced industrialized countries and the consequence of these differences for a variety of economic and policy outcomes. These include economic growth, unemployment, levels of inequality and so on. Can we meaningfully talk about a German or Swedish model and if so, what are the main institutional arrangements that differ across these economies? How do institutions in these countries differ from more liberal capitalist economies, such as the United States? In the second part of the course, we examine the responses of different countries to a variety of economic shocks. These include the stagflation crisis of the 1970’s, the slowdown in economic growth, deindustrialization, the rise in unemployment and inequality and the migration crisis. We examine how existing political and economic institutions have shaped the policy trade-offs encountered by different countries and we explain the different political responses taken in response to these crises. During the period between November 14 and November 24, enrollment will be limited to majors. After November 24, registration will be opened to all Yale College students. Please register your interest via the Yale Course Search website.\n", + "PLSC 387 Capitalism and Crisis. This course provides an introduction to the study of comparative capitalism. We examine how institutions organizing labor markets, finance and the welfare state differ systematically across advanced industrialized countries and the consequence of these differences for a variety of economic and policy outcomes. These include economic growth, unemployment, levels of inequality and so on. Can we meaningfully talk about a German or Swedish model and if so, what are the main institutional arrangements that differ across these economies? How do institutions in these countries differ from more liberal capitalist economies, such as the United States? In the second part of the course, we examine the responses of different countries to a variety of economic shocks. These include the stagflation crisis of the 1970’s, the slowdown in economic growth, deindustrialization, the rise in unemployment and inequality and the migration crisis. We examine how existing political and economic institutions have shaped the policy trade-offs encountered by different countries and we explain the different political responses taken in response to these crises. During the period between November 14 and November 24, enrollment will be limited to majors. After November 24, registration will be opened to all Yale College students. Please register your interest via the Yale Course Search website.\n", + "PLSC 387 Capitalism and Crisis. This course provides an introduction to the study of comparative capitalism. We examine how institutions organizing labor markets, finance and the welfare state differ systematically across advanced industrialized countries and the consequence of these differences for a variety of economic and policy outcomes. These include economic growth, unemployment, levels of inequality and so on. Can we meaningfully talk about a German or Swedish model and if so, what are the main institutional arrangements that differ across these economies? How do institutions in these countries differ from more liberal capitalist economies, such as the United States? In the second part of the course, we examine the responses of different countries to a variety of economic shocks. These include the stagflation crisis of the 1970’s, the slowdown in economic growth, deindustrialization, the rise in unemployment and inequality and the migration crisis. We examine how existing political and economic institutions have shaped the policy trade-offs encountered by different countries and we explain the different political responses taken in response to these crises. During the period between November 14 and November 24, enrollment will be limited to majors. After November 24, registration will be opened to all Yale College students. Please register your interest via the Yale Course Search website.\n", + "PLSC 387 Capitalism and Crisis. This course provides an introduction to the study of comparative capitalism. We examine how institutions organizing labor markets, finance and the welfare state differ systematically across advanced industrialized countries and the consequence of these differences for a variety of economic and policy outcomes. These include economic growth, unemployment, levels of inequality and so on. Can we meaningfully talk about a German or Swedish model and if so, what are the main institutional arrangements that differ across these economies? How do institutions in these countries differ from more liberal capitalist economies, such as the United States? In the second part of the course, we examine the responses of different countries to a variety of economic shocks. These include the stagflation crisis of the 1970’s, the slowdown in economic growth, deindustrialization, the rise in unemployment and inequality and the migration crisis. We examine how existing political and economic institutions have shaped the policy trade-offs encountered by different countries and we explain the different political responses taken in response to these crises. During the period between November 14 and November 24, enrollment will be limited to majors. After November 24, registration will be opened to all Yale College students. Please register your interest via the Yale Course Search website.\n", + "PLSC 387 Capitalism and Crisis. This course provides an introduction to the study of comparative capitalism. We examine how institutions organizing labor markets, finance and the welfare state differ systematically across advanced industrialized countries and the consequence of these differences for a variety of economic and policy outcomes. These include economic growth, unemployment, levels of inequality and so on. Can we meaningfully talk about a German or Swedish model and if so, what are the main institutional arrangements that differ across these economies? How do institutions in these countries differ from more liberal capitalist economies, such as the United States? In the second part of the course, we examine the responses of different countries to a variety of economic shocks. These include the stagflation crisis of the 1970’s, the slowdown in economic growth, deindustrialization, the rise in unemployment and inequality and the migration crisis. We examine how existing political and economic institutions have shaped the policy trade-offs encountered by different countries and we explain the different political responses taken in response to these crises. During the period between November 14 and November 24, enrollment will be limited to majors. After November 24, registration will be opened to all Yale College students. Please register your interest via the Yale Course Search website.\n", + "PLSC 387 Capitalism and Crisis. This course provides an introduction to the study of comparative capitalism. We examine how institutions organizing labor markets, finance and the welfare state differ systematically across advanced industrialized countries and the consequence of these differences for a variety of economic and policy outcomes. These include economic growth, unemployment, levels of inequality and so on. Can we meaningfully talk about a German or Swedish model and if so, what are the main institutional arrangements that differ across these economies? How do institutions in these countries differ from more liberal capitalist economies, such as the United States? In the second part of the course, we examine the responses of different countries to a variety of economic shocks. These include the stagflation crisis of the 1970’s, the slowdown in economic growth, deindustrialization, the rise in unemployment and inequality and the migration crisis. We examine how existing political and economic institutions have shaped the policy trade-offs encountered by different countries and we explain the different political responses taken in response to these crises. During the period between November 14 and November 24, enrollment will be limited to majors. After November 24, registration will be opened to all Yale College students. Please register your interest via the Yale Course Search website.\n", + "PLSC 393 Comparative Constitutionalism and Legal Institutions. Arshan Barzani, Steven Calabresi. Introduction to the field of comparative constitutional law. Constitutional texts, materials, and cases drawn primarily from those constitutional democracies that are also members of the Group of Twenty Nations and that respect judicial independence.\n", + "PLSC 397 Right-Wing Extremism, Antisemitism, & Terrorism. Liram Koblentz-Stenzler. This course has been specially created to provide students with an in-depth understanding of far-right extremism, with a detailed focus on examining the current state of antisemitism. Students learn about the profound connections between these two phenomena and obtain a wide-ranging perspective on the underlying dynamics and factors, many of them born of the digital age, that increase the danger that these two phenomena pose.\n", + "PLSC 410 Political Protests. Maria Jose Hierro. The 2010s was the \"decade of protest,\" and 2019 capped this decade with an upsurge of protests all over the world. In 2020, amidst the Covid-19 pandemic, the US is witnessing the broadest protests in its history. What are the roots of these protests? Under what conditions does protest start? Why do people decide to join a protest? Under what conditions do protests succeed? Can repression kill protest movements? Focusing on recent protest movements across the world, this seminar addresses these, and other questions related to the study of political protest.\n", + "PLSC 412 Law & Society in Comparative Perspective. Egor Lazarev. This advanced seminar is about the functions of law across historical, political, and cultural contexts. We discuss what is law, why people obey the law, and how do societies govern themselves in the absence of strong state legal institutions. The class explores the relationship between law and colonialism, the functioning of law under the authoritarianism and democracy, and in conflict-ridden societies.\n", + "PLSC 415 Religion and Politics in the World. A broad overview of the relationship between religion and politics around the world, especially Christianity and Islam. Religions are considered to constitute not just theologies but also sets of institutions, networks, interests, and sub-cultures. The course’s principal aim is to understand how religion affects politics as an empirical matter, rather than to explore moral dimensions of this relationship.\n", + "PLSC 429 Pandemics in Africa: From the Spanish Influenza to Covid-19. Jonny Steinberg. The overarching aim of the course is to understand the unfolding Covid-19 pandemic in Africa in the context of a century of pandemics, their political and administrative management, the responses of ordinary people, and the lasting changes they wrought. The first eight meetings examine some of the best social science-literature on 20th-century African pandemics before Covid-19. From the Spanish Influenza to cholera to AIDS, to the misdiagnosis of yaws as syphilis, and tuberculosis as hereditary, the social-science literature can be assembled to ask a host of vital questions in political theory: on the limits of coercion, on the connection between political power and scientific expertise, between pandemic disease and political legitimacy, and pervasively, across all modern African epidemics, between infection and the politics of race. The remaining four meetings look at Covid-19. We chronicle the evolving responses of policymakers, scholars, religious leaders, opposition figures, and, to the extent that we can, ordinary people. The idea is to assemble sufficient information to facilitate a real-time study of thinking and deciding in times of radical uncertainty and to examine, too, the consequences of decisions on the course of events. There are of course so many moving parts: health systems, international political economy, finance, policing, and more. We also bring guests into the classroom, among them frontline actors in the current pandemic as well as veterans of previous pandemics well placed to share provisional comparative thinking. This last dimension is especially emphasized: the current period, studied in the light of a century of epidemic disease, affording us the opportunity to see path dependencies and novelties, the old and the new.\n", + "PLSC 431 War and Peace in Northern Ireland. Examination of theoretical and empirical literature in response to questions about the insurgency and uneasy peace in Northern Ireland following the peace agreement of 1998 which formally ended the three-decade long civil conflict known widely as The Troubles and was often lauded as the most successful of its kind in modern history. Consideration of how both the conflict and the peace have been messier and arguably more divisive than most outside observers realize.\n", + "PLSC 435 Islam Today: Modern Islamic Thought. Frank Griffel. Introduction to Islamic thought after 1800, including some historical background. The development of Islamic modernism in the 19th century and of Islamic fundamentalism in the 20th. Islam as a reactive force to Western colonialism; the ideals of Shari'a, Islam as a political ideology, and the emergence of Jihad movements. Different kinds of Salafism, Islamic liberalism, and feminism as well as the revival of Islam's intellectual heritage.\n", + "PLSC 435 Islam Today: Modern Islamic Thought. Introduction to Islamic thought after 1800, including some historical background. The development of Islamic modernism in the 19th century and of Islamic fundamentalism in the 20th. Islam as a reactive force to Western colonialism; the ideals of Shari'a, Islam as a political ideology, and the emergence of Jihad movements. Different kinds of Salafism, Islamic liberalism, and feminism as well as the revival of Islam's intellectual heritage.\n", + "PLSC 435 Islam Today: Modern Islamic Thought. Introduction to Islamic thought after 1800, including some historical background. The development of Islamic modernism in the 19th century and of Islamic fundamentalism in the 20th. Islam as a reactive force to Western colonialism; the ideals of Shari'a, Islam as a political ideology, and the emergence of Jihad movements. Different kinds of Salafism, Islamic liberalism, and feminism as well as the revival of Islam's intellectual heritage.\n", + "PLSC 435 Islam Today: Modern Islamic Thought. Introduction to Islamic thought after 1800, including some historical background. The development of Islamic modernism in the 19th century and of Islamic fundamentalism in the 20th. Islam as a reactive force to Western colonialism; the ideals of Shari'a, Islam as a political ideology, and the emergence of Jihad movements. Different kinds of Salafism, Islamic liberalism, and feminism as well as the revival of Islam's intellectual heritage.\n", + "PLSC 435 Islam Today: Modern Islamic Thought. Introduction to Islamic thought after 1800, including some historical background. The development of Islamic modernism in the 19th century and of Islamic fundamentalism in the 20th. Islam as a reactive force to Western colonialism; the ideals of Shari'a, Islam as a political ideology, and the emergence of Jihad movements. Different kinds of Salafism, Islamic liberalism, and feminism as well as the revival of Islam's intellectual heritage.\n", + "PLSC 438 Applied Quantitative Research Design. Shiro Kuriwaki. Research designs are strategies to obtain empirical answers to theoretical questions. Research designs using quantitative data for social science questions are more important than ever. This class, intended for advanced students interested in social science research, trains students with best practices for implementing rigorous quantitative research. We cover techniques in causal inference, prediction, and missing data, such as fixed effects, time series, instrumental variables, survey weighting, and shrinkage. This is a hands-on, application-oriented class. Exercises involve programming and statistics used in exemplary articles in quantitative social science. The final project advances a research question built on a replication of a paper chosen in consultation with the instructor.\n", + "PLSC 445 The Politics of Fascism. Lauren Young. The subject of this course is fascism: its rise in Europe in the 1930s and deployment during the Second World War as a road map to understanding the resurgence of nationalism and populism in today’s political landscape, both in Europe and the United States. The course begins with an examination of the historic debates around fascism, nationalism, populism, and democracy. It then moves geographically through the 1930s and 1940s in Europe, looking specifically at Weimar Germany, Vichy France, the rise of fascism in England in the 1930s, and how fascist ideology was reflected in Italy’s colonial ambitions during the Abyssinian War. The course examines fascism and the implementation of racial theory and the example of anti-Semitism as an ideological and political tool. It also looks at the emergence of fascism in visual culture. The second part of the seminar turns to fascist ideology and the realities of today’s political world.  We examine the political considerations of building a democratic state, question the compromise between security and the preservation of civil liberties and look at the resurgence of populism and nationalism in Europe and the US. The course concludes by examining the role of globalization in contemporary political discourse.\n", + "PLSC 452 Introduction to Statistics: Political Science. Jonathan Reuning-Scherer. Statistical analysis of politics, elections, and political psychology. Problems presented with reference to a wide array of examples: public opinion, campaign finance, racially motivated crime, and public policy.\n", + "PLSC 453 Introduction to Statistics: Social Sciences. Jonathan Reuning-Scherer. Descriptive and inferential statistics applied to analysis of data from the social sciences. Introduction of concepts and skills for understanding and conducting quantitative research.\n", + "PLSC 466 The Global Right: From the French Revolution to the American Insurrection. Elli Stern. This seminar explores the history of right-wing political thought from the late eighteenth century to the present, with an emphasis on the role played by religious and pagan traditions. This course seeks to answer the question, what constitutes the right? What are the central philosophical, religious, and pagan, principles of those groups associated with this designation? How have the core ideas of the right changed over time? We do this by examining primary tracts written by theologians, political philosophers, and social theorists as well as secondary literature written by scholars interrogating movements associated with the right in America, Europe, Middle East and Asia. Though touching on specific national political parties, institutions, and think tanks, its focus is on mapping the intellectual overlap and differences between various right-wing ideologies. While the course is limited to the modern period, it adopts a global perspective to better understand the full scope of right-wing politics.\n", + "PLSC 471 Individual Reading for Majors. Andrea Aldrich. Special reading courses may be established with individual members of the department. They must satisfy the following conditions: (1) a prospectus describing the nature of the program and the readings to be covered must be approved by both the instructor and the director of undergraduate studies; (2) the student must meet regularly with the instructor for an average of at least two hours per week; (3) the course must include a term essay, several short essays, or a final examination; (4) the topic and/or content must not be substantially encompassed by an existing undergraduate or graduate course. All coursework must be submitted no later than the last day of reading period.\n", + "PLSC 474 Directed Reading and Research for Junior Intensive Majors. Andrea Aldrich. For juniors preparing to write yearlong senior essays as intensive majors. The student acquires the methodological skills necessary in research, identifies a basic reading list pertinent to the research, and prepares a research design for the project. All coursework must be submitted no later than the last day of reading period.\n", + "PLSC 480 One-Term Senior Essay. Andrea Aldrich. For seniors writing the senior essay who do not wish, or are unable, to write the essay in a department seminar. Students must receive the prior agreement of a member of the department who will serve as the senior essay adviser, and must arrange to meet with that adviser on a regular basis throughout the term.\n", + "PLSC 490 The Senior Colloquium. Maria Jose Hierro. Presentation and discussion of students' research proposals, with particular attention to choice of topic and research design. Each student frames the structure of the essay, chooses research methods, begins the research, and presents and discusses a draft of the introductory section of the essay.\n", + "PLSC 491 The Senior Essay. Andrea Aldrich. Each student writing a yearlong senior essay establishes a regular consultation schedule with a department member who, working from the prospectus prepared for PLSC 490, advises the student about preparation of the essay and changes to successive drafts.\n", + "PLSC 493 Senior Essay for Intensive Majors. Andrea Aldrich. Each student in the intensive major establishes a regular consultation schedule with a department member who, working from the prospectus prepared for PLSC 490, advises the student about preparation of the essay and changes to successive drafts, as well as reporting the student's progress until submission of the final essay.\n", + "PLSC 500 Foundations of Statistical Inference. P Aronow. This course provides an intensive introduction to statistical theory for quantitative empirical inquiry in the social sciences. Topics include foundations of probability theory, statistical inference from random samples, estimation theory, linear regression, maximum likelihood estimation, and a brief introduction to identification.\n", + "PLSC 508 Causal Inference and Research Design. P Aronow. This intensive research seminar exposes students to statistical theory and practice applicable to the social and health sciences. Readings and discussions focus on selected methodological topics, such as experimental design, partial identification, design-based inference, network analysis, semiparametric efficiency theory, and qualitative/mixed-methods research. Topics vary from year to year.\n", + "PLSC 510 Introduction to the Study of Politics. Jennifer Gandhi. The course introduces students to some of the major controversies in political science. We focus on the five substantive themes that make up the Yale Initiative: Order, Conflict, and Violence; Representation and Popular Rule; Crafting and Operating Institutions; Identities, Affiliations, and Allegiances; and Distributive Politics. We divide our time between discussing readings on these subjects and conversations with different members of the faculty who specialize in them. There is also some attention to methodological controversies within the discipline. Requirements: an annotated bibliography of one of the substantive themes and a take-home final exam.\n", + "PLSC 518 Introduction to Game Theory. Adam Meirowitz. This course offers a rigorous introduction to noncooperative game theory. The course covers normal and extensive form games of perfect information and normal and extensive form games of imperfect information. We end with a brief introduction to mechanism design. Through lectures and problem sets students  gain familiarity with creating and analyzing models of political phenomena.  Applications are drawn from a broad set of topics in political science and students are pushed to think about how game theoretic analysis connects with empirical work in political science. A capstone project pushes students to create and analyze a novel model of politics in their own research area. Students are assumed to have mathematical knowledge at the level of the Political Science Math Camp.\n", + "PLSC 524 YData: Data Science for Political Campaigns. Joshua Kalla. Political campaigns have become increasingly data driven. Data science is used to inform where campaigns compete, which messages they use, how they deliver them, and among which voters. In this course, we explore how data science is being used to design winning campaigns. Students gain an understanding of what data is available to campaigns, how campaigns use this data to identify supporters, and the use of experiments in campaigns. The course provides students with an introduction to political campaigns, an introduction to data science tools necessary for studying politics, and opportunities to practice the data science skills presented in S&DS 523.\n", + "PLSC 527 From Concept to Measure: Empirical Inquiry in Social Science. Sarah Khan. This course focuses on a specific aspect of the research design process: the operationalization of abstract into concrete measures that can be used for analysis and inference. The task of operationalization is common to qualitative, quantitative, and mixed-method research, and this course draws on lessons from varied approaches. Readings are divided equally between (1) foundational theoretical texts dealing with broad concepts of interest to social scientists with an interest in politics (including but not limited to identity, norms, preferences, responsiveness, and accountability) and (2) recent approaches to measuring these concepts in the fields of political science, psychology, sociology, and economics. Key assignments include a paper critiquing the measurement strategy and developing an alternative measure in response to an existing study, and an original research proposal. There is flexibility to devote time to concepts and measurement strategies that are of particular relevance to enrolled students’ dissertations/thesis projects, if not already included on the syllabus.\n", + "PLSC 530 Data Exploration and Analysis. Ethan Meyers. Survey of statistical methods: plots, transformations, regression, analysis of variance, clustering, principal components, contingency tables, and time series analysis. The R computing language and web data sources are used.\n", + "PLSC 536 Applied Quantitative Research Design. Shiro Kuriwaki. Research designs are strategies to obtain empirical answers to theoretical questions. Research designs using quantitative data for social science questions are more important than ever. This class, intended for advanced students interested in social science research, trains students with best practices for implementing rigorous quantitative research. We cover techniques in causal inference, prediction, and missing data, such as fixed effects, time series, instrumental variables, survey weighting, and shrinkage. This is a hands-on, application-oriented class. Exercises involve programming and statistics used in exemplary articles in quantitative social science. The final project advances a research question chosen in consultation with the instructor.\n", + "PLSC 540 Research and Writing. Ana De La O, Christina Kinane. This is a required course for all second-year students. It meets for the first six weeks of the fall term and the first six weeks of the spring term. The fall meetings are devoted to discussion of research design as well as individual student projects. The spring meetings are devoted to discussion of drafts of student papers. The work of the spring-term seminar includes criticism of the organization, arguments, data evaluation, and writing in each student’s paper by the instructors and the other students. Using this criticism, and under the supervision of the instructors, each student conducts additional research, if necessary, rewrites the paper as required, and prepares a final paper representing the best work of which the student is capable. Students must submit a one-page outline of the proposed project for the first fall-term meeting and a complete draft of the paper at the first meeting in the spring.\n", + "PLSC 571 Designing and Reforming Democracy. David Froomkin, Ian Shapiro. What is the best electoral system? Should countries try to limit the number of political parties? Should chief executives be independently elected? Should legislatures have powerful upper chambers? Should courts have the power to strike down democratically enacted laws? These and related questions are taken up in this course. Throughout the term, we engage in an ongoing dialogue with the Federalist Papers, contrasting the Madisonian constitutional vision with subsequent insights from democratic theory and empirical political science across the democratic world. Where existing practices deviate from what would be best, we also attend to the costs of these sub-optimal systems and types of reforms that would improve them.\n", + "PLSC 578 What is the University?. Mordechai Levy-Eichel. The University is one of the most influential—and underexamined—kinds of corporations in the modern world. It is responsible both for mass higher education and for elite training. It aims to produce and disseminate knowledge, and to prepare graduates for work in all different kinds of fields. It functions both as a symbol and repository of learning, if not ideally wisdom, and functions as one of the most important sites of networking, patronage, and socialization today. It is, in short, one of the most alluring and abused institutions in our culture today, often idolized as a savior or a scapegoat. And while the first universities were not founded in the service of research, today’s most prestigious schools claim to be centrally dedicated to it. But what is research? Where does our notion of research and the supposed ability to routinely produce it come from? This seminar is a high-level historical and structural examination of the rise of the research university. We cover both the origins and the modern practices of the university, from the late medieval world to the modern day, with an eye toward critically examining the development of the customs, practices, culture, and work around us, and with a strong comparative perspective. Topics include: tenure, endowments, the committee system, the growth of degrees, the aims of research, peer-review, the nature of disciplinary divisions, as well as a host of other issues.\n", + "PLSC 579 Rousseau's Emile. Bryan Garsten. A close reading of Jean-Jacques Rousseau’s masterpiece, Emile. Though the book poses as a guide to education, it has much grander aspirations; it offers a whole vision of the human condition. Rousseau called it his \"best and worthiest work\" and said he believed it would spark a revolution in the way that human beings understand themselves. Many historians of thought believe that the book has done just that, and that we live in the world it helped to create—a claim we consider and evaluate. Presented as a private tutor’s account of how he would arrange the education of a boy named Emile from infancy through young adulthood, the book raises fundamental questions about human nature and malleability; how we learn to be free; whether we can view ourselves scientifically and still maintain a belief in free will; whether we are in need of some sort of religious faith to act morally; how adults and children, and men and women, ought to relate to one another; how the demands of social life and citizenship affect our happiness—and more. Ultimately the question at issue is whether human beings can find a way to live happily and flourish in modern societies.\n", + "PLSC 601 Theories of Freedom: Schelling and Hegel. Paul North. In 1764 Immanuel Kant noted in the margin of one of his published books that evil was \"the subjection of one being under the will of another,\" a sign that good was coming to mean freedom. But what is freedom? Starting with early reference to Kant, we study two major texts on freedom in post-Kantian German Idealism, Schelling's 1809 Philosophical Investigations into the Essence of Human Freedom and Related Objects and Hegel's 1820 Elements of the Philosophy of Right.\n", + "PLSC 664 Technology and War. David Allison. A seminar on the interplay between technology and war; an examination of the impact of new technologies on strategy, doctrine, and battlefield outcomes as well as the role of conflict in promoting innovation. Focus on the importance of innovation, the difference between evolutions and revolutions in military affairs, and evaluating the future impact of emerging technologies including autonomous weapons and artificial intelligence.\n", + "PLSC 673 International Conflict. Michael-David Mangini. Why do states pay the costs of war when they could resolve their differences by negotiation? When do states choose war over sanctions? What types of economic relations make conflict less likely? This course is an overview of international conflict for advanced undergraduate students and early graduate students. Topics include the causes of war, understanding alliances, colonialism, state formation, and the political economy of conflict.\n", + "PLSC 677 New Challenges for International Cooperation: Automation and Climate Change. Carlos Balcazar. International Political Economy (IPE) scholars largely focus on invesgating how can countries achieve and sustain international cooperation. This is of utmost importance because international cooperation generates  lower transaction costs, which can increase global well-being, and because it creates conditions that tie the hands of political actors to participate in violent conflict. While international cooperation has faced many challenges since World War II, two new challenges have currently become center-focus for IPE scholars: the domestic and international political consequences of automation and the impending societal consequences of climate change. This course tackles these two relevant issues in world politics. Overall, the course takes a hands-on approach: We closely interrogate the arguments and evidence presented in the readings, prioritizing depth of analysis over quantity of articles covered. Then, on the basis of this these inputs, our goal is to propose and test (new) theories that help us understand the implications that automation and climate change pose for world politics. The course has two parts: In the first part, we cover numerous puzzles in the study of the International Political Economy of technological change. In particular, we try to understand its redistributive consequences and the implications that automation has had for sustaining the commitment in Embedded Liberalism. We also inquire about the need for an approach of tackling the political consequences of automation and Artificial Intelligence (AI) through global governance. In the second part, we address the multiple threats that climate change poses for social and political stability. Most importantly, we explore how can we create domestic coalitions in support of climate policy and how societies can achieve international cooperation regarding climate change despite its diffuse impacts.\n", + "PLSC 734 Comparative Research Workshop. Philip Gorski. This weekly workshop is dedicated to group discussion of work-in-progress by visiting scholars, Yale graduate students, and in-house faculty from Sociology and affiliated disciplines. Papers are distributed a week ahead of time and also posted on the website of the Center for Comparative Research (http://ccr.yale.edu). Students who are enrolled for credit are expected to present a paper-in-progress.\n", + "PLSC 756 The European Union. David Cameron. Origins and development of the European Community and Union over the past fifty years; ways in which the often-conflicting ambitions of its member states have shaped the EU; relations between member states and the EU's supranational institutions and politics; and economic, political, and geopolitical challenges.\n", + "PLSC 777 Comparative Politics I: Research Design. Katharine Baldwin. This course is part of a two-term course series designed to introduce students to the study of comparative politics. This half of the sequence focuses on issues related to research design and methodology in comparative politics. Although there are a handful of weeks devoted entirely to methodological debates, most of our weekly discussions are focused around one book as an exemplar of a particularly interesting or important research design. The course is helpful for students who plan to take the comparative politics field exam.\n", + "PLSC 779 Agrarian Societies: Culture, Society, History, and Development. Jonathan Wyrtzen, Marcela Echeverri Munoz. An interdisciplinary examination of agrarian societies, contemporary and historical, Western and non-Western. Major analytical perspectives from anthropology, economics, history, political science, and environmental studies are used to develop a meaning-centered and historically grounded account of the transformations of rural society. Team-taught.\n", + "PLSC 780 Law and Society in Comparative Perspective. Egor Lazarev. This advanced seminar is about the functions of law across historical, political, and cultural contexts. We discuss what is law, why people obey the law, and how societies govern themselves in the absence of strong state legal institutions. The class explores the relationship between law and colonialism as well as the functioning of law under authoritarianism and democracy, and in conflict-ridden societies.\n", + "PLSC 783 Democratic Backsliding. Milan Svolik. This class examines the process of democratic backsliding, including its causes and consequences. Our analysis builds on prominent contemporary and historical cases of democratic backsliding, especially Hungary, India, Poland, Russia, and Venezuela. Implications for democratic stability in the United States are considered.\n", + "PLSC 798 Bureaucracy in Africa: Revolution, Genocide, and Apartheid. Jonny Steinberg. A study of three major episodes in modern African history characterized by ambitious projects of bureaucratically driven change—apartheid and its aftermath, Rwanda’s genocide and post-genocide reconstruction, and Ethiopia’s revolution and its long aftermath. Examination of Weber’s theory bureaucracy, Scott’s thesis on high modernism, Bierschenk’s attempts to place African states in global bureaucratic history. Overarching theme is the place of bureaucratic ambitions and capacities in shaping African trajectories.\n", + "PLSC 800 Introduction to American Politics. Gregory Huber. An introduction to the analysis of U.S. politics. Approaches given consideration include institutional design and innovation, social capital and civil society, the state, attitudes, ideology, econometrics of elections, rational actors, formal theories of institutions, and transatlantic comparisons. Assigned authors include R. Putnam, T. Skocpol, J. Gerring, J. Zaller, D.R. Kiewiet, L. Bartels, D. Mayhew, K. Poole & H. Rosenthal, G. Cox & M. McCubbins, K. Krehbiel, E. Schickler, and A. Alesina. Students are expected to read and discuss each week’s assignment and, for each of five weeks, to write a three- to five-page analytic paper that deals with a subject addressed or suggested by the reading.\n", + "PLSC 810 Political Preferences and American Political Behavior. Joshua Kalla. Introduction to research methods and topics in American political behavior. Focus on decision-making from the perspective of ordinary citizens. Topics include utility theory, heuristics and biases, political participation, retrospective voting, the consequences of political ignorance, the effects of campaigns, and the ability of voters to hold politicians accountable for their actions.\n", + "PLSC 839 Congress in the Light of History. David Mayhew. A critical investigation of the United States Congress, the primary democratic institution in the American political system. Focus on individual members of Congress, institutional features, and the role of Congress within the larger separation-of-powers system.\n", + "PLSC 842 The Constitution: History, Philosophy, and Law. Bruce Ackerman. What are the roots of America’s current constitutional crisis? If our system of checks and balances manages to survive, is there a need for fundamental reform? Or will only modest adjustments suffice? In either case, which reforms deserve the highest priority? In this course we consider prospects for future reform in the light of the efforts made by previous generations of Americans—from the Founding through the Reagan Revolution—to confront the constitutional crises of their own times, and how their successes and failures shaped today’s predicaments. Some students may, after consulting with the instructor, wish to write a paper that will serve as the basis of further work during the fall term that will merit publication. I am happy to serve as a supervisor for further work during the fall term to encourage students to write an essay worthy of publication and thereby contribute to the ongoing debate over the direction of the reform effort. Self-scheduled examination or paper option.\n", + "PLSC 930 American Politics Workshop. Allison Harris, Christina Kinane, Kevin DeLuca. The course meets throughout the year in conjunction with the ISPS American Politics Workshop. It serves as a forum for graduate students in American politics to discuss current research in the field as presented by outside speakers and current graduate students. Open only to graduate students in the Political Science department. Can be taken as Satisfactory/Unsatisfactory only.\n", + "PLSC 932 Comparative Politics Workshop. Egor Lazarev, Jennifer Gandhi, Katharine Baldwin. A forum for the presentation of ongoing research by Yale graduate students, Yale faculty, and invited external speakers in a rigorous and critical environment. The workshop’s methodological and substantive range is broad, covering the entire range of comparative politics. There are no formal presentations. Papers are read in advance by participants; a graduate student critically discusses the week’s paper, the presenter responds, and discussion ensues. Detailed information can be found at https://campuspress.yale.edu/cpworkshop. Open only to graduate students in the Political Science department. Can be taken as Satisfactory/Unsatisfactory only.\n", + "PLSC 934 Political Theory Workshop. Ian Shapiro. An interdisciplinary forum that focuses on theoretical and philosophical approaches to the study of politics. The workshop seeks to engage with (and expose students to) a broad range of current scholarship in political theory and political philosophy, including work in the history of political thought; theoretical investigations of contemporary political phenomena; philosophical analyses of key political concepts; conceptual issues in ethics, law, and public policy; and contributions to normative political theory. The workshop features ongoing research by Yale faculty members, visiting scholars, invited guests, and advanced graduate students. Papers are distributed and read in advance, and discussions are opened by a graduate student commentator. Detailed information can be found at http://politicaltheory.yale.edu. Open only to graduate students in the Political Science department. Can be taken as Satisfactory/Unsatisfactory only.\n", + "PLSC 938 Leitner Political Economy Seminar Series. Adam Meirowitz. This seminar series engages research on the interaction between economics and politics as well as research that employs the methods of political economists to study a wide range of social phenomena. The workshop serves as a forum for graduate students and faculty to present their own work and to discuss current research in the field as presented by outside speakers, faculty, and students. Detailed information can be found at http://leitner.yale.edu/seminars. Open only to graduate students in the Political Science department. Can be taken as Satisfactory/Unsatisfactory only.\n", + "PLSC 940 International Relations Workshop. Alex Debs, Didac Queralt. This workshop engages work in the fields of international security, international political economy, and international institutions. The forum attracts outside speakers, Yale faculty, and graduate students. It provides a venue to develop ideas, polish work in progress, or showcase completed projects. Typically, the speaker would prepare a 35- to 40-minute presentation, followed by a question-and-answer session. More information can be found at http://irworkshop.yale.edu. Open only to graduate students in the Political Science department. Can be taken as Satisfactory/Unsatisfactory only.\n", + "PLSC 942 Political Violence and Its Legacies Workshop. Elisabeth Wood. The MacMillan Political Violence and Its Legacies (PVL) workshop is an interdisciplinary forum for work in progress by Yale faculty and graduate students, as well as scholars from other universities. PVL is designed to foster a wide-ranging conversation at Yale and beyond about political violence and its effects that transcends narrow disciplinary and methodological divisions. The workshop’s interdisciplinary nature attracts faculty and graduate students from Anthropology, African American Studies, American Studies, History, Sociology, and Political Science, among others. There are no formal presentations. Papers are distributed one week prior to the workshop and are read in advance by attendees. A discussant introduces the manuscript and raises questions for the subsequent discussion period. To help facilitate a lively and productive discussion, we ban laptops and cellphones for the workshop’s duration. If you are affiliated with Yale University and would like to join the mailing list, please send an e-mail to julia.bleckner@yale.edu with \"PVL Subscribe\" in the subject line.\n", + "PLSC 990 Directed Reading. By arrangement with individual faculty.\n", + "PLSH 110 Elementary Polish I. Krystyna Illakowicz. A comprehensive introduction to elementary Polish grammar and conversation, with emphasis on spontaneous oral expression. Reading of original texts, including poetry. Use of video materials.\n", + "PLSH 130 Intermediate Polish I. Krystyna Illakowicz. A reading and conversation course conducted in Polish. Systematic review of grammar; practice in speaking and composition; reading of selected texts, including poetry. Use of video materials.\n", + "PLSH 150 Advanced Polish. Krystyna Illakowicz. Improvement of high-level language skills through reading, comprehension, discussion, and writing. Focus on the study of language through major literary and cultural texts, as well as through film and other media. Exploration of major historical and cultural themes.\n", + "PNJB 110 Elementary Punjabi I. Introduction to the Punjabi language in its cultural context. Development of fundamental speaking, listening, reading, and writing skills through the application of communicative methods and the use of authentic learning materials.\n", + "PNJB 130 Intermediate Punjabi I. The important target of this course is to develop basic Punjabi Language skills (reading, writing, listening and speaking).  This is approached through the theme-based syllabus, discussion in small groups and paired activities on the cultural background of Punjab or Punjabi culture.  As well as, the listening and speaking skills would be developed by using the media such as educational material, Punjabi movies, music and computer lab sessions.  The usage of the textbooks would lead us to learn grammatical rules of the Punjabi language.  The students are approached individually, since the class typically consists of students in the various backgrounds.\n", + "PORT 110 Elementary Portuguese I. Torin Spangler. Basic vocabulary and fundamentals of grammar through practice in speaking, reading, and writing, with stress on audio-lingual proficiency. Introduces Brazilian and Portuguese culture and civilization.\n", + "PORT 110 Elementary Portuguese I. Torin Spangler. Basic vocabulary and fundamentals of grammar through practice in speaking, reading, and writing, with stress on audio-lingual proficiency. Introduces Brazilian and Portuguese culture and civilization.\n", + "PORT 110 Elementary Portuguese I. Henrique Soares, Mariana Pessoa. Basic vocabulary and fundamentals of grammar through practice in speaking, reading, and writing, with stress on audio-lingual proficiency. Introduces Brazilian and Portuguese culture and civilization.\n", + "PORT 130 Intermediate Portuguese I. Giseli Tordin. Contemporary and colloquial usage of Portuguese in the spoken and written language of Brazil. Grammar review and writing practice. Readings on Brazilian society and history are used to build vocabulary. Exercises develop students' oral command of the language.\n", + "PORT 130 Intermediate Portuguese I. Giseli Tordin. Contemporary and colloquial usage of Portuguese in the spoken and written language of Brazil. Grammar review and writing practice. Readings on Brazilian society and history are used to build vocabulary. Exercises develop students' oral command of the language.\n", + "PORT 130 Intermediate Portuguese I. Torin Spangler. Contemporary and colloquial usage of Portuguese in the spoken and written language of Brazil. Grammar review and writing practice. Readings on Brazilian society and history are used to build vocabulary. Exercises develop students' oral command of the language.\n", + "PORT 150 Advanced Practice: Brazilian Culture through Black Lives. Giseli Tordin. This special topic―Brazilian Culture through Black Lives―offers an overview of the sociocultural diversity in Portuguese language through arts, street-arts, film, music, and theoretical and literary texts created by Afro-Brazilian authors. This course offers an opportunity to study the correlation between culture and language through Afro-Brazilian perspectives from authors including Lélia Gonzalez, Clementina de Jesus, Carolina Maria de Jesus, Conceição Evaristo, Machado de Assis, among others. Students can improve their Portuguese language skills by developing podcasts, clips, and digital essays using different technologies.\n", + "PORT 353 Machado de Assis: Major Novels. Kenneth David Jackson. A study of the last five novels of Machado de Assis, featuring the author's world and stage of Rio de Janeiro, along with his irony and skepticism, satire, wit, narrative concision, social critiques, and encyclopedic assimilation of world literature.\n", + "PORT 394 World Cities and Narratives. Kenneth David Jackson. Study of world cities and selected narratives that describe, belong to, or represent them. Topics range from the rise of the urban novel in European capitals to the postcolonial fictional worlds of major Portuguese, Brazilian, and Lusophone cities.\n", + "PORT 471 Directed Reading or Directed Research. Kenneth David Jackson. Individual study for qualified students under the supervision of a faculty member selected by the student.\n", + "PORT 491 The Senior Essay. Kenneth David Jackson. A research project designed under a faculty director, resulting in a substantial paper written in Portuguese, submitted to the DUS and a second designated reader.\n", + "PORT 960 World Cities and Narratives. Kenneth David Jackson. Study of world cities and narratives that describe, belong to, or represent them. Topics range from the rise of the urban novel in European capitals to the postcolonial fictional worlds of major Portuguese, Brazilian, and Spanish American cities. Conducted in English.\n", + "PORT 967 Machado de Assis: Major Novels. Kenneth David Jackson. A study of the last five novels of Machado de Assis, featuring the author's world and stage of Rio de Janeiro, along with his irony and skepticism, satire, wit, narrative concision, social critiques, and encyclopedic assimilation of world literature.\n", + "PRAC 471 Fieldwork Practicum Analysis. Derek Webster. Designed for students who have engaged in an internship or work experience relevant to their degree and course work, and who wish to consider ways that their practical experience informs their intellectual and academic goals. The internship or work experience will serve as fieldwork for this reflection and analysis, which may also be used as source material for subsequent research, such as a senior essay or project. For enrollment credit only; cannot be applied toward the 36-course-credit requirement for the Yale bachelor's degree.\n", + "PRAC 481 Mellon Mays and Edward A. Bouchet Junior Research Practicum. Ferentz Lafargue. Mellon Mays and Edward A. Bouchet Research Colloquium is a weekly seminar for students enrolled in the Mellon Mays and Edward A. Bouchet Fellowship Programs. This seminar’s purpose is to animate its participants interest in attending graduate school and pursuing a career in higher-education.\n", + "PRAC 483 Mellon Mays and Edward A. Bouchet Senior Research Practicum. Ferentz Lafargue. Mellon Mays and Edward A. Bouchet Research Colloquium is a weekly seminar for students enrolled in the Mellon Mays and Edward A. Bouchet Fellowship Programs. This seminar’s purpose is to animate its participants interest in attending graduate school and pursuing a career in higher-education.\n", + "PSYC 110 Introduction to Psychology. Samuel McDougle. A survey of major psychological approaches to the biological, cognitive, and social bases of behavior.\n", + "PSYC 125 Child Development. Ann Close, Carla Horwitz. This course is first in a sequence including Theory and Practice of Early Childhood Education (CHLD127/PSYCH 127/EDST 127) and Language Literacy and Play (CHLD 128/PSYCH 128/EDST 128). This course provides students a theoretical base in child development and behavior and tools to sensitively and carefully observer infants and young children. The seminar will consider aspects of cognitive, social, and emotional development. An assumption of this course is that it is not possible to understand children – their behavior and development—without understanding their families and culture and the relationships between children and parents. The course will give an overview of the major theories in the field, focusing on the complex interaction between the developing self and the environment, exploring current research and theory as well as practice. Students will have the opportunity to see how programs for young children use psychodynamic and interactional theories to inform the development of their philosophy and curriculum. Weekly Observations:-Total Time Commitment 3 hours per week. Students will do two separate weekly observations over the course of the semester. They will observe in a group setting for 2 hours each each week at a Yale affiliated child care center.  Students will also arrange to do a weekly 1 hour observation (either in person or virtually) of a child under the age of 6. Students must make their own arrangements for these individual observations. If it is not possible to arrange a child to observe, please do not apply to take this course. For a portion of class meetings, the class will divide into small supervisory discussion groups.\n", + "PSYC 130 Introduction to Cognitive Science. David Kinney. An introduction to the interdisciplinary study of how the mind works. Discussion of tools, theories, and assumptions from psychology, computer science, neuroscience, linguistics, and philosophy.\n", + "PSYC 140 Developmental Psychology. Frank Keil. An introduction to research and theory on the development of perception, action, emotion, personality, language, and cognition from a cognitive science perspective. Focus on birth to adolescence in humans and other species.\n", + "PSYC 150 Social Psychology. Maria Gendron. Theories, methodology, and applications of social psychology. Core topics include the self, social cognition/social perception, attitudes and persuasion, group processes, conformity, human conflict and aggression, prejudice, prosocial behavior, and emotion.\n", + "PSYC 160 The Human Brain. Robb Rutledge. Introduction to the neural bases of human psychological function, including social, cognitive, and affective processing. Preparation for more advanced courses in cognitive and social neuroscience. Topics include memory, reward processing, neuroeconomics, individual differences, emotion, social inferences, and clinical disorders. Neuroanatomy, neurophysiology, and neuropharmacology are also introduced.\n", + "PSYC 179 Thinking. Woo-Kyoung Ahn. A survey of psychological studies on thinking and reasoning, with discussion of ways to improve thinking skills. Topics include judgments and decision making, causal learning, logical reasoning, problem solving, creativity, intelligence, moral reasoning, and language and thought.\n", + "PSYC 180 Clinical Psychology. Jutta Joormann. The major forms of psychopathology that appear in childhood and adult life. Topics include the symptomatology of mental disorders; their etiology from psychological, biological, and sociocultural perspectives; and issues pertaining to diagnosis and treatment.\n", + "PSYC 182 Perspectives on Human Nature. Joshua Knobe. Comparison of philosophical and psychological perspectives on human nature. Nietzsche on morality, paired with contemporary work on the psychology of moral judgment; Marx on religion, paired with systematic research on the science of religious belief; Schopenhauer paired with social psychology on happiness.\n", + "PSYC 182 Perspectives on Human Nature. Comparison of philosophical and psychological perspectives on human nature. Nietzsche on morality, paired with contemporary work on the psychology of moral judgment; Marx on religion, paired with systematic research on the science of religious belief; Schopenhauer paired with social psychology on happiness.\n", + "PSYC 182 Perspectives on Human Nature. Comparison of philosophical and psychological perspectives on human nature. Nietzsche on morality, paired with contemporary work on the psychology of moral judgment; Marx on religion, paired with systematic research on the science of religious belief; Schopenhauer paired with social psychology on happiness.\n", + "PSYC 182 Perspectives on Human Nature. Comparison of philosophical and psychological perspectives on human nature. Nietzsche on morality, paired with contemporary work on the psychology of moral judgment; Marx on religion, paired with systematic research on the science of religious belief; Schopenhauer paired with social psychology on happiness.\n", + "PSYC 182 Perspectives on Human Nature. Comparison of philosophical and psychological perspectives on human nature. Nietzsche on morality, paired with contemporary work on the psychology of moral judgment; Marx on religion, paired with systematic research on the science of religious belief; Schopenhauer paired with social psychology on happiness.\n", + "PSYC 182 Perspectives on Human Nature. Comparison of philosophical and psychological perspectives on human nature. Nietzsche on morality, paired with contemporary work on the psychology of moral judgment; Marx on religion, paired with systematic research on the science of religious belief; Schopenhauer paired with social psychology on happiness.\n", + "PSYC 182 Perspectives on Human Nature. Comparison of philosophical and psychological perspectives on human nature. Nietzsche on morality, paired with contemporary work on the psychology of moral judgment; Marx on religion, paired with systematic research on the science of religious belief; Schopenhauer paired with social psychology on happiness.\n", + "PSYC 182 Perspectives on Human Nature. Comparison of philosophical and psychological perspectives on human nature. Nietzsche on morality, paired with contemporary work on the psychology of moral judgment; Marx on religion, paired with systematic research on the science of religious belief; Schopenhauer paired with social psychology on happiness.\n", + "PSYC 182 Perspectives on Human Nature. Comparison of philosophical and psychological perspectives on human nature. Nietzsche on morality, paired with contemporary work on the psychology of moral judgment; Marx on religion, paired with systematic research on the science of religious belief; Schopenhauer paired with social psychology on happiness.\n", + "PSYC 200 Statistics. Dylan Gee. Measures of central tendency, variability, association, and the application of probability concepts in determining the significance of research findings.\n", + "PSYC 200 Statistics. Measures of central tendency, variability, association, and the application of probability concepts in determining the significance of research findings.\n", + "PSYC 200 Statistics. Measures of central tendency, variability, association, and the application of probability concepts in determining the significance of research findings.\n", + "PSYC 200 Statistics. Measures of central tendency, variability, association, and the application of probability concepts in determining the significance of research findings.\n", + "PSYC 200 Statistics. Measures of central tendency, variability, association, and the application of probability concepts in determining the significance of research findings.\n", + "PSYC 200 Statistics. Measures of central tendency, variability, association, and the application of probability concepts in determining the significance of research findings.\n", + "PSYC 200 Statistics. Measures of central tendency, variability, association, and the application of probability concepts in determining the significance of research findings.\n", + "PSYC 200 Statistics. Measures of central tendency, variability, association, and the application of probability concepts in determining the significance of research findings.\n", + "PSYC 200 Statistics. Measures of central tendency, variability, association, and the application of probability concepts in determining the significance of research findings.\n", + "PSYC 200 Statistics. Measures of central tendency, variability, association, and the application of probability concepts in determining the significance of research findings.\n", + "PSYC 200 Statistics. Measures of central tendency, variability, association, and the application of probability concepts in determining the significance of research findings.\n", + "PSYC 200 Statistics. Measures of central tendency, variability, association, and the application of probability concepts in determining the significance of research findings.\n", + "PSYC 200 Statistics. Measures of central tendency, variability, association, and the application of probability concepts in determining the significance of research findings.\n", + "PSYC 230 Research Methods in Human Neuroscience. Gregory McCarthy. Primary focus on structural, functional, and diffusion magnetic resonance imaging, with a secondary emphasis upon brain stimulation, electroencephalography, and evoked potentials. Students learn the fundamentals of each method and the experimental designs for which they are most applicable.\n", + "PSYC 235 Research Methods, Writing Intensive. David Kinney. Introduction to general principles and strategies of psychological research. Topics include generating and testing hypotheses, laboratory and field experiments, scale construction, sampling, archival methods, case studies, ethics and politics of research, and Internet and cross-cultural methods. Hands-on research experience in laboratories.\n", + "PSYC 260 Research Methods in Psychopathology: Psychotic Disorders. Tyrone Cannon. Methods of research in psychopathology. Focus on longitudinal designs, high-risk sampling approaches, prediction of outcomes, and modeling change over time. Students design and perform analyses of clinical, cognitive, genetic, neuroimaging and other kinds of measures as predictors of psychosis and related outcomes, using existing datasets supplied by the instructor.\n", + "PSYC 261 Algorithms of the Mind. Ilker Yildirim. This course introduces computational theories of psychological processes, with a pedagogical focus on perception and high-level cognition. Each week students learn about new computational methods grounded in neurocognitive phenomena. Lectures introduce these topics conceptually; lab sections provide hands-on instruction with programming assignments and review of mathematical concepts. Lectures cover a range of computational methods sampling across the fields of computational statistics, artificial intelligence and machine learning, including probabilistic programming, neural networks, and differentiable programming.\n", + "PSYC 303 Social Neuroscience. Stephanie Lazzaro. Exploration of the psychological and neural mechanisms that enable the formation, maintenance, and dissolution of social relationships. Topics include the neuroscience of how we form impressions and decide whether to instigate relationships with others; how we build relationships through trust, cooperation, attachment, conflict, and reconciliation; and group-level processes including intergroup bias, moral judgment, and decision making.\n", + "PSYC 305 Contemporary Topics in Social and Emotional Learning. Christina Cipriano. While our nation's youth are increasingly more anxious and disconnected than ever before, social and emotional learning, or SEL, is being politicized by arguments without empirical evidence. The reality is that due in part to its interdisciplinary origins, and in part to its quick uptake, what SEL is, why it matters, and who it benefits, has garnered significant attention since its inception. Key questions and discourse over the past three decades include if SEL skills are: another name for personality, soft skills, 21st century skills, or emotional intelligence, are SEL skills stand-alone or do they need to be taught together and in sequence, for how long does the intervention need to last to be effective, how do you assess SEL, are SEL skills culturally responsive and universally applicable, and can SEL promote the conditions for education equity? In this seminar, students unpack these key questions and challenge and evolve the current discourse through seminal and contemporary readings, writing, and artifact analyses. Students are provided with the opportunity to engage critically with the largest data set amassed to date of the contemporary evidence for SEL.\n", + "PSYC 312 Native American Mental Health. Christopher Cutter, Mark Beitel. Issues of health policy, research, and service delivery in Native American communities, with a focus on historical antecedents that shape health outcomes and social policy for indigenous communities. Urgent problems in health and wellness, with special attention to Native American mental health. The roles of the Indian Health Service, state and local agencies, and tribal health centers; comparison of Native American and European American conceptions of health and illness.\n", + "PSYC 315 The Modern Unconscious. John Bargh. The notion of the unconscious mind traced from the early 1800s through Freud to present-day cognitive science, with a focus on the past thirty years. The power and function of the unconscious as a pervasive part of normal everyday human functioning. Readings mainly from cognitive and social cognitive psychology but also philosophy of mind and evolutionary biology.\n", + "PSYC 317 Language and Mind. Maria Pinango. The structure of linguistic knowledge and how it is used during communication. The principles that guide the acquisition of this system by children learning their first language, by children learning language in unusual circumstances (heritage speakers, sign languages) and adults learning a second language, bilingual speakers. The processing of language in real-time. Psychological traits that impact language learning and language use.\n", + "PSYC 318 Phonetics I. Jason Shaw. Each spoken language composes words using a relatively small number of speech sounds, a subset of the much larger set of possible human speech sounds. This course introduces tools to describe the complete set of speech sounds found in the world's spoken languages. It covers the articulatory organs involved in speech production and the acoustic structure of the resulting sounds. Students learn how to transcribe sounds using the International Phonetic Alphabet, including different varieties of English and languages around the world. The course also introduces sociophonetics, how variation in sound patterns can convey social meaning within a community, speech perception, and sound change.\n", + "PSYC 342 Psychology of Gender. Tariq Khan. This course explores the historical relationship between the \"mind sciences\" and dominant gender notions, ideologies, and norms. Students will critically examine the historical role that psychology and related fields have played in reinforcing and perpetuating things such as gender hierarchy, the gender binary, and the cis-hetero-patriarchal nuclear family unit, among other things. Students will be introduced to works that illuminate the larger underlying social, political, and economic systems, institutions, and historical processes that are co-constitutive with these gender hierarchies, ideologies, and norms, with an emphasis on the role of psychology and related fields. Students will also learn about psychologists and related scientists and scholars whose work has challenged those systems and institutions toward a more emancipatory vision for the role of psychology in society, and how their work has shaped the field.\n", + "PSYC 426 Foundations of Logical Thought in Cognitive Development. Nicolo Cesana-Arlotti. This is a seminar surveying the cognitive, developmental, and evolutionary origins of our capacities to use logical representations and deductive inferences to learn, form predictions, and make decisions. The seminar explores the growing field of research that investigates the foundations of logical thought in language acquisition, in preverbal infants' cognition, and in the mind of our close and distant relatives in the animal world.\n", + "PSYC 429 Psychology of Prejudice, Stereotyping, and Discrimination. Jennifer Richeson. Examination of the social psychology of stereotyping, prejudice, and discrimination. Specifically, the processes of mind and brain that give rise to both positive and negative relations between members of different societal groups.\n", + "PSYC 436 Translating Developmental Science into Educational Practice. Julia Leonard. Recent insights from developmental psychology and neuroscience on synaptic plasticity, critical periods, metacognition, and enriched environments are ripe for application to improve children’s lives. Yet sometimes the translation of research into practice is a bridge too far. In this course, we discuss cutting-edge research in developmental cognitive and neural sciences and examine how these findings can inform policy and educational practice.\n", + "PSYC 449 Neuroscience of Social Interaction. Steve Chang. This seminar covers influential studies that inform how the brain enables complex social interactions from the perspectives of neural mechanisms. Students thoroughly read selected original research papers in the field of social neuroscience across several animal species and multiple modern neuroscience methodologies. In class, the instructor and students work together to discuss these studies in depth. Focused topics include neural mechanisms behind brain-to-brain coupling, empathy, prosocial decision-making, oxytocin effects, and social dysfunction.\n", + "PSYC 457 Communicating Psychological Science. Laurie Santos. Examination of best practices in the communication of psychology. The course explores strategies for communicating psychological findings to varying audiences (e.g., policy makers, popular media) and in varying formats (op-eds, long-form articles, podcasts, short videos) with the goal of gaining the skill and confidence necessary to give psychological science its broadest possible reach. Students choose specific psychological topics based to cover in their communication projects and explore current challenges within psychology communication (e.g., the ethics of psychology communication, exploring the issue of replication in the field of psychological science). Readings include examples of different forms of psychology communication along with the published empirical papers associated with those readings. Seminar discussions include a workshop component where students provide feedback on other students' creative writing/communication projects. Graded assignments include both group-based creative projects (short videos and podcast clips) and individual written work, including weekly directed writing exercises.\n", + "PSYC 493 Directed Research. Yarrow Dunham. Empirical research projects or literature review. A student must be sponsored by a faculty member, who sets the requirements and supervises the student's progress. To register, the student must download a tutorial form from http://psychology.yale.edu/undergraduate/undergraduate-major-forms, complete it with the adviser, and submit it to the director of undergraduate studies by the deadline listed on the form. The normal minimum requirement is a written report of the completed research or literature review, but individual faculty members may set alternative equivalent requirements. May be elected for one or two terms.\n", + "PSYC 495 Research Topics. Yarrow Dunham. Empirical research project or literature review. A student must be sponsored by a faculty member, who sets the requirements and supervises the student's progress. To register, the student must download a tutorial form from http://psychology.yale.edu/undergraduate/undergraduate-major-forms, complete it with the adviser, and submit it to the director of undergraduate studies by the date indicated on the form. The normal minimum requirement is a written report of the completed research or literature review, but individual faculty members may set alternative equivalent requirements. May be elected for one or two terms.\n", + "PSYC 499 Senior Essay. Yarrow Dunham. Independent senior research project (either empirical research or literature review), conducted under the guidance of a faculty adviser who sets the requirements and supervises the research. To register, the student must download a tutorial form from http://psychology.yale.edu/undergraduate/undergraduate-major-forms, complete it with the adviser, and submit it by the deadline indicated on the form. The normal minimum requirement is a written report of the completed research or literature review, but individual faculty members may set alternative equivalent requirements. A paper of 5,000 words or more meets the writing needed for the senior requirement. To be considered for Distinction in the Major, the paper should be submitted at least one week before the last day of classes and will be graded by the adviser and a second reader assigned by the DUS.\n", + "PSYC 500 Foundations of Psychology I: Cognitive Psychology and Neuroscience. Melissa Ferguson. An introduction to graduate-level cognitive psychology and the biological bases of human behavior for first-year graduate students in psychology. Topics include decision making, learning, memory, perception, and attention. Topics also include neuroanatomy, neuronal signaling, and neuronal encoding. This course serves as the foundation for further study in more advanced graduate courses on specific topics. This course is required for all Psychology PhD students.\n", + "PSYC 554 Behavioral Decision-Making II: Judgment. Nathan Novemsky, Ravi Dhar. This seminar examines research on the psychology of judgment. We focus on identifying factors that influence various judgments and compare them to which factors individuals want and expect to drive their judgments. Topics of discussion include judgment heuristics and biases, confidence and calibration, issues of well-being including predictions and experiences, regret and counterfactuals. The goal is threefold: to foster a critical appreciation of existing research on individual judgment, to develop the students’ skills in identifying and testing interesting research ideas, and to explore research opportunities for adding to existing knowledge. Students generally enroll from a variety of disciplines, including cognitive and social psychology, behavioral economics, finance, marketing, political science, medicine, and public health.\n", + "PSYC 561 Algorithms of the Mind. Ilker Yildirim. This course introduces computational theories of psychological processes with a pedagogical focus on perception and high-level cognition. Each week students learn about new computational methods grounded in neurocognitive phenomena. Lectures introduce these topics conceptually; lab sections provide hands-on instruction with programming assignments and review of mathematical concepts. Lectures cover a range of computational methods sampling across the fields of computational statistics, artificial intelligence, and machine learning, including probabilistic programming, neural networks, and differentiable programming.\n", + "PSYC 576 Social and Cultural Factors in Mental Health and Illness. This course provides an introduction to mental health and illness with a focus on the complex interplay between risk and protective factors and social and cultural influences on mental health status. We examine the role of social and cultural factors in the etiology, course, and treatment of substance misuse; depressive, anxiety, and psychotic disorders; and some of the severe behavioral disorders of childhood. The social consequences of mental illness such as stigma, isolation, and barriers to care are explored, and their impact on access to care and recovery considered. The effectiveness of the current system of services and the role of public health and public health professionals in mental health promotion are discussed.\n", + "PSYC 606 Seminar on Emotion Regulation. James Gross. This seminar provides a selective overview of the scientific study of emotion regulation. Topics include: theoretical and historical foundations; biological, developmental, and social aspects; personality processes and individual differences; and clinical and treatment implications. Our focus is on interesting, experimentally tractable ideas. Meetings are discussion based.\n", + "PSYC 626 Topics in Law and Psychology. Arielle Baskin-Sommers, Tom Tyler. This class is an introduction to topics in law and psychology. Topics include eyewitness identification; confessions; interrogation; jury decision-making; racism/sexism; media violence; and issues of culpability and mental illness. Enrollment limited to twenty. Self-scheduled examination or paper option. Note: This course follows the Law School calendar.\n", + "PSYC 664 Health and Aging. Becca Levy. This course explores the ways psychosocial and biological factors influence aging health. Topics include interventions to improve mental and physical health; effects of ageism on health; racial and gender health disparities in later life; and how health policy can best adapt to the growing aging population. Students have the opportunity to engage in discussions and to develop a research proposal on a topic of interest.\n", + "PSYC 684 Introduction to Psychotherapy: Technique. Mary O'Brien. The focus of the seminar is on formulating and conceptualizing psychological problems from a cognitive-behavioral perspective. Special consideration is paid to individual and cultural diversity in conceptualizing cases and planning treatment. Also discussed are ways in which cognitive-behavioral perspectives can be integrated with other theoretical orientations (e.g., interpersonal theory, experiential therapy).\n", + "PSYC 689 Psychopathology and Diagnostic Assessment. Mary O'Brien. Didactic practicum for first-year clinical students. Main emphasis is initial assessment. Treatment planning and evaluation of progress also covered. Students first observe and then perform initial interviews. Applicable ethics and local laws reviewed.\n", + "PSYC 695 History of Psychology: Racism and Colonial Power. Tariq Khan. This course examines the history of psychology with a focus on racism and colonial power embedded in psychology and the psychological sciences more broadly. Students will grapple with primary and secondary sources which prompt them to think critically about the past and present of psychology and the ways in which systems of race, gender, and class inequality interact with major institutions, systems, and their own research practices. Students will study the historical relationship between the \"mind sciences\" and the intertwined systems/institutions of white supremacy/racial hierarchy, cisheteropatriarchy, capitalism, empire, and colonialism from the 17th century to the present. Students will also examine the role some psychologists and related scientists and scholars have played in challenging and resisting those same intertwined systems and institutions. This course is interdisciplinary in that, in addition to studying works by psychologists, students will study, analyze, and critique works in other fields – such as history, anthropology, ethnic studies, and postcolonial studies – which are relevant to understanding the historical development of the psychological sciences.\n", + "PSYC 696 Development & Adaptation of Measurement Instruments. Denise Bandeira. This course aims to introduce students to the principles and practices of developing and adapting measurement instruments. The course will reference the Standards for Educational and Psychological Testing and The ITC Guidelines for Translating and Adapting Tests. For that, it is important to introduce validity, reliability, norming, and standardization concepts. It is intended to discuss the processes of translation, adaptation, and development of instruments based on the principles of Psychometrics. It will also provide greater theoretical and practical support for working with psychological tests, especially in handling and understanding manuals of psychological assessment instruments.\n", + "PSYC 702 Current Work in Cognition. Woo-Kyoung Ahn. A weekly seminar in which students, staff, and guests report on their research in cognition and information processing.\n", + "PSYC 704 Current Work in Behavior, Genetics, and Neuroscience. Gregory McCarthy. Examination of the current status of research and scientific knowledge bearing on issues of behavior, genetics, and neuroscience. Weekly speakers present research, which is examined methodologically; recent significant journal articles or technical books are also reviewed.\n", + "PSYC 708 Current Work in Developmental Psychology. Nicolo Cesana-Arlotti. A luncheon meeting of the faculty and graduate students in developmental psychology for reports of current research and discussion on topics of general interest.\n", + "PSYC 710 Current Work in Social Psychology and Personality. Maria Gendron. Faculty and students in personality/social psychology meet during lunchtime to hear about and discuss the work of a local or visiting speaker.\n", + "PSYC 720 Current Work in Clinical Psychology. Arielle Baskin-Sommers. Basic and applied current research in clinical psychology that focuses on the cognitive, affective, social, biological, and developmental aspects of psychopathology and its treatment is presented by faculty, visiting scientists, and graduate students. This research is examined in terms of theory, methodology, and ethical and professional implications. Students cannot simultaneously enroll in PSYC 718 or 719.\n", + "PSYC 724 Research Topics in Cognition, Emotion, and Psychopathology. Jutta Joormann. This weekly seminar focuses on the role of cognition and emotion in psychopathology. We discuss recent research on basic mechanisms that underlie risk for psychopathology such as cognitive biases, cognitive control, and biological aspects of psychological disorders. The seminar also focuses on the interaction of cognition and emotion, on the construct of emotion regulation, and on implications for psychopathology.\n", + "PSYC 725 Research Topics in Human Neuroscience. Gregory McCarthy. Discussion of current and advanced topics in the analysis and interpretation of human neuroimaging and neurophysiology.\n", + "PSYC 727 Research Topics in Clinical Neuroscience. Tyrone Cannon. Current research into the biological bases of schizophrenia and bipolar disorder, including topics related to etiology, treatment, and prevention.\n", + "PSYC 728 Research Topics in Racial Justice in Public Safety. Phillip Atiba Solomon. In this seminar, graduate students and postdoctoral fellows have a chance to present their research, and undergraduate research assistants learn about how to conduct interdisciplinary quantitative social science research on racial justice in public safety. The course consists of weekly presentations by members and occasional discussions of readings that are handed out in advance. The course is designed to be entirely synchronous. Presenters may request a video recording if they can benefit from seeing themselves present (e.g., for a practice talk).\n", + "PSYC 731 Research Topics in Cognition and Development. Frank Keil. A weekly seminar discussing research topics concerning cognition and development. Primary focus on high-level cognition, including such issues as the nature of intuitive or folk theories, conceptual change, relations between word meaning and conceptual structure, understandings of divisions of cognitive labor, and reasoning about causal patterns.\n", + "PSYC 733 Research Topics in Social Cognitive Development. Yarrow Dunham. Investigation of various topics in developmental social cognition. Particular focus on the development of representations of self and other, social groups, and attitudes and stereotypes.\n", + "PSYC 735 Research Topics in Thinking and Reasoning. Woo-Kyoung Ahn. In this lab students explore how people learn and represent concepts. Weekly discussions include proposed and ongoing research projects. Some topics include computational models of concept acquisition, levels of concepts, natural kinds and artifacts, and applications of some of the issues.\n", + "PSYC 737 Research Topics in Clinical and Affective Neuroscience. Avram Holmes. Seminar focusing on ongoing research projects in clinical, cognitive, and translation neuroscience.\n", + "PSYC 739 Research Topics in Autism and Related Disorders. Fred Volkmar. Focus on research approaches in the study of autism and related conditions including both psychological and neurobiological processes. The seminar emphasizes the importance of understanding mechanisms in the developmental psychopathology of autism and related conditions.\n", + "PSYC 741 Research Topics in Emotion and Relationships. Margaret Clark. Members of this laboratory read, discuss, and critique current theoretical and empirical articles on relationships and on emotion (especially those relevant to the functions emotions serve within relationships). In addition, ongoing research on these topics is discussed along with designs for future research.\n", + "PSYC 742 Research Topics in Computation and Cognition. Julian Jara-Ettinger. Seminar-style discussion of recently published and unpublished researched in cognitive development and computational models of cognition.\n", + "PSYC 744 Research Topics in Philosophical Psychology. Joshua Knobe. The lab group focuses on topics in the philosophical aspects of psychology.\n", + "PSYC 745 Research Topics in Disinhibitory Psychopathology. Arielle Baskin-Sommers. This laboratory course focuses on the study of cognitive and affective mechanisms contributing to disinhibition. We discuss various forms of disinhibition from trait (e.g., impulsivity, low constraint, externalizing) to disorder (e.g., antisocial personality disorder, psychopathy, substance use disorders), diverse methods (e.g., psychophysiology, self-report, neuroimaging, interventions), and multiple levels of analyses (e.g., neural, environmental, social). Members of this laboratory read and critique current articles, discuss ongoing research, and plan future studies.\n", + "PSYC 752 Research Topics in Social Neuroscience. Steve Chang. This weekly seminar discusses recent advances in neuroscience of social behavior. We discuss recent progress in research projects by the lab members as well as go over recently published papers in depth. Primary topics include neural basis of social decision-making, social preference formation, and social information processing. Our lab studies these topics by combining neurophysiological and neuroendocrinological techniques in nonhuman animals.\n", + "PSYC 753 Research Topics in Legal Psychology. Tom Tyler. This seminar is built around student research projects. Students propose, conduct, and analyze empirical research relevant to law and psychology. Grades are based upon final papers.\n", + "PSYC 754 Research Topics in Clinical Affective Neuroscience and Development. Dylan Gee. This weekly seminar focuses on current research related to the developmental neurobiology of child and adolescent psychopathology. Topics include typical and atypical neurodevelopmental trajectories, the development of fear learning and emotion regulation, effects of early life stress and trauma, environmental and genetic influences associated with risk and resilience, and interventions for anxiety and stress-related disorders in youth.\n", + "PSYC 755 Research Topics in Intergroup Relations. Jennifer Richeson. Students in this laboratory course are introduced to and participate in social-psychological research examining interactions and broader relations between members of socioculturally advantaged and disadvantaged groups. For instance, we examine the phenomena and processes associated with one’s beliefs about members of social groups (stereotypes), attitudes and evaluative responses toward group members (prejudice), and behaviors toward members of a social group based on their group membership (discrimination). We also study how these issues shape the experiences of social group members, especially when they are members of low-status and/or minority groups. We primarily focus on large societal groups that differ on cultural dimensions of identity, with a focus on race, ethnicity, and gender. Notably, we apply the theoretical and empirical work to current events and relevant policy issues.\n", + "PSYC 758 Research Topics in Cognitive Neuroscience. Nick Turk-Browne. Seminar-style discussion of recent research in cognitive neuroscience, covering both recent studies from the literature and ongoing research at Yale.\n", + "PSYC 759 Research Topics in Affective Science and Culture. Maria Gendron. A seminar-style discussion of recent research and theory in affective science and culture. The lab group focuses on the social and cultural shaping of emotions. We also discuss the biological constraints on variation and consistency in emotion as revealed by physiological research on emotion (in both the central and peripheral nervous system). Some discussion of current and planned research in the lab group also takes place.\n", + "PSYC 760 Research Topics in Cognitive and Neural Computation. Ilker Yildirim. Lab meetings of the Cognitive & Neural Computation Laboratory at Yale.\n", + "PSYC 761 Research Topics in Computational Decision and Affective Neuroscience. Robb Rutledge. Seminar focusing on ongoing research projects in computational approaches to clinical, cognitive, and affective neuroscience.\n", + "PSYC 762 Research Topics in Skill Learning. Samuel McDougle. This weekly seminar covers various themes in human learning, with an emphasis on motor learning, motor memory, reinforcement learning, and decision-making. We discuss recently published and ongoing research on these topics, with special attention to behavioral studies, computational models of learning, and neural correlates.\n", + "PSYC 763 Research Topics in Implicit Social Cognition. Melissa Ferguson. Weekly seminar on contemporary research projects in implicit social cognition, with a special focus on the topics of changing minds, prejudice, and self-control.\n", + "PSYC 764 Research Topics in Children’s Learning and Motivation. Julia Leonard. This weekly seminar covers cutting-edge research in cognitive science, developmental psychology, and neuroscience on young children’s learning and motivation. We discuss how theoretically and empirically grounded science can be applied to the real world.\n", + "PSYC 765 Research Topics in Philosophy and Cognitive Science. Laurie Paul. A weekly meeting to discuss relevant philosophical and psychological topics.\n", + "PSYC 766 Research Topics in Perception and Cognition. Brian Scholl. Seminar-style discussion of recent research in perception and cognition, covering both recent studies from the literature and the ongoing research in the Yale Perception and Cognition Laboratory.\n", + "PSYC 771 Research Topics in Nonconscious Processes. John Bargh. The lab group focuses on nonconscious influences of motivation, attitudes, social power, and social representations (e.g., stereotypes) as they impact on interpersonal behavior, as well as the development and maintenance of close relationships.\n", + "PSYC 775 Research Topics in Animal Cognition. Laurie Santos. Investigation of various topics in animal cognition, including what nonhuman primates know about tools and foods; how nonhuman primates represent objects and number; whether nonhuman primates possess a theory of mind.\n", + "PSYC 778 Research Topics in Clinical and Affective Neuropsychology. Hedy Kober. Lab meeting is held once a week throughout the year and is attended by undergraduate and graduate students, research staff, postdoctoral fellows, and other researchers interested in the weekly topics. In a rotating fashion, both internal and external speakers present data and ideas from various research projects, and/or research and methods papers in related areas, including the use of functional magnetic resonance imaging to answer questions in clinical and affective psychology.\n", + "PSYC 783 Reserach Topics in Logical Cognition and the Infant Mind. Nicolo Cesana-Arlotti. This weekly seminar discusses research topics concerning logical cognition and the infant mind. The seminar focus on the emergence of logical computations in different domains of human cognition and the origins of logical and abstract thought in the mind of infants and non-human cognition.\n", + "PSYC 784 Research Topics in Proactive Cognition. Kia Nobre. This weekly seminar discusses research topics concerning the psychological and brain mechanisms for controlling the flexible and proactive control of adaptive human behavior.\n", + "PSYC 785 Research Topics in Emotion, Health, and Psychophysiology. Wendy Berry Mendes. This weekly seminar discusses research topics at the intersection of social psychology, affective science, biological psychology, and health. The seminar examines how the mind and body interact, emphasizing research in stress and health, emotions and psychophysiology, racial health disparities, and physiologic synchrony in dyads and groups.\n", + "PSYC 801 Clinical Internship (Child). Mary O'Brien. Advanced training in clinical psychology with children. Adapted to meet individual needs with location at a suitable APA-approved internship setting.\n", + "PSYC 802 Clinical Internship (Adult). Mary O'Brien. Advanced training in clinical psychology with adults. Adapted to meet individual needs with location at a suitable APA-approved internship setting.\n", + "PSYC 805 Affective and Developmental Bases of Behavior. Mary O'Brien. This course aims to provide a broad survey of the affective and developmental bases of behavior, drawing on key topics in affective science and developmental psychology. Readings include reviews and empirical articles that highlight core issues relevant to the topics, from early theoretical perspectives to recent advances in the field. Topics broadly fall into several domains, including evolutionary, cultural, and developmental perspectives on emotion; neurocognitive and affective development; early experiences, attachment, and sensitive periods; emotional reactivity and regulation; and the role of emotion in illness and well-being.\n", + "PSYC 811 Mood and Anxiety Disorders Practicum. Mary O'Brien. This is a course for graduate students in clinical psychology. Group supervision of therapy provided at the Yale Psychology Department Clinic.\n", + "PSYC 817 Other Clinical Practica. Mary O'Brien. For credit under this course number, clinical students register for practicum experiences other than those listed elsewhere in clinical psychology, so that transcripts reflect accurately the various practicum experiences completed.\n", + "PSYC 920 First-Year Research. By arrangement with faculty.\n", + "PSYC 930 Predissertation Research. Avram Holmes. By arrangement with faculty.\n", + "PTB 504 Molecular Mechanisms of Drug Actions. Elias Lolis. This course provides fundamental background in core principles of pharmacology, molecular mechanisms of drug action, and important research areas in contemporary pharmacology. Material covered includes quantitative topics in pharmacology such as drug-receptor theory, multiple equilibria and kinetics, pharmacokinetics, therapeutic drug monitoring, and drug metabolism. Specific content on the mechanisms of drug action includes autonomics; ion channel blockers; endocrine agents (hormones); cardiovascular drugs (ACE inhibitors, organic nitrates, β-blockers, acetylsalicylic acid); antimicrobials (anti-bacterials, fungals, and virals); anti-cancer, anti-inflammatory, anti-asthma, and anti-allergy drugs; and immunosuppressants. Students learn how to model drug-receptor interaction parameters and how to analyze steady-state enzyme kinetics and inhibition data. Senior students serving as teaching assistants lead discussion groups covering problem sets, review topics or assigned manuscripts. The course includes a self-study component consisting of video modules produced in collaboration with Yale faculty and Merck that explore the preclinical and clinical phases of drug development.\n", + "PTB 550 Physiological Systems. Stuart Campbell, W. Mark Saltzman. The course develops a foundation in human physiology by examining the homeostasis of vital parameters within the body, and the biophysical properties of cells, tissues, and organs. Basic concepts in cell and membrane physiology are synthesized through exploring the function of skeletal, smooth, and cardiac muscle. The physical basis of blood flow, mechanisms of vascular exchange, cardiac performance, and regulation of overall circulatory function are discussed. Respiratory physiology explores the mechanics of ventilation, gas diffusion, and acid-base balance. Renal physiology examines the formation and composition of urine and the regulation of electrolyte, fluid, and acid-base balance. Organs of the digestive system are discussed from the perspective of substrate metabolism and energy balance. Hormonal regulation is applied to metabolic control and to calcium, water, and electrolyte balance. The biology of nerve cells is addressed with emphasis on synaptic transmission and simple neuronal circuits within the central nervous system. The special senses are considered in the framework of sensory transduction. Weekly discussion sections provide a forum for in-depth exploration of topics. Graduate students evaluate research findings through literature review and weekly meetings with the instructor.\n", + "PTB 610 Medical Research Scholars Program: Mentored Clinical Experience. George Lister, Richard Pierce, Yelizaveta Konnikova. The purpose of the Mentored Clinical Experience (MCE), an MRSP-specific course, is to permit students to gain a deep understanding of and appreciation for the interface between basic biomedical research and its application to clinical practice. The MCE is intended to integrate basic and translational research with direct exposure to clinical medicine and patients afflicted with the diseases or conditions under discussion. The course provides a foundation and a critically important forum for class discussion because each module stimulates students to explore a disease process in depth over four ninety-minute sessions led by expert clinician-scientists. The structure incorporates four perspectives to introduce the students to a particular disease or condition and then encourages them to probe areas that are not understood or fully resolved so they can appreciate the value and challenge inherent in using basic science to enhance clinical medicine. Students are provided biomedical resource material for background to the sessions as well as articles or other publicly available information that offers insight to the perspective from the non-scientific world. During this course students meet with patients who have experienced the disease and/or visit and explore facilities associated with diagnosis and treatment of the disease process. Students are expected to prepare for sessions, to participate actively, and to be scrupulously respectful of patients and patient facilities. Prior to one of the sessions students receive guidance as to what they will observe and how to approach the experience; and at the end of the session, the students discuss their thoughts and impressions. All students receive HIPAA training and appropriate training in infection control and decorum relating to patient contact prior to the course.\n", + "PTB 629 Seminar in Molecular Medicine, Pharmacology, and Physiology. Christopher Bunick, Don Nguyen, Susumu Tomita, Titus Boggon. Readings and discussion on a diverse range of current topics in molecular medicine, pharmacology, and physiology. The class emphasizes analysis of primary research literature and development of presentation and writing skills. Contemporary articles are assigned on a related topic every week, and a student leads discussions with input from faculty who are experts in the topic area. The overall goal is to cover a specific topic of medical relevance (e.g., cancer, neurodegeneration) from the perspective of three primary disciplines (i.e., physiology: normal function; pathology: abnormal function; and pharmacology: intervention). Required of and open only to Ph.D. and M.D./Ph.D. students in the Molecular Medicine, Pharmacology, and Physiology track.\n", + "PTB 690 Molecular Mechanisms of Disease. Demetrios Braddock. This course covers aspects of the fundamental molecular and cellular mechanisms underlying various human diseases. Many of the disorders discussed represent major forms of infectious, degenerative, vascular, neoplastic, and inflammatory disease. Additionally, certain rarer diseases that illustrate good models for investigation and/or application of basic biologic principles are covered in the course. The objective is to highlight advances in experimental and molecular medicine as they relate to understanding the pathogenesis of disease and the formulation of therapies.\n", + "QUAL 999 Preparing for Qualifying Exams. \n", + "REL 3603 Elementary Biblical Hebrew I. Eric Reymond. An introduction to the language of the Hebrew Scriptures—Biblical Hebrew. Students work through the grammar book, doing exercises and practicing paradigms. Among these exercises is the reading of specific biblical texts. By the end of the year, students should have a basic grasp of this ancient language’s grammar and some experience reading Hebrew.\n", + "REL 3605 Elementary New Testament Greek I. Daniel Bohac. First term of a two-term introduction to the ancient Greek language of the New Testament for those with little or no knowledge of ancient Greek. This first term concentrates on elementary grammar and syntax and on building vocabulary.\n", + "REL 3614 Creating Financially Sustainable Churches and Nonprofits. James Elrod. This six-week seminar examines some of the significant financial challenges faced by churches, schools, cultural institutions, and social services organizations. Utilizing a case study-based curriculum, we explore financial issues that help determine (or undermine) any nonprofit entity’s ability to realize its mission. Topics include mission alignment, governance, management’s agency in the creation of financial information, financial statement analysis, budgeting, fundraising, and financial sustainability. No prior coursework in finance required.\n", + "REL 3615 Managing Crisis in Churches and Nonprofits. James Elrod. Financial crisis has become the normative state for many churches and nonprofit enterprises. In 2018, prior to the global pandemic, the consulting firm Oliver Wyman estimated that more than half of nonprofit organizations had less than one month’s operating reserves. This six-week seminar explores the unique challenges nonprofit leaders encounter when their organization enters financial crisis. Utilizing a case study-based curriculum, we explore strategies that promote stabilization, turnaround, and long-term recovery.\n", + "REL 3630 Church Music Skills. Martin Jean. Pending audition, students take regular individual or group coaching (weekly thirty-minute or biweekly sixty-minute) in a musical skill—gospel piano, Hammond organ, voice, or percussion—relevant to leadership of congregational song in worship. Additionally, as part of the course, students attend a weekly studio class where they study and enhance ensemble skills. A final public performance project is required.\n", + "REL 3640 Emmaus Encounter: Hawaii. Sarah Drummond. In 1819, missionaries set sail from Andover Seminary and what would become Yale Divinity School for a mission to Hawaii. The legacy of those missions is mixed, complex, painful, fascinating, and in need of a future different from the past. Together with partners in Hawaii, students from Andover Newton Seminary's diploma program engage in meaningful dialogue on what that future can be. In so doing, students have the opportunity to learn constructively the art of building community within and among groups.\n", + "REL 3699 Reading Course. Reading courses may be arranged on materials, subjects, and concerns not included in the courses being offered, or may have a narrower focus than those courses. Reading courses may count toward distributional requirements across areas of the curriculum but may not be counted as fulfilling particular requirements within an area. Only full-time faculty at Yale University may offer reading courses.\n", + "REL 3792 Colloquium on Ministry Formation/Anglican. Yejide Peters Pietersen. The overall purpose of the Colloquium series in the Anglican Studies curriculum is to supplement the curriculum with topics of importance in preparing for service to God in and through the Episcopal Church and Anglican Communion. The Colloquium offers Episcopal and Anglican students an opportunity to engage in reflection and discernment on their experience of formation for religious leadership, lay and ordained, providing an opportunity to integrate varied theological disciplines. While leadership skills and capabilities can in some measure be taught abstractly, they are most effectively integrated into one’s formation through exposure to seasoned leaders in various institutional contexts. Students explore a wide variety of leadership skills and styles in the presentations at the Colloquium and the assigned readings. Students practice leadership skills through role-playing, improvisation, and case studies. The intention is to set a leadership context in which students can practice leadership lessons that can be adapted to a ministry environment. Each term of the Colloquium focuses on different leadership skills. Over the course of their participation in Colloquium, Berkeley students are exposed to, and given an opportunity to practice, valuable leadership skills for ministry. These colloquia are required of all Berkeley Divinity School students wishing to qualify for the Diploma in Anglican Studies.\n", + "REL 3793 Colloquium on Ministry Formation/Anglican. Andrew McGowan. The overall purpose of the Colloquium series in Anglican Studies is to supplement the curriculum with topics of importance in preparing for ministry and leadership in and through the Episcopal Church and Anglican Communion. The Colloquium offers Episcopal and other Anglican students an opportunity to engage in reflection and discernment on their experience of formation for religious leadership, lay and ordained, providing an opportunity to integrate varied theological disciplines. Over the course of their participation in Colloquium, Berkeley students are exposed to, and given an opportunity to practice, valuable leadership skills for ministry. In the senior (or final) year particular emphasis is placed on liturgical leadership. These colloquia are required of all Berkeley Divinity School students wishing to qualify for the Diploma in Anglican Studies.\n", + "REL 3795 Colloquium on Ministry Formation/Lutheran. Timothy Keyl. The Lutheran Colloquium is offered each fall and spring term. The fall colloquium focuses on Lutheran worship; the spring colloquium focuses on Lutheran spiritual practices and self-care. The primary focus is on students considering ordination in the Evangelical Lutheran Church in America, but it is open to all.\n", + "REL 3797 Andover Newton Colloquium I: Ministry in the Making. Mark Heim, Sarah Drummond. This one-hour weekly fall colloquium for ministerial formation, taken in conjunction with its spring counterpart (Andover Newton Colloquim II, REL 3798), deals with mentoring, theological reflection, and free church ecclesiology. Required of all M.Div. students enrolled in the Andover Newton program at Yale.\n", + "REL 3799 M.Div. Thesis. A thesis or project is an option in the third year of the M.Div. program. Theses or projects written for the M.Div. program are eligible for elective credit only.\n", + "REL 3805 Roman Catholic Lay Ministry Colloquium. Ryan Lerner. This course explores topics that Roman Catholic students identify as essential to round out their experience at YDS as well as to support their ongoing discernment of, and formation for, a possible vocation for lay ministry and leadership in the Catholic Church. The goal is to provide students with an understanding of the role and opportunities for lay leadership in multiple dimensions in the contemporary Catholic Church. The course examines the theological grounding and historical development of the role of the lay minister into its present form, as well as the various transformations that have led to a deeper awareness of the essentiality of lay collaboration with ordained and religious in areas of ministry, administration, and leadership. Students also garner the necessary tools for ongoing discernment and faith formation, as well as a basic understanding of certain aspects of canon law and an appreciation of ecclesiology.\n", + "REL 3899 M.A.R. Thesis or Project. A project or thesis is an option for both the concentrated and comprehensive M.A.R. programs. Students may elect to write a thesis in the second year of their program. Candidates who choose to write theses or pursue projects enroll for one or two terms, three credit hours per term.  For M.A.R. concentrated program students, the academic adviser determines area credit. Theses or projects written for the M.A.R. comprehensive program are eligible for elective credit only.\n", + "REL 3900 Transformational Leadership: Transfrmtnl Leadrship-Nov10-11. William Goettler. This two-day (Friday afternoon/evening and all day Saturday), one-credit course offers intense engagement with significant leaders in church and society and includes analysis, reflection, and leadership training models for those who anticipate leadership roles in churches and other institutions. In addition to reading about 300 pages in preparation for the weekend class, a ten-page response paper is due two weeks following conclusion of the course.\n", + "REL 3901 Andover Newton Colloquium III: Reading the Bible in Community. Gregory Mobley. The Andover Newton Colloquium series supplements the curriculum with topics of importance in preparation for service to God in and through the Free Church traditions, such as the ecclesiastical families in the \"congregationalist\" wing of Christendom, e.g., the United Church of Christ, the various expressions of the Baptist communion, and Unitarian Universalists. This colloquium on Reading the Bible in Community offers students an opportunity to engage in preparation, leadership, and reflection on the study of Scripture in group contexts from a confessional perspective. It supports the weekly Bible study offered at the Emmaus worship service sponsored by Andover Newton Seminary at Yale Divinity School.\n", + "REL 3910 ISM Colloquium. Martin Jean. The Institute of Sacred Music Colloquium is central to the purpose of the Institute and to the faculty’s involvement in, and personal attention to, how ISM students are trained. Colloquium is the meeting ground for all Institute students and faculty, the place where we study together, grapple with major issues, and share our work as students of sacred music, worship, and the arts. Taken for .5 credits per term, Colloquium meets every Wednesday from 3:30 until 5 p.m., with informal discussion from 5 to 5:30 p.m. ISM students from the two partner schools of Music and Divinity collaborate on a presentation to be given in their final year. The course is divided into two term-long parts, with responsibility for the fall term resting primarily with the faculty and outside presenters, and for the spring term primarily with the students.\n", + "REL 3970 Advanced Practicum I: Reimagining Church Facilitation. William Goettler. This program is for students in their final year of study at the Divinity School. It is open only to students who have already met the YDS Supervised Ministry requirement. Students must apply during the previous spring term and be chosen for participation. As Reimagining Church facilitators, students work closely with a Connecticut congregation that has expressed the desire to think anew about how it will be a church in the years to come. Working through the practicum with a finely developed syllabus and plan of action, these advanced ministry students seek to move the congregational working group to new insights and perhaps to action. Accompanying this work is the required weekly 1.5-hour peer reflection group (practicum) and a series of other events featuring visiting speakers and other plenary sessions. Further, students maintain an active blog about the church’s experience, on the Reimagining Church website. Completion of both terms (REL 3970 and REL 3971) is required.\n", + "REL 3986 Part-timeInternshpPrac I: Prt Internshp Prac I- Ministry. Alison Cunningham, Jennifer Davis. Within the Divinity School curriculum, the internship experience is uniquely situated at the intersection of academic study and the practices of ministry and justice work, preparing degree candidates for leadership in the world by engaging them in student-centered experiential learning and theological reflection on the nature, practice, and context of work and service. The internship program requires students to work at the site of their own choosing, commit to weekly meetings with their assigned on-site supervisor, engage in regular theological reflection with a trained mentor, and participate each week with their practicum group. The Part-time Internship with Practicum is taken for two consecutive terms starting in September—Practicum I in the fall term and Practicum II in the spring term. Ministry-related internship sites may include churches, schools, college campuses, or other institutions. Non-profit /justice focused internships may include a wide range of sites, from youth services to reentry programs, homeless shelters to immigration programs, journalism to retreat centers, and many others. The Part-time Internship with Practicum carries 3 credits each term, and students are offered a stipend. Students are required to complete 400 hours during the year, 370 on site and 30 with the practicum group. This course is open to M.A.R. and M.Div. candidates in their second or third year. Both terms must be completed to meet the M.Div. degree Internship requirement.\n", + "REL 3986 Part-timeInternshpPrac I: Pt InternshipPrac I-Non-profit. Alison Cunningham, Jennifer Davis. Within the Divinity School curriculum, the internship experience is uniquely situated at the intersection of academic study and the practices of ministry and justice work, preparing degree candidates for leadership in the world by engaging them in student-centered experiential learning and theological reflection on the nature, practice, and context of work and service. The internship program requires students to work at the site of their own choosing, commit to weekly meetings with their assigned on-site supervisor, engage in regular theological reflection with a trained mentor, and participate each week with their practicum group. The Part-time Internship with Practicum is taken for two consecutive terms starting in September—Practicum I in the fall term and Practicum II in the spring term. Ministry-related internship sites may include churches, schools, college campuses, or other institutions. Non-profit /justice focused internships may include a wide range of sites, from youth services to reentry programs, homeless shelters to immigration programs, journalism to retreat centers, and many others. The Part-time Internship with Practicum carries 3 credits each term, and students are offered a stipend. Students are required to complete 400 hours during the year, 370 on site and 30 with the practicum group. This course is open to M.A.R. and M.Div. candidates in their second or third year. Both terms must be completed to meet the M.Div. degree Internship requirement.\n", + "REL 3990 Negotiating Boundaries in Ministerial Relationships. Kate Ott. This nine-hour workshop helps students develop critically reflective understandings of professional ethics as it applies to maintaining boundaries in the practice of Christian ministry. This subject is explored through the analysis of aspects of spiritual care and ministerial behavior, including sexuality, power, boundaries, and the personhood or character of the minister. The workshop, required of all M.Div. students, is a prerequisite for any supervised ministry. The workshop does not receive academic credit but does appear on the student’s transcript.\n", + "REL 3996 Part-timeInternshipAdvPract I: Pr-tmeIntrnshpAdvPract I-Minst. Alison Cunningham, Jennifer Davis. The Part-time Internship with advanced Practicum is open to students who have successfully completed a first internship either in ministry or nonprofit settings. The Part-time Internship with Advanced Practicum is taken for two consecutive terms starting in September—Practicum I in the fall term and Practicum II in the spring term. The internship can be arranged as a second year at the same site or at a different site to provide another type of contextual experience. Students work under the mentorship of a trained supervisor, combined with a peer reflection group (practicum) facilitated by a practitioner, for a total of 300 hours over the two terms. The internship is guided by a learning covenant developed by the student in collaboration with the supervisor. In some cases where a site does not have a theologically trained supervisor, the student may also receive supervision from a theological mentor assigned by the director. In addition to performing typical internship responsibilities, each intern creates a unique major project that involves substantive research and is presented to other students in the advanced practicum. The Part-time Internship with Advanced Practicum carries 3 credits for the year—1.5 credits for Practicum I and 1.5 for Practicum II—and offers a student stipend.\n", + "REL 3996 Part-timeInternshipAdvPract I: Pt-timeIntrnshpAdvPractI-NonPr. Alison Cunningham, Jennifer Davis. The Part-time Internship with advanced Practicum is open to students who have successfully completed a first internship either in ministry or nonprofit settings. The Part-time Internship with Advanced Practicum is taken for two consecutive terms starting in September—Practicum I in the fall term and Practicum II in the spring term. The internship can be arranged as a second year at the same site or at a different site to provide another type of contextual experience. Students work under the mentorship of a trained supervisor, combined with a peer reflection group (practicum) facilitated by a practitioner, for a total of 300 hours over the two terms. The internship is guided by a learning covenant developed by the student in collaboration with the supervisor. In some cases where a site does not have a theologically trained supervisor, the student may also receive supervision from a theological mentor assigned by the director. In addition to performing typical internship responsibilities, each intern creates a unique major project that involves substantive research and is presented to other students in the advanced practicum. The Part-time Internship with Advanced Practicum carries 3 credits for the year—1.5 credits for Practicum I and 1.5 for Practicum II—and offers a student stipend.\n", + "REL 3999 S.T.M. Thesis or Project. An extended paper, an independent thesis, or a project in the candidate’s area of concentration is required for the S.T.M. degree. Extended papers are written in conjunction with the regular requirements for courses credited toward the S.T.M. degree. Candidates who choose to write theses or pursue projects enroll for one or two terms, three credit hours per term.\n", + "REL 503 Hebrew Bible Interpretation I. Joel Baden. An introduction to the contents of the Hebrew Bible (Pentateuch and Historical Books) and to the methods of its interpretation. The course focuses on the development of ancient Israelite biblical literature and religion in its historical and cultural context as well as on the theological appropriation of the Hebrew Bible for contemporary communities of faith. The course aims to make students aware of the contents of the Hebrew Bible, the history and development of ancient Israel’s literature and religion, the methods of biblical interpretation, and ways of interpreting the Hebrew Bible for modern communities of faith. Area I.\n", + "REL 506 New Testament Interpretation II: The Letters of Paul and Beyond. Laura Nasrallah. The texts of the New Testament emerged in the diverse social and complex political context of the Roman Empire and of second-temple Judaism within it. This course examines approaches that attempt to set New Testament texts within their first- and second-century contexts, pays special attention to archaeological materials that aid our understanding of the world from which these texts emerged; considers how and why these particular texts came to be a canon; and highlights themes of race, ethnicity, women, gender, imperial power and resistance to it, and varieties of Judaism in antiquity.  Students also consider the vibrant and controversial contemporary contexts in which they—and others—interpret the New Testament. This course is the first of a two-term introduction to the literature of the New Testament and to the methods and resources useful for interpreting that literature. Area I.\n", + "REL 511 Past Tense: Classical Biblical Prophecy. Gregory Mobley. In an era that lasted barely more than two centuries, from about 740 to 540 BCE, the company of ancient religious geniuses we know as the classic Hebrew prophets composed and performed a body of work that has inspired and confounded the world for more than two millennia. In this class we seek to understand the biblical prophets and endeavor to enlarge our capacity to be prophet-like, that is, \"prophet-ic.\" The basic method of the course is to carefully read selected oracles and vision reports from the prophetic corpus in concert with secondary readings about the social and historical background of the prophets, the creative process, and contemporary poetic and political discourse in the spirit of biblical prophecy. Area I.\n", + "REL 518 Intermediate New Testament Greek. This course is the sequel to Elementary New Testament Greek and aims to prepare students for Greek exegesis of the New Testament. Twice-weekly required readings and written assignments focus on syntax, vocabulary-building, translation of a variety of New Testament texts, and textual criticism and other aspects of Greek exegesis. Class sessions focus on honing translation stills and sight-reading of the Septuagint, Didache, and other early Christian texts in Greek. Assignments and class sessions incorporate regular use of a Greek-English lexicon and advanced Greek grammar. Tools for review of basic New Testament Greek grammar will be recommended, not required. Area I.\n", + "REL 530 Exegesis: Gospel of John. Yii-Jan Lin. This course explores the themes, interpretive methods, and issues relevant to the study of the Gospel of John through a careful analysis of the text (with option for Greek reading) and a critical reading of their modern interpreters. Area I.\n", + "REL 531 Exegesis of Paul's Letter to the Galatians. The letter to the Galatians, Paul’s blistering critique of the Galatian churches and their influencers, attests both the apostle’s vulnerability and fear and his confidence in God’s power to free the kosmos from the grip of evil. In this course the entire letter is interpreted based on a close reading of the Greek text (or English text for students taking the course for English exegesis credit) of Galatians. The following themes are explored: Christ’s death for our sins, the Law of Moses and \"the law of Christ,\" grace, justification, faith and works, table fellowship, God’s covenant faithfulness, promise, baptism into Christ, \"the flesh\" and the Spirit, freedom and slavery, adoption as children of God, the relation of the preaching of the gospel and the care for the poor, and others. Required readings cover a broad range of recent literature on the interpretation of Galatians.\n", + "REL 542 Dead Sea Scrolls. Molly Zahn. An introduction to the Dead Sea Scrolls and their sociohistorical contexts. Major themes include the diverse contents and dates of the scrolls, the nature and identity of the community that collected and produced them, the various tools and methods scholars use to study them, and their impact on our understanding of early Judaism. No knowledge of Hebrew required but previous coursework in Hebrew Bible is recommended. Area I.\n", + "REL 552 Readings in Second Temple Jewish Texts: Chronicles and the Temple Scroll. Molly Zahn. Close reading, in the original language(s), of selected texts dating to the Second Temple period, including but not limited to later books of the Hebrew Bible (e.g., Chronicles, Daniel), the Apocrypha (e.g., Ben Sira, Tobit), and Dead Sea Scrolls texts. Topics include the syntax and grammar of the texts, their compositional histories, genre and other literary features, and their contribution to our understanding of the history and culture of early Judaism. May be repeated multiple times for credit. Area I.\n", + "REL 565 Bodies and Embodiment in the Hebrew Bible. Joel Baden. In this course we explore the ways bodies are presented in, deployed by, and entangled with the Hebrew Bible and the theories that help us understand the relationship of body and Bible. The course is structured around three axes: the world behind the Bible, the world in the Bible, and the world in front of the Bible. Area I.\n", + "REL 567 Revelation and Imagination. Yii-Jan Lin. Ernst Käsemann famously stated that \"Apocalyptic…was the mother of all Christian theology.\" While he was urging a return to the study of apocalypticism in the teachings and life of Jesus, this course takes seriously a broader read of this statement: apocalyptic and the Apocalypse of John, via their protean nature, birth theologies, movements, art, film, violence, and further visions. Students consider both ancient contexts of Revelation (literary, sociohistorical) and its influence since in movements, times of crisis, art, and activism. A Greek component is possible for this course. Area I.\n", + "REL 570 Historical Grammar of Biblical Hebrew. Eric Reymond. The course examines the development of the sounds and forms of Biblical Hebrew, paying particular attention to the following (partially hypothetical) stages of the language and its predecessors: Proto-Semitic, Proto-Hebrew, Hebrew in the Iron Age, and Hebrew in the Second Temple Period. The course begins with an introduction to Hebrew in relation to other Semitic languages and an introduction to the alphabet. It then addresses the phonology of Hebrew as attested in the time of the Masoretic scribes, in the time of early Judaism and Christianity, in the time of the Persian era, and in the time of the Iron Age and earlier periods. Finally, the course addresses specific morphologies of Biblical Hebrew: nouns, adjectives, verbs, and particles. Area I.\n", + "REL 574 Intermediate Biblical Hebrew and Exegesis I. Eric Reymond. This course focuses on the reading of biblical texts but also offers a review of the elementary grammar of Biblical Hebrew and the introduction of more complicated grammatical concerns. More specifically, the course focuses on prose texts and reviews the morphology of verbs and nouns as well as basic components of Hebrew syntax. In addition, the form and function of Biblia Hebraica Stuttgartensia (BHS) are introduced. Area I.\n", + "REL 600 Introduction to Theology. Linn Tonstad. The aim of this course is to introduce students to Christian theology, or better, Christian theologies. Through short readings and varied writing assignments, students develop the theological literacy needed to take part in cultural contestations over religion, to engage in church debates, and/or to inform their own decisions about faith and practice. The course makes use of historical and contemporary theological texts, art, and other resources to think about questions of doctrine, meaning, suffering, history, race, materiality, and transcendence. No particular faith commitment or background is assumed. Area II.\n", + "REL 610 Worship, Cosmos, Creation. Teresa Berger. This course explores the manifold intersections between practices of Christian worship and understandings of creation and cosmos. The specific intersections highlighted over the course of the term include biblical, historical, visual, and musical materials as well as contemporary theological and pastoral reflections on practices of worship. The course seeks to engage the many voices of a \"green\" Christian faith that have emerged among scholars and practitioners of worship during a time of unprecedented attention to ecological and cosmological concerns. Area II and Area V.\n", + "REL 612 Christ and Being Human. Drew Collins. This course explores the ways in which Christ—as a character in the gospel narratives, an object of Christian theological reflection, and a living presence in the life of the Church—informs Christian visions and practice of (individual, communal, and cosmic) flourishing. Students engage a thematic reading of the Gospel of Luke, organized around the Gospel’s core themes and touch-points with key concrete phenomena of human experience. The guiding questions are: What does it mean for Christ to be the key to human existence and flourishing? And what does flourishing look like if Jesus Christ is taken to be the key? Area II and Area V.\n", + "REL 616 Introduction to East Asian Theologies. Chloe Starr. This course introduces a range of theological themes and key thinkers in twentieth- and twenty-first century Japan, Taiwan, and Korea. It surveys different theological movements within these countries (such as \"homeland theology,\" Minjung theology, the \"no-church\" movement, etc.) and encourages a critical response to the challenges that these theologies raise for Christians in Asia and elsewhere. The course considers contextualization and inculturation debates in each of these societies, as well as regional responses to Christianity. We read primary texts in English, with background reading for context, and students are encouraged to develop their own responses to the authors and their thought (e.g., students may submit theological reflections to count toward their grade). Area II and Area V.\n", + "REL 619 Eco-Futures: Theology, Ethics, Imagination. Ryan Darr. The looming dangers of climate change, especially given the inadequacy of the global political response, are now evident. Many of those who are paying attention find themselves feeling overwhelmed, powerless, and hopeless in the face of increasing natural disasters, rapidly disappearing species, and compounding environmental injustices. This class begins from these challenges. It asks: Can we sustain hope in a just and sustainable ecological future? Should we sustain such a hope? If so, what would such a future look like? Can we imagine a future beyond fossils fuels, beyond exploitative and extractivist relations among humans and between humans and the more-than-human world? Can we imagine a decolonial future, a future of multispecies justice? How do these hopes and visions interact with ultimate religious hopes? How should these hopes and visions shape our actions and emotions in this moment? We approach these issues by reading theological and ethical works together with future-oriented speculative fiction: sci-fi, Afrofuturism, Indigenous futurism, solarpunk, hopepunk. We assess the speculative futures theologically and ethically while also allowing these speculative futures to shape our theological and ethical visions. There are no specific prerequisites for this course, but introductory courses in theology and ethics are recommended. Area II and Area V.\n", + "REL 620 Pessimism. Miroslav Volf. This seminar examines the philosophical tradition of pessimism. Though we touch on future-oriented versions of pessimism (either negative expectation about the future or lack of any systematic belief about the future), we concentrate on value-oriented versions of pessimism (i.e., negative judgment about whether life is worth living or whether the world can, in a significant sense, be called good). We discuss to what extent and in what ways the world can be affirmed as good. We examine in greater detail the philosophy of Arthur Schopenhauer, the most influential of pessimist philosophers. Area II and Area V.\n", + "REL 621 Bioethics, Public Health, and Environmental Justice. Roberto Sirvent. ​This seminar draws on the fields of Black studies, anti-colonial thought, religious studies, and queer and trans theory to examine how the \"afterlives\" of slavery and colonialism can inform contemporary debates about bioethics, public health, and environmental justice. Students discuss how various social movements have demanded that institutions treat policing as a public health issue, as well as how gentrification, housing policies, incarceration, and environmental racism affect both the physical and mental health of vulnerable populations. We also explore important matters related to reproductive justice, sports and bioethics, the religious roots of trans-moral panics, and what it means to view U.S. imperialism as a public health issue. The seminar is especially relevant for students interested in narrative medicine, gender and sexuality, Africana religions, Indigenous epistemologies, psychopharmacology, biopolitics, and critical theories of race. Area II and Area V.\n", + "REL 623 Theologies of Religious Pluralism. Mark Heim. This course explores the primary theological perspectives through which Christians interpret the fact of religious pluralism and the substance of diverse religious traditions. It also introduces students to the area of comparative theology. The primary aim is to allow students to develop a constructive theology of religious pluralism to support leadership for religious communities in pluralistic societies, participation in interreligious dialogue, and engagement with the reality of multiple religious practices and belonging. Area II and Area V.\n", + "REL 629 Theology and Medicine. Benjamin Doolittle, Mark Heim. Team-taught with a member of the Yale School of Medicine faculty, this course explores the challenges of contemporary medicine from a theological perspective. It considers theological resources relevant for the practice of medicine and examines the practice of medicine as a resource for deepening theological reflection. Topics of traditional interest in both fields—suffering, illness, healing, and well-being—are addressed in interdisciplinary terms. The focus is not on chaplaincy ministry but on a conversation among those who reflect on the application of physiological science and religious wisdom to human need. Key to this conversation is recognition that doctors and theologians share a need for the healing and spiritual health they hope to nurture in others. There are class meetings at Yale New Haven Hospital in settings where the spirit and body intersect, through cooperation with the Program for Medicine, Spirituality, and Religion at Yale School of Medicine. Area II.\n", + "REL 631 Christian Ethics Seminar. Clifton Granby. This course examines a number of contemporary approaches to problems in Christian moral thought and modern religious thought more generally. Course topics include political theology; religious ethics and culture; human flourishing and social responsibility; virtue, vice, and vocation; and relations of love, power, and justice. Methodological approaches to these topics comprise theological, philosophical, historical, politico-economic, and ethnographic perspectives. Area II and Area V.\n", + "REL 643 Music and Theology in the Sixteenth Century. Markus Rathey. The Protestant Reformation in the sixteenth century was a \"media event.\" The invention of letterpress printing, the partisanship of famous artists like Dürer and Cranach, and—not least—the support by many musicians and composers were responsible for the spreading of the thoughts of Reformation. But while Luther gave an important place to music, Zwingli and Calvin were much more skeptical. Music, especially sacred music, constituted a problem because it was tightly connected with Catholic liturgical and aesthetic traditions. Reformers had to think about the place music could have in worship and about the function of music in secular life. Area II and Area V.\n", + "REL 650 Worship and Evangelism. Melanie Ross. Christian participation in Baptism and Eucharist mandates that evangelism and social justice are integral to every believer’s witness. This course draws on Christian Scripture, ecclesial traditions, and contemporary practices to help students develop theologically informed practices of evangelism. It argues for an understanding of the church’s mission in relationship to the Triune God, practiced in empowering and sustainable relationships with neighbors and creation. Area II.\n", + "REL 658 Sacraments and Sacramentality. Mark Roosien. What is a sacrament? How might material reality be a sign and bearer of the sacred? What are the logics that govern this possibility? This class explores sacraments within ecclesial structures and notions of sacramentality more broadly as a mode of access to divine presence. The first half of the course examines the history of sacramental theology from the early church to the present, before pivoting to contemporary theologies of sacraments and sacramentality. Special attention is given to the natural world and human bodies as sites of sacramentality. Area II.\n", + "REL 660 Queer Theology. Linn Tonstad. This course provides an introduction to queer theology and its theoretical grounding in queer theory. Readings focus on questions of body and flesh, trans theologies, queerness and pandemics, queer theology and race, religious symbolism and representation, and theological genres. Area II.\n", + "REL 663 The Anglican Way II: Continuing Depolarization. Justin Crisp, Yejide Peters Pietersen. This course explores the continued development of the Anglican way of being Christian in the twentieth and twenty-first centuries, giving particular attention to the continued evolution of the Episcopal Church and emergence of the Anglican Communion, as well as the controversies that face Anglicans in their postcolonial situation. It is a companion to REL 662, making a two-term study of the historical evolution and theological traditions of the Anglican way of being Christian. The primary aim of the course is to analyze and make a constructive theological assessment of modern Anglican traditions and to explore these as a pastoral and spiritual resource for Christian life and ministry. We do this by engaging in the study of both well-known and lesser-studied texts and figures. In addition to lectures, each week we discuss the respective texts, interrogating them with respect to the distribution of power, questions arising from colonialism, and issues relevant to the formation of the global Anglican Communion. These questions guide us: What does it mean to be Christian in the Anglican Way, and how do we do Anglican theology? How do we approach the study of the Anglican story in light of the dialectic between the Catholic and contextual, secular and Church, universal and particular, the global and the local? To what extent is the Anglican Way an exercise in depolarization? Area II and Area III.\n", + "REL 667 A Survey of Medieval Latin. John Dillon. This is an introductory reading course in Late Antique and Medieval Latin that is intended to help students interested in Christian Latin sources improve their reading ability. The primary objective is to familiarize students with Medieval Latin and improve their proficiency in reading and translating Medieval Latin texts. Students come to recognize the features (grammatical and syntactical) that make Medieval Latin distinct, improve their overall command of Latin by reviewing grammar and syntax, and gain an appreciation of the immense variety of texts written in Medieval Latin. Area II.\n", + "REL 682 Foundations of Christian Worship. Melanie Ross. This is the core course in Liturgical Studies. The course focuses on theological and historical approaches to the study of Christian worship, with appropriate attention to cultural context and contemporary issues. The first part of the course seeks to familiarize students with the foundations of communal, public prayer in the Christian tradition (such as its roots in Hebrew Scripture and the New Testament; its Trinitarian source and direction; its ways of figuring time, space, and human embodiment; its use of language, music, the visual arts, etc.). The second part offers a sketch of historical developments, from earliest Christian communities to present times. In addition, select class sessions focus on questions of overall importance for liturgical life, such as the relationship between gender differences and worship life, the contemporary migration of liturgical practices into digital social space, and the ecological emergency of our time and its impact on practices of worship. Area II.\n", + "REL 687 Books of Common Prayer: Anglican Liturgy in History, Theology, and Practice. Andrew McGowan. This course traces the development of Anglican liturgy from the time of Henry VIII through the English prayer books of 1549–1662, and then the books and practices of the Episcopal Church and the wider Anglican Communion to the present day. Attention is given to the Reformation, the first American liturgies, the aftermath of the Oxford Movement, and the twentieth-century Liturgical Movement. Theologies and practices in present Anglican worship, including sacramental theology and issues of enculturation, are also addressed. Area II and Area III.\n", + "REL 691 Ecclesiology, Ministry, Polity: Eccleslgy,Minstry,Polty:UMeth. Alfred Johnson. Lectures on comparative ecclesiology, doctrines of the ministry, and patterns of church polity in Western Christianity. Sections are arranged to enable students to study the history, doctrine, worship, and polity of their own denominations. The 2023–2024 sections are Lutheran, Methodist, and UCC. Other sections offered, most in alternate years, include Baptist, Disciples of Christ, Presbyterian, A.M.E. Zion, Unitarian Universalist, and Roman Catholic. Area II.\n", + "REL 691 Ecclesiology, Ministry, Polity: Ecclslgy,Minstry,Polty:UCC. Sarah Drummond. Lectures on comparative ecclesiology, doctrines of the ministry, and patterns of church polity in Western Christianity. Sections are arranged to enable students to study the history, doctrine, worship, and polity of their own denominations. The 2023–2024 sections are Lutheran, Methodist, and UCC. Other sections offered, most in alternate years, include Baptist, Disciples of Christ, Presbyterian, A.M.E. Zion, Unitarian Universalist, and Roman Catholic. Area II.\n", + "REL 703 Methods and Sources of Religious History. Bruce Gordon. This course introduces students to the study of sources, primary and secondary, relating to the history of Christianity. Students work with visiting scholars on materials from antiquity to our contemporary world. Students develop their projects over the course of the term under the guidance of their adviser and in workshops. The course prepares students to proceed toward thesis research. The course is not, however, limited to those intending to write a thesis.\n", + "REL 712 History of Early Christianity: Origins and Growth. Teresa Morgan. This course introduces students to early Christianity from the first to the eighth century. This is an introductory course that does not assume any prior knowledge of the topic. We examine the social, political, religious, and cultural contexts in which early Christianity (or Christianities) emerged, and how \"the faith\" grew, was shaped by, and helped shape the world around it. We explore practices of corporate worship and devotion; the development of doctrine and the idea of orthodoxy; the evolution of Church institutions; the formation of Christian scriptures; the impact of persecution and imperial patronage; the development of Christian material culture, art and architecture; and what it meant for people in different roles and situations to live as \"the faithful\" in everyday life. In dialogue with influential theologians of the period, we explore how Christian identities are formed and articulated and the role of power, conflict, and resistance in that process. Students encounter a wide range of primary sources, secondary literature, and historical methods and approaches, giving them the opportunity to sharpen their critical and historiographical skills. In many ways, this is the most formative and influential period of Christian history, and getting to grips with its broad outlines and key themes is both fascinating in itself and gives students vital contextual knowledge for understanding later developments in Christian history and thought. This course serves as essential preparation for the study of Christian history and theology in later historical periods. Above all, it provides an opportunity to consider early Christianity on its own terms and to discover how it continues to shape the lives of Christians today. Area III.\n", + "REL 714 History of Early Modern Christianity: Reformation to Enlightenment. Bruce Gordon. This course introduces students to the rapidly changing world of early modern Christianity, a period that ranges from the Reformation to the Enlightenment and the transatlantic worlds of the eighteenth century. This age saw the dramatic expansion of Christianity beyond Europe to Africa, Asia, and the Americas, and the course explores the global nature of the early modern world. Themes such as colonization, slavery, and the diversities of religious experience are examined. Students are exposed to a range of primary sources and historical methods to examine rival interpretations and perspectives. The course focuses on the reading of a wide variety of primary sources from the period. Above all, it challenges students to consider the past both on its own terms and how it continues to shape our present. Area III.\n", + "REL 717 Witchcraft and Witch-hunting in Early Modern Europe and America. Kenneth Minkema. This seminar examines witchcraft and witch-hunting in Europe and America from the sixteenth to the eighteenth century through reading and discussion of primary documents and classic and recent studies in the field—including social, cultural, and intellectual history, gender and women’s studies, anthropology, psychology, sociology, and town and environmental studies. Students learn about the interaction of religious beliefs relating to witchcraft and the occult with social and cultural conditions and shifts, the history of the interpretation of witchcraft and witch-hunting, and the continuing relevance of witchcraft studies as a laboratory for new approaches and methods. Area III.\n", + "REL 719 Christianity and Coloniality in Contemporary Africa. Kyama Mugambi. Missionary complicity with the colonial enterprise puts Christianity at the heart of the problematic relationship between the African continent and the West. At the same time, Christianity has continued to grow rapidly in post-independence Africa. In much of Africa south of the Sahara, decolonization efforts coincided with the period of the greatest Christian expansion in history. Africa is now the continent with the highest population of Christians. This course examines this conundrum through critical engagement with theory, literature, and data from the continent. Students explore historiographic, political, social, economic, and demographic dimensions of this discussion. They meet key theories posited with regard to African Christianity in the wake of a colonial history. The course surveys contemporary issues in the discourse within the urban, educational, social, and cultural spheres. Students also consider gender perspectives on coloniality as it pertains to religion and politics. The course assesses the role of indigenous agency in the development of Christianity within contemporary Africa. Through this course students gain a more nuanced perspective as they examine and problematize critical arguments in the prevailing discourse on Christianity and coloniality in Africa today. Area III, Area V.\n", + "REL 728 Religion and U.S. Empire. Tisa Wenger, Zareena Grewal. This course draws on theoretical perspectives from anthropology, American studies, religious studies, and postcolonial studies to interrogate the varied intersections between religion and U.S. empire. It asks not only how Christianity and other religious traditions have facilitated imperialism and how they have served as resources for resistance, but also how the categories of \"religion\" and the \"secular\" have been assembled as imperial products alongside modern formations of race, class, gender, and sexuality. Through response papers, seminar discussions, and (for graduate students) a final historiographical paper, students develop the analytical and writing skills that are the building blocks of all scholarship in the humanities. Area III.\n", + "REL 730 Native Americans and Christianity. Tisa Wenger. This course examines the complex and often painful history of American Indian encounters with Christianity in colonial North America and the United States. Moving from the early colonial period to the present, and with particular attention to Native American voices, we explore a variety of indigenous responses to Catholic and Protestant missions and the development of distinctively Native Christian traditions. Along the way, the course interrogates and historicizes key trends in the study of indigenous Christianity, including Red-Power era critiques of missions, the influence of postcolonial theory, and the recent emphasis on indigenous Christian agency. Students build critical awareness of the historical intersections of colonialism and Christianity; apply postcolonial frameworks to understand the role of Christianity in indigenous communities; and develop skills in historical analysis. Area III and Area V.\n", + "REL 745 Byzantine Art and Architecture. Vasileios Marinis. This lecture course explores the art, architecture, and material culture of the Byzantine Empire from the foundation of its capital, Constantinople, in the fourth century to the fifteenth century. Centered around the Eastern Mediterranean, Byzantium was a dominant political power in Europe for several centuries and fostered a highly sophisticated artistic culture. This course aims to familiarize students with key objects and monuments from various media—mosaic, frescoes, wooden panels, metalwork, ivory carvings—and from a variety of contexts—public and private, lay and monastic, imperial and political. We give special attention to issues of patronage, propaganda, reception, and theological milieux, as well as the interaction of architecture and ritual. More generally, students become acquainted with the methodological tools and vocabulary that art historians employ to describe, understand, and interpret works of art. Area III and Area V.\n", + "REL 767 Gods, Goods, and the Goals of Life: Early Christian Ethical Thinking in Ancient World Contexts. Teresa Morgan. This course explores early Christian ethical thinking, to around the end of the second century, in its social and cultural contexts. In the process we encounter the differences among approaches to ethics in history, anthropology, philosophy, and theology and consider how they influence the way ethics are interpreted. We discuss some of the most important passages of the Hebrew Bible that frame later Jewish and Christian ethical thinking, and we consider how later Jewish writing relates especially to the Mosaic Law. We explore some classics of Greek and Roman philosophical ethics and popular morality and how they influenced Christian thought. Against these backgrounds we read some of the key passages of ethical teaching in the New Testament together with a cross-section of non-testamental second-century writers. At every point, we are interested both in where Christianity is in continuity with the ethical discourses that helped to shape it and where it is distinctive. We discuss what ethical topics these writers talk about, and what they do not, and why. Where God is the ultimate moral authority, what aspects of God are invoked in ethical contexts? Where God is the ultimate authority, are ethics always deontological, or are there other reasons for doing the right thing? What is the relationship between divine command and human freedom? Where does evil come from? Can human beings argue effectively with God, or protest against God’s commands, or improve on them? What evaluative language do these texts employ—good and bad, good and evil, useful, necessary, beautiful, sweet—and what difference does it make? Why do ethical texts so often take the form of miscellanies? How do ethical writings contribute to our understanding of early Christian thinking about God, Christ, and the Church? What are the challenges as we draw on early Christian tradition to help us think ethically today? Area II and Area III.\n", + "REL 778 2000 Years of Christianity in Africa: A History of the African Church. Kyama Mugambi. The rapid, previously  unexpected growth of Christianity in Africa in the twentieth century calls for deeper scholarly reflection. Keen students of global trends are aware that Africa is now home to more Christians than Europe or North America. While the rapid growth can be traced to a century of vigorous activity, Christianity has a long eventful history on the continent. This course provides a broad overview of Christianity in Africa over two millennia. The early part of the course focuses on the beginnings and development of the Church in Africa. The material highlights the role of African Christian thinkers in shaping early Christian discourses in increasingly dynamic global and continental contexts. The course weaves critical themes emerging in African Christianity north of the expansive Sahara desert, and then south of it. Students encounter critical issues in missionary Christianity in Africa and gain a historical understanding of the milestones in Christian growth that contribute to Christianity’s status as both an African and global religion. Area III.\n", + "REL 801 Marquand Chapel Choir. Alfred Gumbs. 1 credit per term.\n", + "REL 802 Marquand Gospel and Inspirational Choir. Mark Miller. 0.5 credit per term.\n", + "REL 807 Introduction to Pastoral Theology and Care. Joyce Mercer. As an introduction to pastoral theology and care, this course explores the history, theory, and methods of the care of souls tradition, concentrating on the narrative, communal-contextual model. The course invites learners into the practice of particular pastoral care skills such as listening and responding in pastoral conversations; supporting families through life transitions; \"reading\" and engaging cultural contexts and systems of injustice in which care takes place; and the intentional uses of the self in spiritual care. The course introduces at a basic level key theoretical frameworks including narrative, intercultural/interreligious care; family systems; and grief and trauma theory. Teaching and learning methods include lecture, discussion, case studies, role plays, theological reflection, genograms, and visits to local ministry sites. Area IV.\n", + "REL 808 Black Religion and Radical Education. Almeda Wright. Can religion and education support black liberation and freedom struggles? Have they always done so? In this course, we carefully interrogate the historical connections between religion (primarily Christianity), education, and struggles for freedom within African American communities and what I have come to describe as radical black religious education during the late nineteenth and twentieth centuries. Students explore the ways that scholars have theorized about the radical or progressive dimensions of African American religion, as well as the different definitions and visions of social flourishing at various points throughout the twentieth century. At times, we challenge what has been included in the religious educational tradition of African Americans and what is considered radical. In part, this includes reframing dominant understandings of the contributions of great educators and intellectuals, underscoring the tension between valuing the work of black male intellectuals while recognizing the ongoing silencing and obscuring of black women’s social and intellectual work. The course begins with an emphasis on early black religious educators and missionaries, such as Daniel Alexander Payne and Amanda Smith, whose work in the nineteenth century set the stage for the evolution of radical religious education in the twentieth. It continues by focusing on the work of scholars such as Anna Julia Cooper, W.E.B. Du Bois, Ida B. Wells, Nannie Helen Burroughs, and Carter G. Woodson, as well as the mid-twentieth-century religiously inspired social activism and the education that undergirded much of the civil rights movement. The course concludes by investigating the corresponding changes in black churches and religious academies that resulted from articulations of black power and black freedom and by acknowledging the ongoing significance of questions regarding the interconnection of race, religion, and radical education in contemporary social change movements. Area IV.\n", + "REL 811 Models and Methods of College and University Chaplaincy. Maytal Saltiel, Omer Bajwa. This course explores various approaches to college and university chaplaincy found in the United States in the twenty-first century. Drawing on a historical framework for the role of chaplaincy in the college setting from the middle of the twentieth century (when secularism became a heavier influence), and exploring the issues that enhance the vocation in a pluralistic context of the twenty-first century, the course provides an overview of strategies needed to offer a creative, current, and engaging chaplaincy in higher education. Through a series of lectures, open discussions, site visits, short chaplaincy narratives, guest speakers, and hands-on creative projects involving extensive group work, the class encounters numerous perspectives and approaches. The course is dedicated to the examination of individual points of view from college and university chaplains from various faith traditions and in different settings (i.e., small liberal arts schools, historically Black colleges, large research institutions, church-based schools) from across the country. These viewpoints also provide seeds for a deeper discussion of issues such as race, class, gender, and sexual orientation within college and university chaplaincies. Area IV and Area V.\n", + "REL 812 Principles and Practices of Preaching. Carolyn Sharp. This is the introductory course in theologies and practices of preaching. Students explore a rich variety of approaches to preaching, learn skills for exegeting listening communities, develop their understanding of preaching as public theology, and more. Attention is given to compelling biblical exposition, development of a powerful and supple homiletical imagination, reflection on the preacher’s spirituality, and ways to engage all of the preacher’s gifts for communication. The course includes plenary instruction and preaching sections in which students prepare and deliver sermons. Area IV.\n", + "REL 816 Grace Unbounded: Preaching on Ephesians. Carolyn Sharp. The Epistle to the Ephesians has been foundational for Christian ecclesiology, theology, and ethics. Elements of Ephesians influential for Christian belief and praxis include the assertion that by grace believers have been saved through faith (2:8), the avowal that Christ is our peace (2:14), the articulation of a theology of unity expressed through vocation and baptism (4:4–6), the notion that God has equipped the saints with diverse gifts for ministry (4:11–13), the exhortation to walk in love as Christ loved us (5:2), and the trope of spiritual armor with which believers may contend against spiritual forces of evil (6:10–17). This course invites students to explore Ephesians as a vitally important resource for Christian proclamation. Students engage contemporary homiletical theory, study sermons from expert preachers, and develop their own homiletical capacity by preaching on texts from Ephesians. Throughout the course, students consider how to make the Gospel known through preaching practices that honor the sophisticated theology and rhetoric of Ephesians. Area IV.\n", + "REL 822 Ministry with Youth. Almeda Wright. This course explores theories, perspectives, and approaches to educational ministry with youth. Students look closely at the context and world of youth and explore texts and media that take seriously the voices, dreams, questions, and struggles of adolescents. The class also looks closely at the role of religion and faith in the lives of adolescents—in particular, the role of Christian education and youth workers in the lives of young people. While acknowledging that there are myriad approaches to ministry and education with youth, in this course students wrestle with the question of what \"must\" be included, covered, or emphasized in good youth ministry. Area IV.\n", + "REL 824 Ministry and the Disinherited. Frederick Streets. There is a serious and vigorous public debate about the influence of religious values upon society. What ought to be our social responsibilities, particularly to those who are most vulnerable and in need of support, is a contested issue. The COVID-19 pandemic intensively and sharply reveals the public health crisis before us as well as some of the social and systemic inequities that structure our society and how those inequities impact the lives of people. This course has as its focus the effort to theologically reflect on, and discern from, an interdisciplinary approach to defining \"the disinherited.\" Students explore aspects of the Christian dimensions of social and political reform movements; the contours of faith-based social services; the influence of religious values on individual behavior; and ideas about the role of the church and government in meeting human needs. Through the interests and research of students, the course addresses topics such as poverty; health care disparities; sexual orientation; ethnic, gender, and racial discrimination; hunger; immigration; homelessness; public education; and the welfare of children. Students are expected to develop an interdisciplinary approach from perspectives found in biblical scriptures, sacred texts, theological/religious beliefs and values, social work, sociology of religion, law, psychology of religion, political science, and social welfare theories. In that setting, students contextualize a theological understanding of the disinherited and what might constitute a ministry that addresses the needs of these groups. The learning journey of the course intentionally engages students on three overlapping themes or levels: theological frameworks, personal identity/sense of vocation, and practical tools one uses in living out one’s ministry and/or sense of self in the world. Area IV and Area II.\n", + "REL 827 Introduction to Ecospirituality. This course considers the link between ecology and spirituality, concentrating on practical wisdom and experiences that deepen awareness of the ecological crisis and appreciation of our shared belonging within the Earth community. The seminar examines various historical and contemporary resources within Christianity and other religious traditions. Ecofeminism, ecowomanism, and Indigenous teachings inform themes of creation care, interdependence, and ecojustice. Participants are invited to attend to the sacred in their relationship with the natural world, join in \"greening\" spiritual practice, and discern a pastoral response that fosters the flourishing of all creation. This study seeks to more fully integrate the values of respect, compassion, and connectedness into daily life and ministry. Learning methods include collaborative discourse, analyses of diverse texts and art forms, engagement in ecospiritual practices, creative writing and expression, and design of an \"eco-ministry\" proposal. Area IV.\n", + "REL 831 Is It a Sermon?. Donyelle McCray. Divine action in the world is proclaimed in numerous ways: in music, visual art, literature, testimony, and performance, for example. When might such forms of expression constitute preaching? What are the boundaries of the sermon genre? How might preachers and other proclaimers learn from one another? The aim of this course is to explore the limits of the sermon genre and use the insights gained to enhance the preaching task. The assignments involve blurring the neat lines that separate preaching from other ways of bearing witness to one's faith. The course examines the relationship between proclamation and identity, relying heavily on African American traditions of proclamation and resistance. Ultimately the course seeks to foster vibrant preaching and intellectual curiosity. Area IV.\n", + "REL 833 Research Methods in Practical Theology. Mary Moschella. Qualitative research methods provide a way to study theology-in-practice, faith-on-the-ground. What is actually happening when people practice their faith? How do race, culture, and social capital figure into gatherings and ministries? How can researchers interpret a religious tradition that they also inhabit? Students learn answers to these and other questions while conducting their own research projects throughout the term. As their research progresses and students consult with the class, a research community forms. Ethnography, congregational studies, and participatory action research are among the key approaches covered. Topics include the art and ethics of research design, relationships with participants, reflexivity, analysis, representation, writing, and more. Area IV.\n", + "REL 834 Preaching for Introverts. Donyelle McCray. While preaching is a public practice, some of history's most influential preachers were introverts. How did they manage the demands given their innate constitutions?  How can contemporary introverts approach the practice while being true to themselves? This course explores preaching strategies for introverts. Finding ways to make the depth of one's spiritual insights accessible to others is the central task. Students examine strategies for engaging scripture, composing sermons, and relating with listeners. Since conceptions of introversion are largely undergirded by the preacher’s identity and relationship to broader cultural contexts, this course gives considerable attention to the ways race and gender inform introversion and include strategies for integrating embodied knowledge and cultural identity. Ultimately, students find ways to proclaim vibrant messages that stir passion for the gospel. Area IV.\n", + "REL 848 Educational Ministry in Schools and Colleges. Daniel Heischman. This course prepares students of all denominations for the ministry of working with adolescents and young adults, primarily in schools and colleges, but also in church settings. It begins with an analysis of where young people are today, their existential/spiritual concerns, and the current state of their religious practices. The course then considers the similarities and differences between ministry in church settings and in school settings, both secular schools and schools with some sort of religious affiliation. Our principal text is \"What Schools Teach Us About Religious Life.\" In our study of schools, students consider the issues of school mission, culture, and leadership, including the relationship between church-based schools and the host church/denomination. Issues of race, class, gender, and sexuality are considered throughout the course. Through required field trips, the course considers the particular problems and opportunities in inner-city schools and parish day schools. Area IV and Area V.\n", + "REL 900 Sacred Sounds: Key Issues in the Ethnomusicology of Religion. Bo kyung Im. How and why do religious practitioners around the world engage in the sonic dimensions of lived experience? What local, regional, and global histories impinge upon meanings that obtain in sacred music practices? This course examines the intersections between modern sonic and religious practice. First, we consider why, indeed, the whole world doesn’t love chamber music and interrogate the ways in which various ontological and epistemic claims are forwarded in the planning, experience, and interpretation of sonic-religious practice. Thereafter, by addressing case studies that span both northern and southern hemispheres, the course engages key themes in the ethnomusicological and anthropological study of music and religion. Through topics such as music and postcolonialism, modernity, gender and sexuality, history, ritual, postsecularism, communication and technology, labor, and diaspora, discussions center the role of power in shaping the conditions under which truth is experienced on two interconnected levels: in \"the field,\" where events themselves happen and \"at home,\" where events are interpreted and rendered into academic prose. Throughout the term, our learning community carves out intellectual space to consider the faith claims to which ethnomusicological interlocutors bear witness. Area V.\n", + "REL 906 Modern Short Fiction. Christian Wiman. This course focuses on the theological implications of short fiction written between 1937 and 2023. The literature of the twentieth century (and the first quarter of the twenty-first century) is typically thought of as anti-religious. This course examines whether that assumption is true by analyzing the work of prominent writers of that time. We also consider exactly what kinds of theological/religious thinking and feeling fiction enables. This course has no specific prerequisites, but some familiarity with the study of literature would be helpful. Area V.\n", + "REL 922 Theological Predication and Divine Attributes. John Pittard. An exploration of philosophical debates concerning the nature of theological language and the nature of God. Topics include theories of analogical predication, divine simplicity, God’s relation to time, divine impassibility, the nature of God’s love, divine freedom, the compatibility of foreknowledge and human freedom, and theories of providence. Area V.\n", + "REL 924 Foundations of Islam: Understanding Muslim Tradition, Practice, and Encounter. Abdul-Rehman Malik. What is Islam? This course provides a comprehensive introduction to understanding and engaging with Islamic tradition, practice, and culture that will enable students to offer answers to this far-from-straightforward question. In particular, the course engages with Islam as a living tradition—a vibrant faith that is constantly and dynamically being developed, challenged, practiced, and lived. Three core themes run through the course: tradition, practice, and encounter. The course is especially designed to provide M.Div. and M.A.R. students with the language, vocabulary, terminology, foundational knowledge, and perspectives to begin—or further—their study and engagement with Islamic theology, texts, and ideas in particular, and with Muslim life in general. Special attention is paid to how Islam has developed—and is developing—in the United States, particularly through the lenses of liberation theologies, gender, and race. Area V.\n", + "REL 926 W.E.B. Du Bois and Black Radical Traditions. Clifton Granby. This course examines W.E.B. Du Bois’s contributions to the study of religious, ethical, and political thought, especially on matters related to the enduring significance of chattel slavery and its afterlives, racialized capitalism and political economy, and black internationalist criticisms of American empire. The course also considers insurgent black activists and intellectuals whose contributions developed alongside and/or in response to Du Bois’s legacy. Among those thinkers are C.L.R. James, Claudia Jones, Martin Luther King, Jr., Cedric Robinson, Robin D.G. Kelley, and Imani Perry. The hope is to gain a richer appreciation of the expansiveness of black radical traditions in a way that deepens, expands, and resituates increasingly popular criticisms of race, patriarchy, economic inequality, and empire. Area V.\n", + "REL 927 Religious Language. Peter Grund. What is religious language, and what makes certain ways of using language \"religious\"? What functions does religious language have for different communities of speakers and writers in different contexts and situations? How is religious language appropriated, exploited, and manipulated for political, commercial, and ideological reasons? How can we use frameworks from linguistics and language study to understand and further appreciate the nature, functions, and power of religious language in our own lives and in society in general? These are some of the questions that we explore in this course. Focusing on Christian traditions and the English language, we look at aspects of word choice, metaphor, and other language strategies of religious language, and we use online tools, text collections, and search software to see what makes religious language tick. We draw on genre analysis to see how prayers and sermons as well as eulogies and other genres are put together linguistically (both now and historically) and discuss how knowledge of \"genre language\" can inform our understanding of the parameters of certain genres as well as their creative flexibility. As we look at the details of language and language strategies, we also consider what role religious language plays in creating and maintaining communities (drawing especially on the concept of \"communities of practice\") and how the community function of religious language is exploited by individuals as well as groups for commercial and political reasons. The smaller assignments in the class allow students to explore aspects of religious language that are important to them, and the final project, which can take a number of different shapes, can be adapted to students' particular commitments, whether religious/congregational, non-profit, educational, creative, linguistic, or other. No prior coursework or knowledge of language studies is required or necessary. Area V.\n", + "REL 933 Poetry and Faith. Christian Wiman. This course is designed to look at issues of faith through the lens of poetry. With some notable exceptions, the course concentrates on modern poetry—that is, poetry written between 1850 and 2013. Inevitably, the course also looks at poetry through the lens of faith, but a working assumption of the course is that a poem is, for a reader (it’s more complicated for a writer), art first and faith second. \"Faith\" in this course generally means Christianity, and that is the primary context for reading the poems. But the course also engages with poems from other faith traditions, as well as with poems that are wholly secular and even adamantly anti-religious. Area V.\n", + "REL 936 Religion and Race in the United States. Todne Thomas. Religion, race, and ethnicity mediate contested social memberships. Religious imaginaries often possess power through their association with eternal and transcendent truths. Racial and ethnic identities have existed as powerful social taxonomies because they are believed to be fixed, innate, and biologically determined. Thus, religious and racial phenomena are popularly imagined as somehow existing beyond the realm of the social. When set in the context of the United States—a society that is self-referentially multicultural but that is informed by hegemonic white Anglo-Saxon Protestant cultural norms—the critical, deconstructive study of religion and race emerges as a complex and significant intellectual project. This class examines how religion and race intersect in the United States from the eighteenth century until the present. Through our analysis of religious studies texts that straddle a number of disciplines, we explore how religion and race mutually inform shared understandings of socio-political belonging, hierarchy and boundaries, recuperative institutional projects, and structural and personal identities. In this rendition of the course we examine the intersections of religion, race, and settler colonialism; the operation of minoritized religious movements in contexts of detention and government surveillance; and scenes of interracial religious solidarities and conflicts. In this course students acquire working conceptual definitions of religion and race/ethnicity, develop an understanding of how religion and race mediate interlocking modes of structural oppression and collective identities through comparative analysis, and apply theories of religion and race/ethnicity to case studies to demonstrate comprehension and distill independent thinking. Area V and Area III.\n", + "REL 940 The Chinese Theologians. This course examines select readings from Chinese church and academic theologians (including some Hong Kong writers and diaspora voices) to explore the nature of Chinese Christian thought. The readings cover late imperial Roman Catholic writers, early republican Protestant thinkers, high communist-era church theologians, and contemporary Sino-Christian academic theologians. Students read primary materials in English, supplemented by background studies and lecture material to help make sense of the theological constructions that emerge. The course encourages reflection on the challenges for Christian theology and life in a communist context, on the tensions between church and state in the production of theologies, and on the challenges that Chinese Christianity poses for global Christian thought. Area V and Area II.\n", + "REL 943 Gospel, Rap, and Social Justice: Prison and the Arts. Ronald Jenkins. Students in this course collaborate with currently and/or formerly incarcerated musicians and other justice-impacted individuals to create performances inspired by their collective reading of Dante’s Divine Comedy, Michelle Alexander’s The New Jim Crow, and a variety of texts documenting the impact of the carceral state on communities of color. Students learn how to apply the arts to community service and activism as they investigate the American criminal justice system and its relevance to Dante’s poem from a social justice perspective. Area V.\n", + "REL 953 Critical Methods in Reading Poetry Theologically. David Mahan. This course explores poetry and the study of poetry as forms of theological discourse. Through the use of a variety of critical methods and close readings of individual poems and poetic sequences, students consider how the form as well as the subject matter of the poetry opens up new horizons for illuminating and articulating theological themes. With selections from twentieth and twenty-first-century poets, including works by Asian American and African American writers, this class examines how modern and late-modern poets have created fresh embodiments of faith perspectives and contributed to both the expressive and reflective tasks of theology. This course has no specific prerequisites, but a background in literary studies would be helpful. Area V.\n", + "REL 955 The Cult of Saints in Early Christianity and the Middle Ages. Felicity Harley, Vasileios Marinis. For all its reputed (and professed) disdain of the corporeal and earthly, Christianity lavished considerable attention and wealth on the material dimension of sainthood and the \"holy\" during its formative periods in late antiquity and the Middle Ages. Already in the second century Christian communities accorded special status to a select few \"friends of God,\" primarily martyrs put to death during Roman persecutions. Subsequently the public and private veneration of saints and their earthly remains proliferated, intensified, and became an intrinsic aspect of Christian spirituality and life in both East and West until the Reformation. To do so, it had to gradually develop a theology to accommodate everything from fingers of saints to controversial and miracle-working images. This course investigates the theology, origins, and development of the cult of saints in early Christianity and the Middle Ages with special attention to its material manifestations. The class combines the examination of thematic issues, such as pilgrimage and the use and function of reliquaries (both portable and architectural), with a focus on such specific cases as the evolution of the cult of the Virgin Mary. Area V and Area III.\n", + "REL 970 Theory in Mourning: Readings in Race, Religion, Gender, and Sexuality. Adrian Emmanuel Hernandez-Acosta. \"I came to theory because I was hurting.\" This is how the late bell hooks begins her 1991 essay, \"Theory as Liberatory Practice.\" Taking that opening line as its thematic cue, this course approaches key texts in Black feminist, queer, and trans theory with a mournful orientation. The course begins with three essays—mourning essays by Freud (1917), Klein (1940), and Fanon (1952)—to which subsequent texts respond in a variety of ways. The course then moves through key texts from the late 1980s to the present. The aim of this course is to familiarize students with key texts in Black feminist, queer, and trans theory, while cultivating appreciation for how texts considered theory are as much singular sites of experience as they are enabling of critical abstraction. The course asks not only how mourning and theorizing (in)form each other, but also how mourning theory orients studies of race, religion, gender, and sexuality and vice versa. Lingering with these questions is crucial for academic and ministerial study committed to critically addressing challenges in today’s world with care. Area V.\n", + "REL 994 Moral Issues in Public Policy: Poverty, Health Care, and Voting Rights. Jonathan Wilson-Hartgrove, William Barber. This seminar introduces students to contemporary public policy debates about poverty, ecological devastation, and voting rights by examining the moral issues at stake in each debate from a theological and constitutional perspective. With the best data and evidence-based research available, students are challenged to ask not only what is possible, but also what justice, love, and mercy demand of society and how this moral mandate can be leveraged to effect positive policy change. We are joined by guests from the Center for Public Theology and Public Policy’s Fellows Program who are both experts in their fields and directly-impacted activists working for policy change on the issues we discuss. Area V.\n", + "RLST 022 Religion and Science Fiction. Maria Doerfler. Survey of contemporary science fiction with attention to its use and presentation of religious thought and practice. Focus on the ways in which different religious frameworks inform the literary imagination of this genre, and how science fiction in turn creates religious systems in both literature and society.\n", + "RLST 127 Buddhist Thought: The Foundations. Eric Greene. This class introduces the fundamentals of Buddhist thought, focusing on the foundational doctrinal, philosophical, and ethical ideas that have animated the Buddhist tradition from its earliest days in India 2500 years ago down to the present, in places such as Tibet, China, and Japan. Though there will be occasional discussion of the social and practical contexts of the Buddhist religion, the primary focus of this course lies on how traditional Buddhist thinkers conceptualize the universe, think about the nature of human beings, and propose that people should live their lives. Our main objects of inquiry are therefore the foundational Buddhist ideas, and the classic texts in which those ideas are put forth and defended, that are broadly speaking shared by all traditions of Buddhism. In the later part of the course, we take up some of these issues in the context of specific, regional forms of Buddhism, and watch some films that provide glimpses of Buddhist religious life on the ground.\n", + "RLST 127 Buddhist Thought: The Foundations. This class introduces the fundamentals of Buddhist thought, focusing on the foundational doctrinal, philosophical, and ethical ideas that have animated the Buddhist tradition from its earliest days in India 2500 years ago down to the present, in places such as Tibet, China, and Japan. Though there will be occasional discussion of the social and practical contexts of the Buddhist religion, the primary focus of this course lies on how traditional Buddhist thinkers conceptualize the universe, think about the nature of human beings, and propose that people should live their lives. Our main objects of inquiry are therefore the foundational Buddhist ideas, and the classic texts in which those ideas are put forth and defended, that are broadly speaking shared by all traditions of Buddhism. In the later part of the course, we take up some of these issues in the context of specific, regional forms of Buddhism, and watch some films that provide glimpses of Buddhist religious life on the ground.\n", + "RLST 127 Buddhist Thought: The Foundations. This class introduces the fundamentals of Buddhist thought, focusing on the foundational doctrinal, philosophical, and ethical ideas that have animated the Buddhist tradition from its earliest days in India 2500 years ago down to the present, in places such as Tibet, China, and Japan. Though there will be occasional discussion of the social and practical contexts of the Buddhist religion, the primary focus of this course lies on how traditional Buddhist thinkers conceptualize the universe, think about the nature of human beings, and propose that people should live their lives. Our main objects of inquiry are therefore the foundational Buddhist ideas, and the classic texts in which those ideas are put forth and defended, that are broadly speaking shared by all traditions of Buddhism. In the later part of the course, we take up some of these issues in the context of specific, regional forms of Buddhism, and watch some films that provide glimpses of Buddhist religious life on the ground.\n", + "RLST 127 Buddhist Thought: The Foundations. This class introduces the fundamentals of Buddhist thought, focusing on the foundational doctrinal, philosophical, and ethical ideas that have animated the Buddhist tradition from its earliest days in India 2500 years ago down to the present, in places such as Tibet, China, and Japan. Though there will be occasional discussion of the social and practical contexts of the Buddhist religion, the primary focus of this course lies on how traditional Buddhist thinkers conceptualize the universe, think about the nature of human beings, and propose that people should live their lives. Our main objects of inquiry are therefore the foundational Buddhist ideas, and the classic texts in which those ideas are put forth and defended, that are broadly speaking shared by all traditions of Buddhism. In the later part of the course, we take up some of these issues in the context of specific, regional forms of Buddhism, and watch some films that provide glimpses of Buddhist religious life on the ground.\n", + "RLST 127 Buddhist Thought: The Foundations. This class introduces the fundamentals of Buddhist thought, focusing on the foundational doctrinal, philosophical, and ethical ideas that have animated the Buddhist tradition from its earliest days in India 2500 years ago down to the present, in places such as Tibet, China, and Japan. Though there will be occasional discussion of the social and practical contexts of the Buddhist religion, the primary focus of this course lies on how traditional Buddhist thinkers conceptualize the universe, think about the nature of human beings, and propose that people should live their lives. Our main objects of inquiry are therefore the foundational Buddhist ideas, and the classic texts in which those ideas are put forth and defended, that are broadly speaking shared by all traditions of Buddhism. In the later part of the course, we take up some of these issues in the context of specific, regional forms of Buddhism, and watch some films that provide glimpses of Buddhist religious life on the ground.\n", + "RLST 127 Buddhist Thought: The Foundations. This class introduces the fundamentals of Buddhist thought, focusing on the foundational doctrinal, philosophical, and ethical ideas that have animated the Buddhist tradition from its earliest days in India 2500 years ago down to the present, in places such as Tibet, China, and Japan. Though there will be occasional discussion of the social and practical contexts of the Buddhist religion, the primary focus of this course lies on how traditional Buddhist thinkers conceptualize the universe, think about the nature of human beings, and propose that people should live their lives. Our main objects of inquiry are therefore the foundational Buddhist ideas, and the classic texts in which those ideas are put forth and defended, that are broadly speaking shared by all traditions of Buddhism. In the later part of the course, we take up some of these issues in the context of specific, regional forms of Buddhism, and watch some films that provide glimpses of Buddhist religious life on the ground.\n", + "RLST 127 Buddhist Thought: The Foundations. This class introduces the fundamentals of Buddhist thought, focusing on the foundational doctrinal, philosophical, and ethical ideas that have animated the Buddhist tradition from its earliest days in India 2500 years ago down to the present, in places such as Tibet, China, and Japan. Though there will be occasional discussion of the social and practical contexts of the Buddhist religion, the primary focus of this course lies on how traditional Buddhist thinkers conceptualize the universe, think about the nature of human beings, and propose that people should live their lives. Our main objects of inquiry are therefore the foundational Buddhist ideas, and the classic texts in which those ideas are put forth and defended, that are broadly speaking shared by all traditions of Buddhism. In the later part of the course, we take up some of these issues in the context of specific, regional forms of Buddhism, and watch some films that provide glimpses of Buddhist religious life on the ground.\n", + "RLST 148 Jews and the World: From the Bible through 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. Counts toward either European or non-Western distributional credit within the History major, upon application to the director of undergraduate studies.\n", + "RLST 160 The Catholic Intellectual Tradition. Carlos Eire. Introductory survey of the interaction between Catholicism and Western culture from the first century to the present, with a focus on pivotal moments and crucial developments that defined both traditions. Key beliefs, rites, and customs of the Roman Catholic Church, and the ways in which they have found expression; interaction between Catholics and the institution of the Church; Catholicism in its cultural and sociopolitical matrices. Close reading of primary sources.\n", + "RLST 160 The Catholic Intellectual Tradition. Introductory survey of the interaction between Catholicism and Western culture from the first century to the present, with a focus on pivotal moments and crucial developments that defined both traditions. Key beliefs, rites, and customs of the Roman Catholic Church, and the ways in which they have found expression; interaction between Catholics and the institution of the Church; Catholicism in its cultural and sociopolitical matrices. Close reading of primary sources.\n", + "RLST 160 The Catholic Intellectual Tradition. Introductory survey of the interaction between Catholicism and Western culture from the first century to the present, with a focus on pivotal moments and crucial developments that defined both traditions. Key beliefs, rites, and customs of the Roman Catholic Church, and the ways in which they have found expression; interaction between Catholics and the institution of the Church; Catholicism in its cultural and sociopolitical matrices. Close reading of primary sources.\n", + "RLST 160 The Catholic Intellectual Tradition. Introductory survey of the interaction between Catholicism and Western culture from the first century to the present, with a focus on pivotal moments and crucial developments that defined both traditions. Key beliefs, rites, and customs of the Roman Catholic Church, and the ways in which they have found expression; interaction between Catholics and the institution of the Church; Catholicism in its cultural and sociopolitical matrices. Close reading of primary sources.\n", + "RLST 160 The Catholic Intellectual Tradition. Introductory survey of the interaction between Catholicism and Western culture from the first century to the present, with a focus on pivotal moments and crucial developments that defined both traditions. Key beliefs, rites, and customs of the Roman Catholic Church, and the ways in which they have found expression; interaction between Catholics and the institution of the Church; Catholicism in its cultural and sociopolitical matrices. Close reading of primary sources.\n", + "RLST 162 Tradition and Modernity: Ethics, Religion, Politics, Law, & Culture. Andrew Forsyth. This seminar is about \"tradition\"—what it is and what it does—and how reflecting on tradition can help us better understand ethics, religion, politics, law, and culture. We ask: for whom and in what ways (if any) are the beliefs and practices transmitted from one generation to another persuasive or even authoritative? And how do appeals to tradition work today? We traverse a series of cases studies in different domains. Looking to ethics, we ask if rational argument means rejecting or inhabiting tradition. Next, we look at religions as traditions and traditions as one source of authority within religions. We consider appeals to tradition in conservative and progressive politics. And how the law uses decisions on past events to guide present actions. Finally, we turn to tradition in civic and popular culture with attention to \"invented traditions,\" the May 2023 British Coronation, and Beyoncé’s 2019 concert film \"Homecoming.\"\n", + "RLST 165 The Quran. Travis Zadeh. Introduction to the study of the Quran. Topics include: the literary, historical, and theological reception of the Quran; its collection and redaction; the scriptural milieu of late antiquity; education and religious authority; ritual performance and calligraphic expression; the diversity of Muslim exegesis.\n", + "RLST 165 The Quran. Introduction to the study of the Quran. Topics include: the literary, historical, and theological reception of the Quran; its collection and redaction; the scriptural milieu of late antiquity; education and religious authority; ritual performance and calligraphic expression; the diversity of Muslim exegesis.\n", + "RLST 165 The Quran. Introduction to the study of the Quran. Topics include: the literary, historical, and theological reception of the Quran; its collection and redaction; the scriptural milieu of late antiquity; education and religious authority; ritual performance and calligraphic expression; the diversity of Muslim exegesis.\n", + "RLST 175 North Korea and Religion. Hwansoo Kim. Ever since the establishment of the Democratic People’s Republic of Korea (DPRK) in 1948 and the Korean War (1950–1953), North Korea has been depicted by the media as a reclusive, oppressive, and military country, its leaders as the worst dictators, and its people as brainwashed, tortured, and starving to death. The still ongoing Cold War discourse, intensified by the North Korea’s recent secret nuclear weapons program, furthers these negative images, and outsiders have passively internalized these images. However, these simplistic characterizations prevent one from gaining a balanced understanding of and insight into North Korea and its people on the ground. Topics other than political, military, and security issues are rarely given attention. On the whole, even though North Korea’s land area is larger than South Korea and its population of 25 million accounts for a third of all Koreans, North Korea has been neglected in the scholarly discussion of Korean culture. This class tries to make sense of North Korea in a more comprehensive way by integrating the political and economic with social, cultural, and religious dimensions. In order to accomplish this objective, students examine leadership, religious (especially cultic) aspects of the North Korean Juche ideology, the daily lives of its citizens, religious traditions, the Korean War, nuclear development and missiles, North Korean defectors and refugees, human rights, Christian missionary organizations, and unification, among others. Throughout, the course places North Korean issues in the East Asian and global context. The course draws upon recent scholarly books, articles, journals, interviews with North Korean defectors, travelogues, media publications, and visual materials.\n", + "RLST 183 The Gita: Humanities at World's End. Sonam Kachru. An examination of the Bhagavad Gita in its historical and religious context. Exploration of the major interpretations of this important religious text. All readings in translation.\n", + "RLST 201 Medieval Jews, Christians, and Muslims In Conversation. Ivan Marcus. How members of Jewish, Christian, and Muslim communities thought of and interacted with members of the other two cultures during the Middle Ages. Cultural grids and expectations each imposed on the other; the rhetoric of otherness—humans or devils, purity or impurity, and animal imagery; and models of religious community and power in dealing with the other when confronted with cultural differences. Counts toward either European or Middle Eastern distributional credit within the History major, upon application to the director of undergraduate studies.\n", + "RLST 230 Yoga in South Asia and Beyond. The history of yoga practice and thought from the earliest textual discussions of yoga until the present day. Topics include the body, cosmology, cross-cultural interactions, colonialism, and orientalism.\n", + "RLST 234 History of the Supernatural from Antiquity to Modernity. Carlos Eire. This survey course aims to provide an introduction to ancient, medieval, and early modern Western beliefs in supernatural forces, as manifested in saints, mystics, demoniacs, ghosts, witches, relics, miracles, magic, charms, folk traditions, fantastic creatures and sacred places. Using a wide range of primary sources and various historical methodologies, our aim is to better understand how beliefs and worldviews develop and change and the ways in which they shape and determine human behavior.\n", + "RLST 246 Beyond the Typology: Christian-Buddhist Engagement in Southeast Asia. David Moe. Southeast Asia is one of the most religiously and ethnically diverse regions in the world, yet this region and its religions do not receive sufficient attention. This region is home to three world religions—majority Christianity is mainly found in the Philippines and East Timor; Theravada Buddhism in Myanmar, Thailand, Laos, and Cambodia; Mahayana Buddhism in Vietnam, Malaysia, and Singapore,; and Islam in Indonesia, Malaysia, and Brunei. This course pays particular attention to Christian-Buddhist engagement from the colonial past to the post-colonial present. We consider questions such as, \"How did Western missionaries make contact with Buddhists in a colonial period?\", What is the result of the colonial legacy of foreign missionaries?\" and \"How do local Christians and Buddhists understand their ethnic identity and religious otherness in a post-colonial period?\" Using thematic and comparative approaches, this course will introduce students to Christian-Buddhist origins, movements, teachings, practices, social and spiritual involvements. We fill in some gaps by balancing the nuanced approaches to religious doctrines and lived experiences. We also examine the problem of a misleading typology—exclusivism, inclusivism, and pluralism—and discern how the interreligious ethics of compassion should serve as a fresh way for a Christian-Buddhist’s hospitable engagement and for building a multicultural nation in contemporary Southeast Asia.\n", + "RLST 249 Jewish Philosophy. Introduction to Jewish philosophy, including classical rationalism of Maimonides, classical kabbalah, and Franz Rosenzweig's inheritance of both traditions. Critical examination of concepts arising in and from Jewish life and experience, in a way that illuminates universal problems of leading a meaningful human life in a multicultural and increasingly globalized world. No previous knowledge of Judaism is required.\n", + "RLST 258 Black Church Burning. Todne Thomas. Black churches are vital institutions that have contributed to the spiritual and physical survival of African-descended communities in North America. Nonetheless, the very centrality of black churches to black survival, refuge, development, and flourishing has made them targets for white supremacist and other modalities of violence. This course compels us to turn our attention to the troubling archive of anti-black religious violence manifested in black church bombings, burnings, and shootings in the United States from the antebellum period to the present. More than a survey of the ravages of anti-black religious violence, this course also challenges us to consider the spiritual, experiential, and prophetic significance of fire within the Black Christian tradition. Black Church Burning, then, references the spiritual, symbolic, and material destruction of fire and how it is wielded by black Christian practitioners in relation to regenerative rebukes and potentialities. Course participants survey foundational texts about the significance of African American churches. They also contemplate the offerings and shortcomings of historical, social scientific, theological, and artistic depictions of black church arson and black Christian pneumatic concepts, as well as their moral and material implications.\n", + "RLST 277 Existentialism. Noreen Khawaja. Introduction to key problems in European existentialism. Existentialism considered not as a unified movement, but as a tradition of interlocking ideas about human freedom woven through the philosophy, religious thought, art, and political theory of late modern Europe. Readings from Kierkegaard, Nietzsche, Heti, Lukács, Gide, Heidegger, Fanon, Sartre, de Beauvoir, Cesaire.\n", + "RLST 284 Jewish and Christian Bodies: Ritual, Law, Theory. Shraga Bick. This course employs a variety of methodological tools to explore the place and meaning of the body in Judaism and Christianity, by examining several central issues related to the body, such as observing the commandment; Martyrdom; Illness and death; sexuality and gender; and the performance of rituals.\n", + "RLST 290 Islam Today: Modern Islamic Thought. Frank Griffel. Introduction to Islamic thought after 1800, including some historical background. The development of Islamic modernism in the 19th century and of Islamic fundamentalism in the 20th. Islam as a reactive force to Western colonialism; the ideals of Shari'a, Islam as a political ideology, and the emergence of Jihad movements. Different kinds of Salafism, Islamic liberalism, and feminism as well as the revival of Islam's intellectual heritage.\n", + "RLST 290 Islam Today: Modern Islamic Thought. Introduction to Islamic thought after 1800, including some historical background. The development of Islamic modernism in the 19th century and of Islamic fundamentalism in the 20th. Islam as a reactive force to Western colonialism; the ideals of Shari'a, Islam as a political ideology, and the emergence of Jihad movements. Different kinds of Salafism, Islamic liberalism, and feminism as well as the revival of Islam's intellectual heritage.\n", + "RLST 290 Islam Today: Modern Islamic Thought. Introduction to Islamic thought after 1800, including some historical background. The development of Islamic modernism in the 19th century and of Islamic fundamentalism in the 20th. Islam as a reactive force to Western colonialism; the ideals of Shari'a, Islam as a political ideology, and the emergence of Jihad movements. Different kinds of Salafism, Islamic liberalism, and feminism as well as the revival of Islam's intellectual heritage.\n", + "RLST 290 Islam Today: Modern Islamic Thought. Introduction to Islamic thought after 1800, including some historical background. The development of Islamic modernism in the 19th century and of Islamic fundamentalism in the 20th. Islam as a reactive force to Western colonialism; the ideals of Shari'a, Islam as a political ideology, and the emergence of Jihad movements. Different kinds of Salafism, Islamic liberalism, and feminism as well as the revival of Islam's intellectual heritage.\n", + "RLST 290 Islam Today: Modern Islamic Thought. Introduction to Islamic thought after 1800, including some historical background. The development of Islamic modernism in the 19th century and of Islamic fundamentalism in the 20th. Islam as a reactive force to Western colonialism; the ideals of Shari'a, Islam as a political ideology, and the emergence of Jihad movements. Different kinds of Salafism, Islamic liberalism, and feminism as well as the revival of Islam's intellectual heritage.\n", + "RLST 324 The Global Right: From the French Revolution to the American Insurrection. Elli Stern. This seminar explores the history of right-wing political thought from the late eighteenth century to the present, with an emphasis on the role played by religious and pagan traditions. This course seeks to answer the question, what constitutes the right? What are the central philosophical, religious, and pagan, principles of those groups associated with this designation? How have the core ideas of the right changed over time? We do this by examining primary tracts written by theologians, political philosophers, and social theorists as well as secondary literature written by scholars interrogating movements associated with the right in America, Europe, Middle East and Asia. Though touching on specific national political parties, institutions, and think tanks, its focus is on mapping the intellectual overlap and differences between various right-wing ideologies. While the course is limited to the modern period, it adopts a global perspective to better understand the full scope of right-wing politics.\n", + "RLST 347 Sexual Minorities from Plato to the Enlightenment. Igor De Souza. This interdisciplinary course surveys the history of homosexuality from a cross-cultural, comparative  perspective. Students study contexts where homosexuality and sodomy were categorized, regulated, and persecuted and examine ancient and medieval constructions of same-sex desire in light of post-modern developments, challenging ideas around what is considered normal and/or natural. Ultimately, we ask: what has changed, and what has remained the same, in the history of homosexuality? What do gays and lesbians today have in common with pre-modern sodomites? Can this history help us ground or rethink our sexual selves and identities? Primary and secondary historical sources, some legal and religious sources, and texts in intellectual history are studied. Among the case studies for the course are ancient attitudes among Jews, early Christians, and Greeks; Christian theologians of the Middle Ages; Renaissance Florence; the Inquisition in Iberia; colonial Latin America; and the Enlightenment’s condemnation of sodomy by Montesquieu and Voltaire, and its defense by Bentham.\n", + "RLST 347 Sexual Minorities from Plato to the Enlightenment. This interdisciplinary course surveys the history of homosexuality from a cross-cultural, comparative  perspective. Students study contexts where homosexuality and sodomy were categorized, regulated, and persecuted and examine ancient and medieval constructions of same-sex desire in light of post-modern developments, challenging ideas around what is considered normal and/or natural. Ultimately, we ask: what has changed, and what has remained the same, in the history of homosexuality? What do gays and lesbians today have in common with pre-modern sodomites? Can this history help us ground or rethink our sexual selves and identities? Primary and secondary historical sources, some legal and religious sources, and texts in intellectual history are studied. Among the case studies for the course are ancient attitudes among Jews, early Christians, and Greeks; Christian theologians of the Middle Ages; Renaissance Florence; the Inquisition in Iberia; colonial Latin America; and the Enlightenment’s condemnation of sodomy by Montesquieu and Voltaire, and its defense by Bentham.\n", + "RLST 347 Sexual Minorities from Plato to the Enlightenment. This interdisciplinary course surveys the history of homosexuality from a cross-cultural, comparative  perspective. Students study contexts where homosexuality and sodomy were categorized, regulated, and persecuted and examine ancient and medieval constructions of same-sex desire in light of post-modern developments, challenging ideas around what is considered normal and/or natural. Ultimately, we ask: what has changed, and what has remained the same, in the history of homosexuality? What do gays and lesbians today have in common with pre-modern sodomites? Can this history help us ground or rethink our sexual selves and identities? Primary and secondary historical sources, some legal and religious sources, and texts in intellectual history are studied. Among the case studies for the course are ancient attitudes among Jews, early Christians, and Greeks; Christian theologians of the Middle Ages; Renaissance Florence; the Inquisition in Iberia; colonial Latin America; and the Enlightenment’s condemnation of sodomy by Montesquieu and Voltaire, and its defense by Bentham.\n", + "RLST 428 Neighbors and Others. Nancy Levene. This course is an interdisciplinary investigation of concepts and stories of family, community, borders, ethics, love, and antagonism. Otherwise put, it concerns the struggles of life with others – the logic, art, and psychology of those struggles. The starting point is a complex of ideas at the center of religions, which are given to differentiating \"us\" from \"them\" while also identifying values such as the love of the neighbor that are to override all differences. But religion is only one avenue into the motif of the neighbor, a fraught term of both proximity and distance, a contested term and practice trailing in its wake lovers, enemies, kin, gods, and strangers. Who is my neighbor? What is this to ask and what does the question ask of us? Course material includes philosophy, literature, psychology, and film.\n", + "RLST 431 Reality and the Realistic. Joanna Fiduccia, Noreen Khawaja. A multidisciplinary exploration of the concept of reality in Euro-American culture. What do we mean when we say something is \"real\" or \"realistic?\" From what is it being differentiated−the imaginary, the surreal, the speculative? Can we approach a meaningful concept of the unreal? This course wagers that representational norms do not simply reflect existing notions of reality; they also shape our idea of reality itself. We study the dynamics of realism and its counterparts across a range of examples from modern art, literature, philosophy, and religion. Readings may include: Aimé Cesaire, Mircea Eliade, Karen Barad, Gustave Flaubert, Sigmund Freud, Renee Gladman, Saidiya Hartman, Arthur Schopenhauer. Our goal is to understand how practices of representation reveal something about our understanding of reality, shedding light on the ways we use this most basic, yet most elusive concept.\n", + "RLST 488 Individual Tutorial. Travis Zadeh. For students who wish, under faculty supervision, to investigate an area in religious studies not covered by regular departmental offerings. The course may be used for research or for directed reading. A long essay or several short ones are required. To apply, students should present a prospectus with bibliography of work they propose to undertake to the director of undergraduate studies together with a letter of support from the faculty member who will direct the work.\n", + "RLST 491 The Senior Essay. Travis Zadeh. Students writing their senior essays meet periodically in the fall and weekly in the spring for a colloquium directed by the director of undergraduate studies. The essay, written under the supervision of a member of the department, should be a substantial paper between 12,500 and 15,000 words.\n", + "RLST 550 Translation and Commentary in Early Chinese Buddhism. Eric Greene. This seminar introduces the literary sources relevant for the earliest era of Chinese Buddhism, during the (Eastern) Han and Three Kingdoms period, which primarily consist of early translations of Indian Buddhist literature and a few pioneering Chinese commentaries to them. Largely unstudied by modern scholars owing to their archaic language and vocabulary, these sources document the first recorded intellectual encounters between the Indian and East Asian worlds. Together with a careful reading of a selection of the relevant primary sources, we also take up secondary readings on the history of early Chinese Buddhism and broader works on the problematics of translation and commentary, in the context of China and elsewhere.\n", + "RLST 584 Jewish and Christian Bodies: Ritual, Law, Theory. Shraga Bick. This course employs a variety of methodological tools to explore the place and meaning of the body in Judaism and Christianity by examining several central issues related to the body, such as observing the commandment, Martyrdom, illness and death, sexuality and gender, and the performance of rituals.\n", + "RLST 598 Modern Korean Buddhism from Sri Lanka to Japan. Hwansoo Kim. This course situates modern Korean Buddhism in the global context of the late nineteenth century to the present. Through critical examination of the dynamic relationship between Korean Buddhism and the Buddhisms of key East Asian cities—Shanghai, Tokyo, Taipei, and Lhasa—the course seeks to understand modern East Asian Buddhism in a transnational light. Discussion includes analyzing the impact of Christian missionaries, pan-Asian and global ideologies, colonialism, Communism, capitalism, war, science, hypermodernity, and atheism.\n", + "RLST 625 The Quran. Travis Zadeh. Introduction to the study of the Quran. Topics include: the literary, historical, and theological reception of the Quran; its collection and redaction; the scriptural milieu of late antiquity; education and religious authority; ritual performance and calligraphic expression; the diversity of Muslim exegesis.\n", + "RLST 654 Biblical Interpretation in Early Christianity. Maria Doerfler. Scripture was both the primary focus of early Christians’ literary attentions and the most significant resource for resolving questions of theological, ethical, or practical concern in their communities. Yet Scripture frequently did not speak with sufficient clarity and univocality; it required mediation—in homily, hymn, commentary, and treatise—and, in the process, interpretation and exposition. This course introduces students to a survey of ancient Christian writers’ exegetical efforts from the very beginnings of Christian interpretive activity through the flowering of exegesis across the Roman and Sassanid Empires in the fourth through sixth century.\n", + "RLST 680 Post-Classical Islamic Thought. Frank Griffel. Whereas the classical period of Islamic theology and philosophy, with prominent movements such as Mu’tazilism, Ash’arism, falsafa, etc., has attracted the bulk of the attention of intellectual historians who work on Islam, research on the period after that has recently caught up and has become one of the most fertile subfields in Islamic studies. This graduate seminar aims to introduce students into the most recent developments in the study of Islam’s post-classical period, which begins in the twelfth century in response to the conflict between Avicenna (d. 1037) and al-Ghazali (d. 1111). In this seminar we read Arabic texts by philosophical, theological, and scientific authors who were active after 1120, among them Abu l-Barakat al-Baghdadi (d. c. 1165), al-Suhrawardi (d. c. 1192), Fakhr al-Din al-Razi (d. 1210), Athir al-Din al-Abhari (d. 1265), Qutb al-Din al-Shirazi (d. 1311), or Shams al-Din al-Samarqandi (d. 1322). The reading of primary literature happens hand in hand with the discussion of secondary works on those texts. Class sessions are usually divided into a discussion of secondary literature and a reading of Arabic sources.\n", + "RLST 685 Islam Today: Modern Islamic Thought. Frank Griffel. Introduction to Islamic thought after 1800, including some historical background. The development of Islamic modernism in the nineteenth century and of Islamic fundamentalism in the twentieth. Islam as a reactive force to Western colonialism; the ideals of Shari'a, Islam as a political ideology, and the emergence of Jihad movements. Different kinds of Salafism, Islamic liberalism, and feminism as well as the revival of Islam's intellectual heritage.\n", + "RLST 748 Secularism. Kathryn Lofton. An assessment of secularism studies with a focus on the history of its relationship to the history of religions.\n", + "RLST 773 Jews and the World: From the Bible through 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.\n", + "RLST 819 Museums and Religion: the Politics of Preservation and Display. Sally Promey. This interdisciplinary seminar focuses on the tangled relations of religion and museums, historically and in the present. What does it mean to \"exhibit religion\" in the institutional context of the museum? What practices of display might one encounter for this subject? What kinds of museums most frequently invite religious display? How is religion suited (or not) for museum exhibition and museum education?\n", + "RLST 837 Northwest Semitic Inscriptions: Official Aramaic. Jimmy Daccache. Official Aramaic is the lingua franca of the Persian Empire during the sixth and fourth centuries BCE. This course is designed to familiarize students with texts from Achaemenid Egypt (the abundant papyri of Elephantine and Hermopolis), Bactria, Anatolia, and Mesopotamia. The Aramaic grammar is illustrated through the texts.\n", + "RLST 848 Intermediate Syriac I. Jimmy Daccache. This two-term course is designed to enhance students’ knowledge of the Syriac language by reading a selection of texts, sampling the major genres of classical Syriac literature. By the end of the year, students are familiar with non-vocalized texts and are capable of confronting specific grammatical or lexical problems.\n", + "RLST 874 Advanced Syriac I. Jimmy Daccache. This course is designed for graduate students who are proficient in Syriac and is organized topically. Topics vary each term and are listed in the syllabus on Canvas.\n", + "RLST 890 Religion and Modernity. Nancy Levene, Sonam Kachru. Seminar for doctoral students working at the intersection of religion, philosophy, and politics in modernity. Readings and topics vary from year to year.\n", + "RLST 905 Theology Doctoral Seminar. Willie Jennings. Combining seminar and workshop formats, this course explores the themes from Christian theology and especially doctrines of creation in relation to race, decoloniality, and critical geography. Our goal through this exploration is to facilitate an ongoing communal practice of collegial and constructive reading and conversation. Sat/Unsat or Audit only. This is the required seminar for the doctoral program in theology, but doctoral students and faculty in other areas of the religious studies department or in the wider university community may also request permission to attend.\n", + "RLST 961 Directed Readings: American Religious History. \n", + "RLST 962 Directed Readings: EMWAR. Directed readings in Early Mediterranean and West Asian Religions.\n", + "RLST 963 Directed Readings: Asian Religions. \n", + "RLST 964 Directed Readings: Ethics. \n", + "RLST 965 Directed Readings: Judaic Studies. \n", + "RLST 966 Directed Readings: Islamic Studies. \n", + "RLST 968 Directed Readings: Old Testament/Hebrew Bible. \n", + "RLST 969 Directed Readings: Philosophy of Religion. \n", + "RLST 970 Directed Readings: Religion and Modernity. \n", + "RLST 971 Directed Readings: Theology. \n", + "RSEE 225 Russia from the Ninth Century to 1801. Paul Bushkovitch. The mainstream of Russian history from the Kievan state to 1801. Political, social, and economic institutions and the transition from Eastern Orthodoxy to the Enlightenment.\n", + "RSEE 225 Russia from the Ninth Century to 1801. The mainstream of Russian history from the Kievan state to 1801. Political, social, and economic institutions and the transition from Eastern Orthodoxy to the Enlightenment.\n", + "RSEE 225 Russia from the Ninth Century to 1801. The mainstream of Russian history from the Kievan state to 1801. Political, social, and economic institutions and the transition from Eastern Orthodoxy to the Enlightenment.\n", + "RSEE 231 Russia in the Age of Tolstoy and Dostoevsky, 1850-1905. Russian politics, culture, and society ca. 1850 to 1905. Tsars’ personalities and ruling styles, political culture under autocracy. Reform from above and revolutionary terror. Serfdom and its abolition, problem of \"traditional\" Russian culture. Growth of industrial and financial capitalism, middle-class culture, and daily life. Foreign policy and imperial conquest, including the Caucasus and the Crimean War (1853-56). Readings combine key scholarly articles, book chapters, and representative primary sources. All readings and discussions in English.\n", + "RSEE 243 Race, Identity, and Empire: Soviet Literature for Children and Young Adults, 1920-1970. Children’s literature—works written for children, teenagers, and young adults—emerged only in the late nineteenth-century, as childhood itself was newly understood as a special developmental stage in human life. Alphabet primers, picture books, and novels attempted to establish a set of moral and behavioral ethics that structured children’s perceptions of norms and values for many years ahead. In this course, we examine the political life of children’s literature in the Soviet Union. How did Soviet writers initiate their young readers’ perception of the racial, political, gendered Self and Other, particularly as the Soviet Union situated itself as a transcontinental empire? We begin in the 1920s, when the Soviet state revolutionized children’s literature internationally by commissioning books and poems from first-class writers, like Vladimir Mayakovsky, Osip Mandelstam, and Daniil Kharms. As we move through the twentieth century, we investigate how children’s literature responds to the international developments of the Cold War. How is the Soviet ideology of race elaborated in children’s literature? How are children readers invited into the project of empire, and initiated as citizens, in the very act of reading or holding a book? We approach these works as adult interpreters, while also imagining ourselves as children readers. We discuss the multimediality of these texts, the interaction between text and image in illustrated books. Together, we explore the collections of Soviet children’s literature at the Beinecke Library and Princeton’s Cotsen Library. Guest instructors discuss the animal and the human in children’s literature, the relationship between books and toys, and the practice of translating children’s literature. This course is taught in Russian, with some readings in English and others in Russian.\n", + "RSEE 243 Race, Identity, and Empire: Soviet Literature for Children and Young Adults, 1920-1970. Children’s literature—works written for children, teenagers, and young adults—emerged only in the late nineteenth-century, as childhood itself was newly understood as a special developmental stage in human life. Alphabet primers, picture books, and novels attempted to establish a set of moral and behavioral ethics that structured children’s perceptions of norms and values for many years ahead. In this course, we examine the political life of children’s literature in the Soviet Union. How did Soviet writers initiate their young readers’ perception of the racial, political, gendered Self and Other, particularly as the Soviet Union situated itself as a transcontinental empire? We begin in the 1920s, when the Soviet state revolutionized children’s literature internationally by commissioning books and poems from first-class writers, like Vladimir Mayakovsky, Osip Mandelstam, and Daniil Kharms. As we move through the twentieth century, we investigate how children’s literature responds to the international developments of the Cold War. How is the Soviet ideology of race elaborated in children’s literature? How are children readers invited into the project of empire, and initiated as citizens, in the very act of reading or holding a book? We approach these works as adult interpreters, while also imagining ourselves as children readers. We discuss the multimediality of these texts, the interaction between text and image in illustrated books. Together, we explore the collections of Soviet children’s literature at the Beinecke Library and Princeton’s Cotsen Library. Guest instructors discuss the animal and the human in children’s literature, the relationship between books and toys, and the practice of translating children’s literature. This course is taught in Russian, with some readings in English and others in Russian.\n", + "RSEE 244 War Games. Marijeta Bozovic, Spencer Small. Dismissed, mocked, feared or loved for decades, video games have become a staple of contemporary media, art, and popular culture, studied alongside traditional print media and film. They eclipse the global yearly revenue of both film and music industries combined, leaving their financial significance undeniable. What remains understudied, however, is the political and cultural significance of the medium. War Games is a seminar dedicated to the intersection of video games and political violence (both real and imaginary) in a global and particularly post-Cold War context. Students learn to recognize patterns of ideological communication in video games while developing close reading skills of literature and digital media alike. We combine the study of video games with broader inquires into the media that circulate through the game mediaverse, including literature, social and news media, and film. Playing games and reading books, we pose the following questions: How do players \"perform\" war in games, and how might they resist or subvert expected performances? How indeed are we as readers and players affected by the type of media we consume? What is an adaptation? How do adaptations influence or potentially reshape our relationships with the source material? What themes and ideas are revealed effectively through one medium versus another? Why do certain literary traditions (such as classical Russian literature) provide such fruitful ground for video game adaptation? What are the political implications for the ideologies present in a video game given the globalized position of the medium? Assigned readings include novels, short stories, news media, and internet forums alongside a range of secondary materials, including film and media theory, intellectual and media histories, digital anthropology, reception studies, and interviews.\n", + "RSEE 257 Memory and Memoir in Russian Culture. Jinyi Chu. How do we remember and forget? How does memory transform into narrative? Why do we read and write memoirs and autobiography? What can they tell us about the past? How do we analyze the roles of the narrator, the author, and the protagonist? How should we understand the ideological tensions between official histography and personal reminiscences, especially in 20th-century Russia? This course aims to answer these questions through close readings of a few cultural celebrities’ memoirs and autobiographical writings that are also widely acknowledged as the best representatives of 20th-century Russian prose. Along the way, we read literary texts in dialogue with theories of memory, historiography, and narratology. Students acquire the theoretical apparatus that enables them to analyze the complex ideas, e.g. cultural memory and trauma, historicity and narrativity, and fiction and non-fiction. Students finish the course with an in-depth knowledge of the major themes of 20th-century Russian history, e.g. empire, revolution, war, Stalinism, and exilic experience, as well as increased skills in the analysis of literary texts. Students with knowledge of Russian are encouraged to read in the original language. All readings are available in English.\n", + "RSEE 271 European Intellectual History since Nietzsche. Marci Shore. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "RSEE 271 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "RSEE 271 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "RSEE 271 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "RSEE 271 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "RSEE 271 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "RSEE 271 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "RSEE 271 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "RSEE 271 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "RSEE 271 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "RSEE 271 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "RSEE 271 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "RSEE 271 European Intellectual History since Nietzsche. Major currents in European intellectual history from the late nineteenth century through the twentieth. Topics include Marxism-Leninism, psychoanalysis, expressionism, structuralism, phenomenology, existentialism, antipolitics, and deconstruction.\n", + "RSEE 313 Art and Resistance in Belarus, Russia, and Ukraine. Andrei Kureichyk. This interdisciplinary seminar is devoted to the study of protest art as part of the struggle of society against authoritarianism and totalitarianism. It focuses on the example of the Soviet and post-Soviet transformation of Belarus, Russia, and Ukraine. The period under discussion begins after the death of Stalin in 1953 and ends with the art of protest against the modern post-Soviet dictatorships of Alexander Lukashenka in Belarus and Vladimir Putin in Russia, the protest art of the Ukrainian Maidan and the anti-war movement of artists against the Russian-Ukrainian war. The course begins by looking at the influence of the \"Khrushchev Thaw\" on literature and cinema, which opened the way for protest art to a wide Soviet audience. We explore different approaches to protest art in conditions of political unfreedom: \"nonconformism,\" \"dissidence,\" \"mimicry,\" \"rebellion.\" The course investigates the existential conflict of artistic freedom and the political machine of authoritarianism. These themes are explored at different levels through specific examples from the works and biographies of artists. Students immerse themselves in works of different genres: films, songs, performances, plays and literary works.\n", + "RSEE 316 Socialist '80s: Aesthetics of Reform in China and the Soviet Union. Jinyi Chu. This course offers an interdisciplinary introduction to the study of the complex cultural and political paradigms of late socialism from a transnational perspective by focusing on the literature, cinema, and popular culture of the Soviet Union and China in 1980s. How were intellectual and everyday life in the Soviet Union and China distinct from and similar to that of the West of the same era? How do we parse \"the cultural logic of late socialism?\" What can today’s America learn from it? Examining two major socialist cultures together in a global context, this course queries the ethnographic, ideological, and socio-economic constituents of late socialism. Students analyze cultural materials in the context of Soviet and Chinese history. Along the way, we explore themes of identity, nationalism, globalization, capitalism, and the Cold War. Students with knowledge of Russian and Chinese are encouraged to read in original languages. All readings are available in English.\n", + "RSEE 325 Ten Eurasian Cities. Nari Shelekpayev. This course explores histories and identities of ten cities in Northern and Central Eurasia. Its approach is based on an assumption that studying cities is crucial for an understanding of how societies developed on the territory of the Russian Empire, the Soviet Union, and post-Soviet states. The course is structured around the study of ten cities—Kyiv, Saint Petersburg, Moscow, Odesa, Baku, Magnitogorsk, Kharkiv, Tashkent, Semey (former Semipalatinsk), and Nur-Sultan (former Astana)—that are located on the territory of modern Ukraine, Russia, Central Asia, and the Caucasus. We study these cities through the prism of various scholarly approaches, as well as historical and visual sources. Literary texts are used not only as a means to illustrate certain historical processes but as artifacts that were instrumental in creating the identity of these cities within and beyond their territories. The ultimate goal of the course is to acquaint all participants with the dynamics of social, cultural, and political development of the ten Eurasian cities, their urban layout and architectural features. The course also provides an overview of basic conceptual approaches to the study of cities and ongoing urbanization in Northern and Central Eurasia.\n", + "RSEE 355 Ecology and Russian Culture. Molly Brunson. Interdisciplinary study of Russian literature, film, and art from the nineteenth to the twenty-first centuries, organized into four units—forest, farm, labor, and disaster. Topics include: perception and representation of nature; deforestation and human habitation; politics and culture of land-ownership; leisure, labor, and forced labor; modernity and industrialization; and nuclear technologies and disasters. Analysis of short stories, novels, and supplementary readings on ecocriticism and environmental humanities, as well as films, paintings, and visual materials. Several course meetings take place at the Yale Farm. Readings and discussions in English.\n", + "RSEE 470 Individual Writing Tutorial. \n", + "RSEE 490 The Senior Essay. Jinyi Chu. Preparation of the senior essay under faculty supervision. The essay grade becomes the grade for both terms of the course.\n", + "RSEE 605 Socialist '80s: Aesthetics of Reform in China and the Soviet Union. Jinyi Chu. This course offers an interdisciplinary introduction to the study of the complex cultural and political paradigms of late socialism from a transnational perspective by focusing on the literature, cinema, and popular culture of the Soviet Union and China in 1980s. How were intellectual and everyday life in the Soviet Union and China distinct from and similar to that of the West of the same era? How do we parse \"the cultural logic of late socialism?\" What can today’s America learn from it? Examining two major socialist cultures together in a global context, this course queries the ethnographic, ideological, and socio-economic constituents of late socialism. Students analyze cultural materials in the context of Soviet and Chinese history. Along the way, we explore themes of identity, nationalism, globalization, capitalism, and the Cold War. Students with knowledge of Russian and Chinese are encouraged to read in original. All readings are available in English.\n", + "RSEE 613 Art and Resistance in Belarus, Russia, and Ukraine. Andrei Kureichyk. This interdisciplinary seminar is devoted to the study of protest art as part of the struggle of society against authoritarianism and totalitarianism. It focuses on the example of the Soviet and post-Soviet transformation of Belarus, Russia, and Ukraine. The period under discussion begins after the death of Stalin in 1953 and ends with the art of protest against the modern post-Soviet dictatorships of Alexander Lukashenka in Belarus and Vladimir Putin in Russia, the protest art of the Ukrainian Maidan, and the anti-war movement of artists against the Russian-Ukrainian war. The course begins by looking at the influence of the \"Khrushchev Thaw\" on literature and cinema, which opened the way for protest art to a wide Soviet audience. We explore different approaches to protest art in conditions of political unfreedom: \"nonconformism,\" \"dissidence,\" \"mimicry,\" \"rebellion.\" The course investigates the existential conflict of artistic freedom and the political machine of authoritarianism. These themes are explored at different levels through specific examples from the works and biographies of artists. Students immerse themselves in works of different genres: films, songs, performances, plays, and literary works.\n", + "RUSS 110 First-Year Russian I. Julia Titus. A video-based course designed to develop all four language skills: reading, writing, speaking, and listening comprehension. Use of dialogues, games, and role playing. In addition to readings in the textbook, students read original short stories and learn Russian songs and poems. Oral and written examinations.\n", + "RUSS 110 First-Year Russian I. Julia Titus. A video-based course designed to develop all four language skills: reading, writing, speaking, and listening comprehension. Use of dialogues, games, and role playing. In addition to readings in the textbook, students read original short stories and learn Russian songs and poems. Oral and written examinations.\n", + "RUSS 120 First-Year Russian II. Continuation of RUSS 110.\n", + "RUSS 120 First-Year Russian II. Continuation of RUSS 110.\n", + "RUSS 125 Intensive Elementary Russian. Constantine Muravnik. An intensive course that covers in one term the material taught in RUSS 110 and 120. For students of superior linguistic ability. Study of Russian grammar; practice in conversation, reading, and composition.\n", + "RUSS 130 Second-Year Russian I. A course to improve functional competence in all four language skills (speaking, writing, reading, and listening comprehension). Audio activities, for use both in the classroom and independently, are designed to help students improve their listening comprehension skills and pronunciation. Lexical and grammatical materials are thematically based.\n", + "RUSS 130 Second-Year Russian I. Irina Dolgova. A course to improve functional competence in all four language skills (speaking, writing, reading, and listening comprehension). Audio activities, for use both in the classroom and independently, are designed to help students improve their listening comprehension skills and pronunciation. Lexical and grammatical materials are thematically based.\n", + "RUSS 150 Third-Year Russian I. Constantine Muravnik. Intensive practice in conversation and composition accompanied by review and refinement of grammar. Readings from nineteenth- and twentieth-century literature, selected readings in Russian history and current events, and videotapes and films are used as the basis of structured conversation, composition, and grammatical exercises. Oral and written examinations.\n", + "RUSS 152 Mastering Oral Communication in Russian. The goal of this course is to improve students’ communicative competence in Russian through a focus on their pronunciation and listening skills within a variety of topics such as academic life, art, music, finance, technology etc. By the end of the course students are able to communicate their ideas, express agreement and disagreement, and persuade and settle for a compromise within broad cultural and social topics in a more intelligible and natural way in Russian.\n", + "RUSS 160 Fourth-Year Russian I. Anastasia Selemeneva. Discussion topics include Russian culture, literature, and self-identity; the old and new capitals of Russia, the cultural impact of the Russian Orthodox Church, and Russia at war. Readings from mass media, textbooks, and classic and modern literature. Use of video materials.\n", + "RUSS 172 Russian History through Literature and Film. Irina Dolgova. Study of important events in Russian history, from the medieval times to the present, through authentic reading materials in various genres and through feature and documentary films.  The course is designed to advance students’ speaking proficiency in Russian and to develop their reading, listening, and writing skills. Texts include Russian fairy tales; fragments from The Primary Chronicles; A. Tolstoy’s Peter I; D. Merezhkovsky’s Antichrist; N. Eidelman’s Decembrists; P. Chaadaev’s Philosophical Letters; N. Leskov’s Enchanted Wanderer (fragments); and I. Goncharov’s Oblomov (fragments). Films include A. Tarkovsky’s Andrei Rublev; N. Mikhalkov’s Several Days from Oblomov’s Life; A. Askoldov’s Comissar; Todorovsky’s Stiliagi; K. Muratova’s Asthenic Syndrome; and A. Zviagintsev’s Loveless. All written assignments, texts, and discussions are in Russian.\n", + "RUSS 222 War Games. Dismissed, mocked, feared or loved for decades, video games have become a staple of contemporary media, art, and popular culture, studied alongside traditional print media and film. They eclipse the global yearly revenue of both film and music industries combined, leaving their financial significance undeniable. What remains understudied, however, is the political and cultural significance of the medium. War Games is a seminar dedicated to the intersection of video games and political violence (both real and imaginary) in a global and particularly post-Cold War context. Students learn to recognize patterns of ideological communication in video games while developing close reading skills of literature and digital media alike. We combine the study of video games with broader inquires into the media that circulate through the game mediaverse, including literature, social and news media, and film. Playing games and reading books, we pose the following questions: How do players \"perform\" war in games, and how might they resist or subvert expected performances? How indeed are we as readers and players affected by the type of media we consume? What is an adaptation? How do adaptations influence or potentially reshape our relationships with the source material? What themes and ideas are revealed effectively through one medium versus another? Why do certain literary traditions (such as classical Russian literature) provide such fruitful ground for video game adaptation? What are the political implications for the ideologies present in a video game given the globalized position of the medium? Assigned readings include novels, short stories, news media, and internet forums alongside a range of secondary materials, including film and media theory, intellectual and media histories, digital anthropology, reception studies, and interviews.\n", + "RUSS 222 War Games. Dismissed, mocked, feared or loved for decades, video games have become a staple of contemporary media, art, and popular culture, studied alongside traditional print media and film. They eclipse the global yearly revenue of both film and music industries combined, leaving their financial significance undeniable. What remains understudied, however, is the political and cultural significance of the medium. War Games is a seminar dedicated to the intersection of video games and political violence (both real and imaginary) in a global and particularly post-Cold War context. Students learn to recognize patterns of ideological communication in video games while developing close reading skills of literature and digital media alike. We combine the study of video games with broader inquires into the media that circulate through the game mediaverse, including literature, social and news media, and film. Playing games and reading books, we pose the following questions: How do players \"perform\" war in games, and how might they resist or subvert expected performances? How indeed are we as readers and players affected by the type of media we consume? What is an adaptation? How do adaptations influence or potentially reshape our relationships with the source material? What themes and ideas are revealed effectively through one medium versus another? Why do certain literary traditions (such as classical Russian literature) provide such fruitful ground for video game adaptation? What are the political implications for the ideologies present in a video game given the globalized position of the medium? Assigned readings include novels, short stories, news media, and internet forums alongside a range of secondary materials, including film and media theory, intellectual and media histories, digital anthropology, reception studies, and interviews.\n", + "RUSS 222 War Games. Marijeta Bozovic, Spencer Small. Dismissed, mocked, feared or loved for decades, video games have become a staple of contemporary media, art, and popular culture, studied alongside traditional print media and film. They eclipse the global yearly revenue of both film and music industries combined, leaving their financial significance undeniable. What remains understudied, however, is the political and cultural significance of the medium. War Games is a seminar dedicated to the intersection of video games and political violence (both real and imaginary) in a global and particularly post-Cold War context. Students learn to recognize patterns of ideological communication in video games while developing close reading skills of literature and digital media alike. We combine the study of video games with broader inquires into the media that circulate through the game mediaverse, including literature, social and news media, and film. Playing games and reading books, we pose the following questions: How do players \"perform\" war in games, and how might they resist or subvert expected performances? How indeed are we as readers and players affected by the type of media we consume? What is an adaptation? How do adaptations influence or potentially reshape our relationships with the source material? What themes and ideas are revealed effectively through one medium versus another? Why do certain literary traditions (such as classical Russian literature) provide such fruitful ground for video game adaptation? What are the political implications for the ideologies present in a video game given the globalized position of the medium? Assigned readings include novels, short stories, news media, and internet forums alongside a range of secondary materials, including film and media theory, intellectual and media histories, digital anthropology, reception studies, and interviews.\n", + "RUSS 243 Race, Identity, and Empire: Soviet Literature for Children and Young Adults, 1920-1970. Children’s literature—works written for children, teenagers, and young adults—emerged only in the late nineteenth-century, as childhood itself was newly understood as a special developmental stage in human life. Alphabet primers, picture books, and novels attempted to establish a set of moral and behavioral ethics that structured children’s perceptions of norms and values for many years ahead. In this course, we examine the political life of children’s literature in the Soviet Union. How did Soviet writers initiate their young readers’ perception of the racial, political, gendered Self and Other, particularly as the Soviet Union situated itself as a transcontinental empire? We begin in the 1920s, when the Soviet state revolutionized children’s literature internationally by commissioning books and poems from first-class writers, like Vladimir Mayakovsky, Osip Mandelstam, and Daniil Kharms. As we move through the twentieth century, we investigate how children’s literature responds to the international developments of the Cold War. How is the Soviet ideology of race elaborated in children’s literature? How are children readers invited into the project of empire, and initiated as citizens, in the very act of reading or holding a book? We approach these works as adult interpreters, while also imagining ourselves as children readers. We discuss the multimediality of these texts, the interaction between text and image in illustrated books. Together, we explore the collections of Soviet children’s literature at the Beinecke Library and Princeton’s Cotsen Library. Guest instructors discuss the animal and the human in children’s literature, the relationship between books and toys, and the practice of translating children’s literature. This course is taught in Russian, with some readings in English and others in Russian.\n", + "RUSS 267 Memory and Memoir in Russian Culture. Jinyi Chu. How do we remember and forget? How does memory transform into narrative? Why do we read and write memoirs and autobiography? What can they tell us about the past? How do we analyze the roles of the narrator, the author, and the protagonist? How should we understand the ideological tensions between official histography and personal reminiscences, especially in 20th-century Russia? This course aims to answer these questions through close readings of a few cultural celebrities’ memoirs and autobiographical writings that are also widely acknowledged as the best representatives of 20th-century Russian prose. Along the way, we read literary texts in dialogue with theories of memory, historiography, and narratology. Students acquire the theoretical apparatus that enables them to analyze the complex ideas, e.g. cultural memory and trauma, historicity and narrativity, and fiction and non-fiction. Students finish the course with an in-depth knowledge of the major themes of 20th-century Russian history, e.g. empire, revolution, war, Stalinism, and exilic experience, as well as increased skills in the analysis of literary texts. Students with knowledge of Russian are encouraged to read in the original language. All readings are available in English.\n", + "RUSS 313 Art and Resistance in Belarus, Russia, and Ukraine. Andrei Kureichyk. This interdisciplinary seminar is devoted to the study of protest art as part of the struggle of society against authoritarianism and totalitarianism. It focuses on the example of the Soviet and post-Soviet transformation of Belarus, Russia, and Ukraine. The period under discussion begins after the death of Stalin in 1953 and ends with the art of protest against the modern post-Soviet dictatorships of Alexander Lukashenka in Belarus and Vladimir Putin in Russia, the protest art of the Ukrainian Maidan and the anti-war movement of artists against the Russian-Ukrainian war. The course begins by looking at the influence of the \"Khrushchev Thaw\" on literature and cinema, which opened the way for protest art to a wide Soviet audience. We explore different approaches to protest art in conditions of political unfreedom: \"nonconformism,\" \"dissidence,\" \"mimicry,\" \"rebellion.\" The course investigates the existential conflict of artistic freedom and the political machine of authoritarianism. These themes are explored at different levels through specific examples from the works and biographies of artists. Students immerse themselves in works of different genres: films, songs, performances, plays and literary works.\n", + "RUSS 316 Socialist '80s: Aesthetics of Reform in China and the Soviet Union. Jinyi Chu. This course offers an interdisciplinary introduction to the study of the complex cultural and political paradigms of late socialism from a transnational perspective by focusing on the literature, cinema, and popular culture of the Soviet Union and China in 1980s. How were intellectual and everyday life in the Soviet Union and China distinct from and similar to that of the West of the same era? How do we parse \"the cultural logic of late socialism?\" What can today’s America learn from it? Examining two major socialist cultures together in a global context, this course queries the ethnographic, ideological, and socio-economic constituents of late socialism. Students analyze cultural materials in the context of Soviet and Chinese history. Along the way, we explore themes of identity, nationalism, globalization, capitalism, and the Cold War. Students with knowledge of Russian and Chinese are encouraged to read in original languages. All readings are available in English.\n", + "RUSS 325 Ten Eurasian Cities. Nari Shelekpayev. This course explores histories and identities of ten cities in Northern and Central Eurasia. Its approach is based on an assumption that studying cities is crucial for an understanding of how societies developed on the territory of the Russian Empire, the Soviet Union, and post-Soviet states. The course is structured around the study of ten cities—Kyiv, Saint Petersburg, Moscow, Odesa, Baku, Magnitogorsk, Kharkiv, Tashkent, Semey (former Semipalatinsk), and Nur-Sultan (former Astana)—that are located on the territory of modern Ukraine, Russia, Central Asia, and the Caucasus. We study these cities through the prism of various scholarly approaches, as well as historical and visual sources. Literary texts are used not only as a means to illustrate certain historical processes but as artifacts that were instrumental in creating the identity of these cities within and beyond their territories. The ultimate goal of the course is to acquaint all participants with the dynamics of social, cultural, and political development of the ten Eurasian cities, their urban layout and architectural features. The course also provides an overview of basic conceptual approaches to the study of cities and ongoing urbanization in Northern and Central Eurasia.\n", + "RUSS 355 Ecology and Russian Culture. Molly Brunson. Interdisciplinary study of Russian literature, film, and art from the nineteenth to the twenty-first centuries, organized into four units—forest, farm, labor, and disaster. Topics include: perception and representation of nature; deforestation and human habitation; politics and culture of land-ownership; leisure, labor, and forced labor; modernity and industrialization; and nuclear technologies and disasters. Analysis of short stories, novels, and supplementary readings on ecocriticism and environmental humanities, as well as films, paintings, and visual materials. Several course meetings take place at the Yale Farm. Readings and discussions in English.\n", + "RUSS 465 War in Literature and Film. Representations of war in literature and film; reasons for changes over time in portrayals of war. Texts by Stendahl, Tolstoy, Juenger, Remarque, Malraux, and Vonnegut; films by Eisenstein, Tarkovsky, Joris Ivens, Coppola, Spielberg, and Altman.\n", + "RUSS 480 Directed Reading in Russian Literature. Individual study under the supervision of a faculty member selected by the student. Applicants must submit a prospectus approved by the adviser to the director of undergraduate studies by the end of the first week of classes in the term in which the course is taken. The student meets with the adviser at least one hour each week, and takes a final examination or writes a term paper.\n", + "RUSS 480 Directed Reading: Russian Lit: Cultural Legacies of Soviet Af. Marijeta Bozovic. Individual study under the supervision of a faculty member selected by the student. Applicants must submit a prospectus approved by the adviser to the director of undergraduate studies by the end of the first week of classes in the term in which the course is taken. The student meets with the adviser at least one hour each week, and takes a final examination or writes a term paper.\n", + "RUSS 490 The Senior Essay. Research and writing on a topic of the student's own devising. Regular meetings with an adviser as the work progresses from prospectus to final form.\n", + "RUSS 603 Russian Realist Literature and Painting. An interdisciplinary examination of the development of nineteenth-century Russian realism in literature and the visual arts. Topics include the Natural School and the formulation of a realist aesthetic; the artistic strategies and polemics of critical realism; narrative, genre, and the rise of the novel; the Wanderers and the articulation of a Russian school of painting; realism, modernism, and the challenges of periodization. Readings include novels, short stories, and critical works by Dostoevsky, Turgenev, Goncharov, Tolstoy, Chekhov, and others. Painters of focus include Fedotov, Perov, Shishkin, Repin, and Kramskoy. Special attention is given to the particular methodological demands of interart analysis.\n", + "RUSS 605 Socialist '80s: Aesthetics of Reform in China and the Soviet Union. This course offers an interdisciplinary introduction to the study of the complex cultural and political paradigms of late socialism from a transnational perspective by focusing on the literature, cinema, and popular culture of the Soviet Union and China in 1980s. How were intellectual and everyday life in the Soviet Union and China distinct from and similar to that of the West of the same era? How do we parse \"the cultural logic of late socialism?\" What can today’s America learn from it? Examining two major socialist cultures together in a global context, this course queries the ethnographic, ideological, and socio-economic constituents of late socialism. Students analyze cultural materials in the context of Soviet and Chinese history. Along the way, we explore themes of identity, nationalism, globalization, capitalism, and the Cold War. Students with knowledge of Russian and Chinese are encouraged to read in original. All readings are available in English.\n", + "RUSS 605 Socialist '80s: Aesthetics of Reform in China and the Soviet Union. This course offers an interdisciplinary introduction to the study of the complex cultural and political paradigms of late socialism from a transnational perspective by focusing on the literature, cinema, and popular culture of the Soviet Union and China in 1980s. How were intellectual and everyday life in the Soviet Union and China distinct from and similar to that of the West of the same era? How do we parse \"the cultural logic of late socialism?\" What can today’s America learn from it? Examining two major socialist cultures together in a global context, this course queries the ethnographic, ideological, and socio-economic constituents of late socialism. Students analyze cultural materials in the context of Soviet and Chinese history. Along the way, we explore themes of identity, nationalism, globalization, capitalism, and the Cold War. Students with knowledge of Russian and Chinese are encouraged to read in original. All readings are available in English.\n", + "RUSS 605 Socialist '80s: Aesthetics of Reform in China and the Soviet Union. Jinyi Chu. This course offers an interdisciplinary introduction to the study of the complex cultural and political paradigms of late socialism from a transnational perspective by focusing on the literature, cinema, and popular culture of the Soviet Union and China in 1980s. How were intellectual and everyday life in the Soviet Union and China distinct from and similar to that of the West of the same era? How do we parse \"the cultural logic of late socialism?\" What can today’s America learn from it? Examining two major socialist cultures together in a global context, this course queries the ethnographic, ideological, and socio-economic constituents of late socialism. Students analyze cultural materials in the context of Soviet and Chinese history. Along the way, we explore themes of identity, nationalism, globalization, capitalism, and the Cold War. Students with knowledge of Russian and Chinese are encouraged to read in original. All readings are available in English.\n", + "RUSS 609 Memory and Memoir in Russian Culture. Jinyi Chu. How do we remember and forget? How does memory transform into narrative? Why do we read and write memoirs and autobiography? What can they tell us about the past? How do we analyze the roles of the narrator, the author, and the protagonist? How should we understand the ideological tensions between official historiography and personal reminiscences, especially in twentieth-century Russia? This course aims to answer these questions through close readings of a few cultural celebrities’ memoirs and autobiographical writings that are also widely acknowledged as the best representatives of twentieth-century Russian prose. Along the way, we read literary texts in dialogue with theories of memory, historiography, and narratology. Students acquire the theoretical apparatus that will enable them to analyze the complex ideas, e.g., cultural memory and trauma, historicity and narrativity, and fiction and nonfiction. Students acquire an in-depth knowledge of the major themes of twentieth-century Russian history—e.g., empire, revolution, war, Stalinism, and exilic experience—as well as increased skills in the analysis of literary texts. Students with knowledge of Russian are encouraged to read in the original. All readings are available in English.\n", + "RUSS 610 Academic Russian: Stylistics and Practice. Constantine Muravnik. This course is for graduate students and qualified undergraduates who have reached the \"advanced mid\" level of oral, written, and reading proficiency in Russian and who need to improve their linguistic skills for effective use in research and professional communications, including job interviews. We read sophisticated academic prose in Russian and Eurasian studies, and we discuss it in the target language. Students work with a selection of academic texts by celebrated past and contemporary scholars in the field. Special attention is paid to the formal aspects of academic writing and speaking, as well as to the terminological and linguistic apparatus. Students learn to present on topics of their interest, provide structured responses, construct hypotheses, support their opinions, and argue their point of view. The course includes an introduction to Russian paleography and prosody that further develops students’ oral and aural skills.\n", + "RUSS 613 Art and Resistance in Belarus, Russia, and Ukraine. Andrei Kureichyk. This interdisciplinary seminar is devoted to the study of protest art as part of the struggle of society against authoritarianism and totalitarianism. It focuses on the example of the Soviet and post-Soviet transformation of Belarus, Russia, and Ukraine. The period under discussion begins after the death of Stalin in 1953 and ends with the art of protest against the modern post-Soviet dictatorships of Alexander Lukashenka in Belarus and Vladimir Putin in Russia, the protest art of the Ukrainian Maidan, and the anti-war movement of artists against the Russian-Ukrainian war. The course begins by looking at the influence of the \"Khrushchev Thaw\" on literature and cinema, which opened the way for protest art to a wide Soviet audience. We explore different approaches to protest art in conditions of political unfreedom: \"nonconformism,\" \"dissidence,\" \"mimicry,\" \"rebellion.\" The course investigates the existential conflict of artistic freedom and the political machine of authoritarianism. These themes are explored at different levels through specific examples from the works and biographies of artists. Students immerse themselves in works of different genres: films, songs, performances, plays, and literary works.\n", + "RUSS 649 Advanced Research Methods in Nineteenth-Century Russian Culture. Molly Brunson. This workshop is intended to serve advanced graduate students in their fourth, fifth, sixth, or seventh year of the Ph.D. program, who are working on topics related to nineteenth-century Russian culture. Students discuss scholarly methods, research practices, and matters of professionalization (including the job market) in small groups or one-on-one with the instructor. Prior permission of the instructor is required.\n", + "RUSS 670 Empire in Russian Culture. Edyta Bojanowska. Interdisciplinary exploration of Russia’s modern imperial culture, especially of the nineteenth century. How did this culture reflect, shape, and challenge imperial reality? How did the multiethnic and multiconfessional empire figure in negotiations of Russian national identity? Other topics include versions of Russian and Soviet Orientalism and colonialism, representations of peripheral regions, relations between ethnic groups, and the role of gender and race in Russia’s imperial imagination. Materials combine fiction, poetry, travel writing, painting, and film, with readings in postcolonial studies, history, political science, and anthropology. Most readings are assigned in translation, although students with a knowledge of Russian are encouraged to read the primary texts in the original; the language of seminar discussions will be English. Students with an interest in comparative studies of empire are welcome.\n", + "RUSS 695 Russian Literature and Film in the 1920s and 1930s. This course presents a historical overview, incorporating some of the main landmarks of the 1920s and 1930s including works by Pilnyak, Bakhtin, the Formalists, Platonov, Mayakovsky, Bulgakov, Zoshchenko, Eisenstein, Protazanov, Pudovkin, the Vasilyev \"brothers,\" and G. Aleksandrov.\n", + "S&DS 101 Introduction to Statistics: Life Sciences. Jonathan Reuning-Scherer. Statistical and probabilistic analysis of biological problems, presented with a unified foundation in basic statistical theory. Problems are drawn from genetics, ecology, epidemiology, and bioinformatics.\n", + "S&DS 102 Introduction to Statistics: Political Science. Jonathan Reuning-Scherer. Statistical analysis of politics, elections, and political psychology. Problems presented with reference to a wide array of examples: public opinion, campaign finance, racially motivated crime, and public policy.\n", + "S&DS 103 Introduction to Statistics: Social Sciences. Jonathan Reuning-Scherer. Descriptive and inferential statistics applied to analysis of data from the social sciences. Introduction of concepts and skills for understanding and conducting quantitative research.\n", + "S&DS 105 Introduction to Statistics: Medicine. Jay Emerson, Jonathan Reuning-Scherer. Statistical methods used in medicine and medical research. Practice in reading medical literature competently and critically, as well as practical experience performing statistical analysis of medical data.\n", + "S&DS 106 Introduction to Statistics: Data Analysis. Jonathan Reuning-Scherer, Robert Wooster. An introduction to probability and statistics with emphasis on data analysis.\n", + "S&DS 108 Introduction to Statistics: Advanced Fundamentals. Jonathan Reuning-Scherer. Introductory statistical concepts beyond those covered in high school AP statistics.   Includes additional concepts in regression, an introduction to multiple regression, ANOVA, and logistic regression. This course is intended as a bridge between AP statistics and courses such as S&DS 230, Data Exploration and Analysis. Meets for the second half of the term only.\n", + "S&DS 109 Introduction to Statistics: Fundamentals. Jonathan Reuning-Scherer. General concepts and methods in statistics. Meets for the first half of the term only.\n", + "S&DS 110 R for Statistical Computing and Data Science. Intensive introduction to the R language, widely-accepted for statistical computing and graphics, and used by the data science industry as well as in a wide range of academic disciplines. It is a useful complement (concurrently or in advance) to many courses in S&DS.\n", + "S&DS 172 YData: Data Science for Political Campaigns. Joshua Kalla. Political campaigns have become increasingly data driven. Data science is used to inform where campaigns compete, which messages they use, how they deliver them, and among which voters. In this course, we explore how data science is being used to design winning campaigns. Students gain an understanding of what data is available to campaigns, how campaigns use this data to identify supporters, and the use of experiments in campaigns. This course provides students with an introduction to political campaigns, an introduction to data science tools necessary for studying politics, and opportunities to practice the data science skills presented in S&DS 123, YData.\n", + "S&DS 178 Sociogenomics. Ramina Sotoudeh. Since the first human genome was sequenced in 2003, social and behavioral data have become increasingly integrated with genetic data. This has proven important not only for medicine and public health but also for social science. In this course, we cover the foundations of sociogenomics research. We begin by surveying core concepts in the field, from heritability to gene-by-environment interactions, and learning the computational tools necessary for producing sociogenomics research. In later weeks, we read some of the latest applied work in the field and discuss the value and limitations of such research. The course culminates in a final project, in which students are tasked with using empirical data to answer a social genetics question of their own.\n", + "S&DS 230 Data Exploration and Analysis. Ethan Meyers. Survey of statistical methods: plots, transformations, regression, analysis of variance, clustering, principal components, contingency tables, and time series analysis. The R computing language and Web data sources are used.\n", + "S&DS 238 Probability and Bayesian Statistics. Joseph Chang. Fundamental principles and techniques of probabilistic thinking, statistical modeling, and data analysis. Essentials of probability, including conditional probability, random variables, distributions, law of large numbers, central limit theorem, and Markov chains. Statistical inference with emphasis on the Bayesian approach: parameter estimation, likelihood, prior and posterior distributions, Bayesian inference using Markov chain Monte Carlo. Introduction to regression and linear models. Computers are used for calculations, simulations, and analysis of data.\n", + "S&DS 240 An Introduction to Probability Theory. Robert Wooster. Introduction to probability theory. Topics include probability spaces, random variables, expectations and probabilities, conditional probability, independence, discrete and continuous distributions, central limit theorem, Markov chains, and probabilistic modeling. This course counts towards the Data Science certificate but not the Statistics and Data Science major.\n", + "S&DS 241 Probability Theory. Yihong Wu. Introduction to probability theory. Topics include probability spaces, random variables, expectations and probabilities, conditional probability, independence, discrete and continuous distributions, central limit theorem, Markov chains, and probabilistic modeling.\n", + "S&DS 265 Introductory Machine Learning. John Lafferty. This course covers the key ideas and techniques in machine learning without the use of advanced mathematics. Basic methodology and relevant concepts are presented in lectures, including the intuition behind the methods. Assignments give students hands-on experience with the methods on different types of data. Topics include linear regression and classification, tree-based methods, clustering, topic models, word embeddings, recurrent neural networks, dictionary learning and deep learning. Examples come from a variety of sources including political speeches, archives of scientific articles, real estate listings, natural images, and several others. Programming is central to the course, and is based on the Python programming language.\n", + "S&DS 280 Neural Data Analysis. Ethan Meyers. We discuss data analysis methods that are used in the neuroscience community. Methods include classical descriptive and inferential statistics, point process models, mutual information measures, machine learning (neural decoding) analyses, dimensionality reduction methods, and representational similarity analyses. Each week we read a research paper that uses one of these methods, and we replicate these analyses using the R or Python programming language. Emphasis is on analyzing neural spiking data, although we also discuss other imaging modalities such as magneto/electro-encephalography (EEG/MEG), two-photon imaging, and possibility functional magnetic resonance imaging data (fMRI). Data we analyze includes smaller datasets, such as single neuron recordings from songbird vocal motor system, as well as larger data sets, such as the Allen Brain observatory’s simultaneous recordings from the mouse visual system.\n", + "S&DS 312 Linear Models. Zongming Ma. The geometry of least squares; distribution theory for normal errors; regression, analysis of variance, and designed experiments; numerical algorithms, with particular reference to the R statistical language.\n", + "S&DS 365 Intermediate Machine Learning. John Lafferty. S&DS 365 is a second course in machine learning at the advanced undergraduate or beginning graduate level. The course assumes familiarity with the basic ideas and techniques in machine learning, for example as covered in S&DS 265. The course treats methods together with mathematical frameworks that provide intuition and justifications for how and when the methods work. Assignments give students hands-on experience with machine learning techniques, to build the skills needed to adapt approaches to new problems. Topics include nonparametric regression and classification, kernel methods, risk bounds, nonparametric Bayesian approaches, graphical models, attention and language models, generative models, sparsity and manifolds, and reinforcement learning. Programming is central to the course, and is based on the Python programming language and Jupyter notebooks.\n", + "S&DS 400 Advanced Probability. Sekhar Tatikonda. Measure theoretic probability, conditioning, laws of large numbers, convergence in distribution, characteristic functions, central limit theorems, martingales.\n", + "S&DS 410 Statistical Inference. Harrison Zhou. A systematic development of the mathematical theory of statistical inference covering methods of estimation, hypothesis testing, and confidence intervals. An introduction to statistical decision theory.\n", + "S&DS 425 Statistical Case Studies. Brian Macdonald. Statistical analysis of a variety of statistical problems using real data. Emphasis on methods of choosing data, acquiring data, assessing data quality, and the issues posed by extremely large data sets. Extensive computations using R statistical software.\n", + "S&DS 431 Optimization and Computation. Zhuoran Yang. This course is designed for students in Statistics & Data Science who need to know about optimization and the essentials of numerical algorithm design and analysis. It is an introduction to more advanced courses in optimization. The overarching goal of the course is teach students how to design algorithms for Machine Learning and Data Analysis (in their own research). This course is not open to students who have taken S&DS 430.\n", + "S&DS 480 Individual Studies. Sekhar Tatikonda. Directed individual study for qualified students who wish to investigate an area of statistics not covered in regular courses. A student must be sponsored by a faculty member who sets the requirements and meets regularly with the student. Enrollment requires a written plan of study approved by the faculty adviser and the director of undergraduate studies.\n", + "S&DS 491 Senior Project. Brian Macdonald. Individual research that fulfills the senior requirement. Requires a faculty adviser and DUS permission. The student must submit a written report about results of the project.\n", + "S&DS 501 Introduction to Statistics: Life Sciences. Jonathan Reuning-Scherer. Statistical and probabilistic analysis of biological problems, presented with a unified foundation in basic statistical theory. Problems are drawn from genetics, ecology, epidemiology, and bioinformatics.\n", + "S&DS 502 Introduction to Statistics: Political Science. Jonathan Reuning-Scherer. Statistical analysis of politics, elections, and political psychology. Problems presented with reference to a wide array of examples: public opinion, campaign finance, racially motivated crime, and public policy. Note: S&DS 501–506 offer a basic introduction to statistics, including numerical and graphical summaries of data, probability, hypothesis testing, confidence intervals, and regression. Each course focuses on applications to a particular field of study and is taught jointly by two instructors, one specializing in statistics and the other in the relevant area of application. The first seven weeks are attended by all students in S&DS 501–506 together as general concepts and methods of statistics are developed. The course separates for the last six and a half weeks, which develop the concepts with examples and applications. Computers are used for data analysis. These courses are alternatives; they do not form a sequence, and only one may be taken for credit.\n", + "S&DS 503 Introduction to Statistics: Social Sciences. Jonathan Reuning-Scherer. Descriptive and inferential statistics applied to analysis of data from the social sciences. Introduction of concepts and skills for understanding and conducting quantitative research. Note: S&DS 501–506 offer a basic introduction to statistics, including numerical and graphical summaries of data, probability, hypothesis testing, confidence intervals, and regression. Each course focuses on applications to a particular field of study and is taught jointly by two instructors, one specializing in statistics and the other in the relevant area of application. The first seven weeks are attended by all students in S&DS 501–506 together as general concepts and methods of statistics are developed. The course separates for the last six and a half weeks, which develop the concepts with examples and applications. Computers are used for data analysis. These courses are alternatives; they do not form a sequence, and only one may be taken for credit.\n", + "S&DS 505 Introduction to Statistics: Medicine. Jay Emerson, Jonathan Reuning-Scherer. Statistical methods relied upon in medicine and medical research. Practice in reading medical literature competently and critically, as well as practical experience performing statistical analysis of medical data. Note: S&DS 501–506 offer a basic introduction to statistics, including numerical and graphical summaries of data, probability, hypothesis testing, confidence intervals, and regression. Each course focuses on applications to a particular field of study and is taught jointly by two instructors, one specializing in statistics and the other in the relevant area of application. The first seven weeks are attended by all students in S&DS 501–506 together as general concepts and methods of statistics are developed. The course separates for the last six and a half weeks, which develop the concepts with examples and applications. Computers are used for data analysis. These courses are alternatives; they do not form a sequence, and only one may be taken for credit.\n", + "S&DS 506 Introduction to Statistics: Data Analysis. Jonathan Reuning-Scherer, Robert Wooster. An introduction to probability and statistics with emphasis on data analysis. Note: S&DS 501–506 offer a basic introduction to statistics, including numerical and graphical summaries of data, probability, hypothesis testing, confidence intervals, and regression. Each course focuses on applications to a particular field of study and is taught jointly by two instructors, one specializing in statistics and the other in the relevant area of application. The first seven weeks are attended by all students in S&DS 501–506 together as general concepts and methods of statistics are developed. The course separates for the last six and a half weeks, which develop the concepts with examples and applications. Computers are used for data analysis. These courses are alternatives; they do not form a sequence, and only one may be taken for credit.\n", + "S&DS 510 An Introduction to R for Statistical Computing and Data Science. An introduction to the R language for statistical computing and graphics. R is a widely accepted language for advanced statistical computing and data science in industry as well as in a wide range of academic disciplines. This course is a useful complement (concurrently or in advance) to many courses in S&DS. One-half credit; meets for eight weeks.\n", + "S&DS 530 Data Exploration and Analysis. Ethan Meyers. Survey of statistical methods: plots, transformations, regression, analysis of variance, clustering, principal components, contingency tables, and time series analysis. The R computing language and web data sources are used.\n", + "S&DS 538 Probability and Statistics. Joseph Chang. Fundamental principles and techniques of probabilistic thinking, statistical modeling, and data analysis. Essentials of probability: conditional probability, random variables, distributions, law of large numbers, central limit theorem, Markov chains. Statistical inference with emphasis on the Bayesian approach: parameter estimation, likelihood, prior and posterior distributions, Bayesian inference using Markov chain Monte Carlo. Introduction to regression and linear models. Computers are used throughout for calculations, simulations, and analysis of data.\n", + "S&DS 540 An Introduction to Probability Theory. Robert Wooster. Introduction to probability theory. Topics include probability spaces, random variables, expectations and probabilities, conditional probability, independence, discrete and continuous distributions, central limit theorem, Markov chains, and probabilistic modeling. This course may be appropriate for non-S&DS graduate students.\n", + "S&DS 541 Probability Theory. Yihong Wu. A first course in probability theory: probability spaces, random variables, expectations and probabilities, conditional probability, independence, some discrete and continuous distributions, central limit theorem, Markov chains, probabilistic modeling. Prerequisite: calculus of functions of several variables.\n", + "S&DS 542 Theory of Statistics. Andrew Barron. Principles of statistical analysis: maximum likelihood, sampling distributions, estimation, confidence intervals, tests of significance, regression, analysis of variance, and the method of least squares. Prerequisite: S&DS 541.\n", + "S&DS 565 Introductory Machine Learning. John Lafferty. This course covers the key ideas and techniques in machine learning without the use of advanced mathematics. Basic methodology and relevant concepts are presented in lectures, including the intuition behind the methods. Assignments give students hands-on experience with the methods on different types of data. Topics include linear regression and classification, tree-based methods, clustering, topic models, word embeddings, recurrent neural networks, dictionary learning, and deep learning. Examples come from a variety of sources including political speeches, archives of scientific articles, real estate listings, natural images, and others. Programming is central to the course and is based on the Python programming language.\n", + "S&DS 569 Numerical Linear Algebra: Deterministic and Randomized Algorithms. This course is an advanced introduction to numerical linear algebra, which is at the foundation of much of scientific computing, data science, machine learning, digital signal and image processing, network analysis, etc. It is geared towards graduate students who need a sophisticated foundation in the subject and for those students interested in advanced methods.\n", + "S&DS 572 YData: Data Science for Political Campaigns. Joshua Kalla. Political campaigns have become increasingly data driven. Data science is used to inform where campaigns compete, which messages they use, how they deliver them, and among which voters. In this course, we explore how data science is being used to design winning campaigns. Students gain an understanding of what data is available to campaigns, how campaigns use this data to identify supporters, and the use of experiments in campaigns. The course provides students with an introduction to political campaigns, an introduction to data science tools necessary for studying politics, and opportunities to practice the data science skills presented in S&DS 523.\n", + "S&DS 580 Neural Data Analysis. Ethan Meyers. We discuss data analysis methods that are used in the neuroscience community. Methods include classical descriptive and inferential statistics, point process models, mutual information measures, machine learning (neural decoding) analyses, dimensionality reduction methods, and representational similarity analyses. Each week we read a research paper that uses one of these methods, and we replicate these analyses using the R or Python programming language. Emphasis is on analyzing neural spiking data, although we also discuss other imaging modalities such as magneto/electro-encephalography (EEG/MEG), two-photon imaging, and possibility functional magnetic resonance imaging data (fMRI). Data we analyze includes smaller datasets, such as single neuron recordings from songbird vocal motor system, as well as larger data sets, such as the Allen Brain observatory’s simultaneous recordings from the mouse visual system.\n", + "S&DS 600 Advanced Probability. Sekhar Tatikonda. Measure theoretic probability, conditioning, laws of large numbers, convergence in distribution, characteristic functions, central limit theorems, martingales. Some knowledge of real analysis is assumed.\n", + "S&DS 610 Statistical Inference. Harrison Zhou. A systematic development of the mathematical theory of statistical inference covering methods of estimation, hypothesis testing, and confidence intervals. An introduction to statistical decision theory. Knowledge of probability theory at the level of S&DS 541 is assumed.\n", + "S&DS 612 Linear Models. Zongming Ma. The geometry of least squares; distribution theory for normal errors; regression, analysis of variance, and designed experiments; numerical algorithms (with particular reference to the R statistical language); alternatives to least squares. Prerequisites: linear algebra and some acquaintance with statistics.\n", + "S&DS 625 Statistical Case Studies. Brian Macdonald. Statistical analysis of a variety of statistical problems using real data. Emphasis on methods of choosing data, acquiring data, assessing data quality, and the issues posed by extremely large data sets. Extensive computations using R.\n", + "S&DS 627 Statistical Consulting. Jay Emerson. Statistical consulting and collaborative research projects often require statisticians to explore new topics outside their area of expertise. This course exposes students to real problems, requiring them to draw on their expertise in probability, statistics, and data analysis. Students complete the course with individual projects supervised jointly by faculty outside the department and by one of the instructors. Students enroll for both terms (S&DS 627 and 628) and receive one credit at the end of the year.\n", + "S&DS 631 Optimization and Computation. Zhuoran Yang. An introduction to optimization and computation motivated by the needs of computational statistics, data analysis, and machine learning. This course provides foundations essential for research at the intersections of these areas, including the asymptotic analysis of algorithms, an understanding of condition numbers, conditions for optimality, convex optimization, gradient descent, linear and conic programming, and NP hardness. Model problems come from numerical linear algebra and constrained least squares problems. Other useful topics include data structures used to represent graphs and matrices, hashing, automatic differentiation, and randomized algorithms.\n", + "S&DS 665 Intermediate Machine Learning. John Lafferty. S&DS 365 is a second course in machine learning at the advanced undergraduate or beginning graduate level. The course assumes familiarity with the basic ideas and techniques in machine learning, for example as covered in S&DS 265. The course treats methods together with mathematical frameworks that provide intuition and justifications for how and when the methods work. Assignments give students hands-on experience with machine learning techniques, to build the skills needed to adapt approaches to new problems. Topics include nonparametric regression and classification, kernel methods, risk bounds, nonparametric Bayesian approaches, graphical models, attention and language models, generative models, sparsity and manifolds, and reinforcement learning. Programming is central to the course, and is based on the Python programming language and Jupyter notebooks.\n", + "S&DS 688 Computational and Statistical Trade-offs in High Dimensional Statistics. Ilias Zadik. Modern statistical tasks require the use of both computationally efficient and statistically accurate methods. But, can we always find a computationally efficient method that achieves the information-theoretic optimal statistical guarantees? If not, is this an artifact of our techniques, or a potentially fundamental source of computational hardness? This course surveys a new and growing research area studying such questions on the intersection of high dimensional statistics and theoretical computer science. We discuss various tools to explain the presence of such \"computational-to-statistical gaps\" for several high dimensional inference models. These tools include the \"low-degree polynomials\" method, statistical query lower bounds, and more. We also discuss connections with other fields such as statistical physics and cryptography.\n", + "S&DS 689 Scientific Machine Learning. Lu Lu. There are two main branches of technical computing: scientific computing and machine learning. Recently, there has been a convergence of the two disciplines in the emerging scientific machine learning (SciML) field. The main objective of this course is to teach theory, algorithms, and implementation of SciML techniques to graduate students. This course entails various methods to solve a broad range of computational problems frequently encountered in solid mechanics, fluid mechanics, nondestructive evaluation of materials, systems biology, chemistry, and non-linear dynamics. The topics in this course cover multi-fidelity learning, physics-informed neural networks, deep neural operators, uncertainty quantification, and parallel computing. Certain materials are discussed through student presentations of selected publications in the area. Students should have prior coursework in advanced calculus, linear algebra, and probability. Having a background in scientific computing, Python, and/or machine learning is helpful but not mandatory.\n", + "S&DS 690 Independent Study. Jay Emerson. By arrangement with faculty. Approval of DGS required.\n", + "S&DS 700 Departmental Seminar. Presentations of recent breakthroughs in statistics and data science.\n", + "SAST 261 Buddhist Thought: The Foundations. Eric Greene. This class introduces the fundamentals of Buddhist thought, focusing on the foundational doctrinal, philosophical, and ethical ideas that have animated the Buddhist tradition from its earliest days in India 2500 years ago down to the present, in places such as Tibet, China, and Japan. Though there will be occasional discussion of the social and practical contexts of the Buddhist religion, the primary focus of this course lies on how traditional Buddhist thinkers conceptualize the universe, think about the nature of human beings, and propose that people should live their lives. Our main objects of inquiry are therefore the foundational Buddhist ideas, and the classic texts in which those ideas are put forth and defended, that are broadly speaking shared by all traditions of Buddhism. In the later part of the course, we take up some of these issues in the context of specific, regional forms of Buddhism, and watch some films that provide glimpses of Buddhist religious life on the ground.\n", + "SAST 261 Buddhist Thought: The Foundations. This class introduces the fundamentals of Buddhist thought, focusing on the foundational doctrinal, philosophical, and ethical ideas that have animated the Buddhist tradition from its earliest days in India 2500 years ago down to the present, in places such as Tibet, China, and Japan. Though there will be occasional discussion of the social and practical contexts of the Buddhist religion, the primary focus of this course lies on how traditional Buddhist thinkers conceptualize the universe, think about the nature of human beings, and propose that people should live their lives. Our main objects of inquiry are therefore the foundational Buddhist ideas, and the classic texts in which those ideas are put forth and defended, that are broadly speaking shared by all traditions of Buddhism. In the later part of the course, we take up some of these issues in the context of specific, regional forms of Buddhism, and watch some films that provide glimpses of Buddhist religious life on the ground.\n", + "SAST 261 Buddhist Thought: The Foundations. This class introduces the fundamentals of Buddhist thought, focusing on the foundational doctrinal, philosophical, and ethical ideas that have animated the Buddhist tradition from its earliest days in India 2500 years ago down to the present, in places such as Tibet, China, and Japan. Though there will be occasional discussion of the social and practical contexts of the Buddhist religion, the primary focus of this course lies on how traditional Buddhist thinkers conceptualize the universe, think about the nature of human beings, and propose that people should live their lives. Our main objects of inquiry are therefore the foundational Buddhist ideas, and the classic texts in which those ideas are put forth and defended, that are broadly speaking shared by all traditions of Buddhism. In the later part of the course, we take up some of these issues in the context of specific, regional forms of Buddhism, and watch some films that provide glimpses of Buddhist religious life on the ground.\n", + "SAST 261 Buddhist Thought: The Foundations. This class introduces the fundamentals of Buddhist thought, focusing on the foundational doctrinal, philosophical, and ethical ideas that have animated the Buddhist tradition from its earliest days in India 2500 years ago down to the present, in places such as Tibet, China, and Japan. Though there will be occasional discussion of the social and practical contexts of the Buddhist religion, the primary focus of this course lies on how traditional Buddhist thinkers conceptualize the universe, think about the nature of human beings, and propose that people should live their lives. Our main objects of inquiry are therefore the foundational Buddhist ideas, and the classic texts in which those ideas are put forth and defended, that are broadly speaking shared by all traditions of Buddhism. In the later part of the course, we take up some of these issues in the context of specific, regional forms of Buddhism, and watch some films that provide glimpses of Buddhist religious life on the ground.\n", + "SAST 261 Buddhist Thought: The Foundations. This class introduces the fundamentals of Buddhist thought, focusing on the foundational doctrinal, philosophical, and ethical ideas that have animated the Buddhist tradition from its earliest days in India 2500 years ago down to the present, in places such as Tibet, China, and Japan. Though there will be occasional discussion of the social and practical contexts of the Buddhist religion, the primary focus of this course lies on how traditional Buddhist thinkers conceptualize the universe, think about the nature of human beings, and propose that people should live their lives. Our main objects of inquiry are therefore the foundational Buddhist ideas, and the classic texts in which those ideas are put forth and defended, that are broadly speaking shared by all traditions of Buddhism. In the later part of the course, we take up some of these issues in the context of specific, regional forms of Buddhism, and watch some films that provide glimpses of Buddhist religious life on the ground.\n", + "SAST 261 Buddhist Thought: The Foundations. This class introduces the fundamentals of Buddhist thought, focusing on the foundational doctrinal, philosophical, and ethical ideas that have animated the Buddhist tradition from its earliest days in India 2500 years ago down to the present, in places such as Tibet, China, and Japan. Though there will be occasional discussion of the social and practical contexts of the Buddhist religion, the primary focus of this course lies on how traditional Buddhist thinkers conceptualize the universe, think about the nature of human beings, and propose that people should live their lives. Our main objects of inquiry are therefore the foundational Buddhist ideas, and the classic texts in which those ideas are put forth and defended, that are broadly speaking shared by all traditions of Buddhism. In the later part of the course, we take up some of these issues in the context of specific, regional forms of Buddhism, and watch some films that provide glimpses of Buddhist religious life on the ground.\n", + "SAST 261 Buddhist Thought: The Foundations. This class introduces the fundamentals of Buddhist thought, focusing on the foundational doctrinal, philosophical, and ethical ideas that have animated the Buddhist tradition from its earliest days in India 2500 years ago down to the present, in places such as Tibet, China, and Japan. Though there will be occasional discussion of the social and practical contexts of the Buddhist religion, the primary focus of this course lies on how traditional Buddhist thinkers conceptualize the universe, think about the nature of human beings, and propose that people should live their lives. Our main objects of inquiry are therefore the foundational Buddhist ideas, and the classic texts in which those ideas are put forth and defended, that are broadly speaking shared by all traditions of Buddhism. In the later part of the course, we take up some of these issues in the context of specific, regional forms of Buddhism, and watch some films that provide glimpses of Buddhist religious life on the ground.\n", + "SAST 262 Digital War. From drones and autonomous robots to algorithmic warfare, virtual war gaming, and data mining, digital war has become a key pressing issue of our times and an emerging field of study. This course provides a critical overview of digital war, understood as the relationship between war and digital technologies. Modern warfare has been shaped by digital technologies, but the latter have also been conditioned through modern conflict: DARPA (the research arm of the US Department of Defense), for instance, has innovated aspects of everything from GPS, to stealth technology, personal computing, and the Internet. Shifting beyond a sole focus on technology and its makers, this class situates the historical antecedents and present of digital war within colonialism and imperialism. We will investigate the entanglements between technology, empire, and war, and examine how digital war—also sometimes understood as virtual or remote war—has both shaped the lives of the targeted and been conditioned by imperial ventures. We will consider visual media, fiction, art, and other works alongside scholarly texts to develop a multidiscpinary perspective on the past, present, and future of digital war.\n", + "SAST 266 Introduction to Islamic Architecture. Kishwar Rizvi. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "SAST 266 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "SAST 266 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "SAST 266 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "SAST 266 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "SAST 266 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "SAST 266 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "SAST 266 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "SAST 266 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "SAST 266 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "SAST 266 Introduction to Islamic Architecture. Introduction to the architecture of the Islamic world from the seventh century to the present, encompassing regions of Asia, North Africa, and Europe. A variety of sources and media, from architecture to urbanism and from travelogues to paintings, are used in an attempt to understand the diversity and richness of Islamic architecture. Besides traditional media, the class will make use of virtual tours of architectural monuments as well as artifacts at the Yale University Art Gallery, accessed virtually.\n", + "SAST 284 Dialogues on Caste. Rupali Bansode. Ongoing discussions on caste, casteism, and other related themes on either social media platforms or news media have become an everyday phenomenon, but these discussions are often disconnected from the trajectories of academic discourses (for example, intellectual and conceptual histories). As students of sciences, natural or social, it becomes crucial to make and understand the previously made social and historical inquiries around these issues. In this course, we do this by reading and discussing the relevant texts on caste by immersing ourselves collectively for a semester in an exploratory spirit that broadly falls under the rubric of dialogues on caste. However, activist considerations and the concerns of the dalit movements, political parties, affirmative action, and other such dimensions, which, although important, are outside the remit of this course.\n", + "SAST 345 National Security in India in the Twenty-first Century. Sushant Singh. This course examines the state and dynamics of national security in India in the past two decades. As an emergent power, India is an important country in Asia, with its economic and geo-political strength noticed globally. A major share of the country’s heft comes from its national security paradigm which has undergone a significant shift in the twenty-first century. This course intends to take a holistic look at the conceptions for the basis of India's national security, its evolution, the current challenges and its future course by exploring its various dimensions such as China, Pakistan, global powers, Indian Ocean region, Kashmir, nuclear weapons, civil-military relations and defense preparedness.\n", + "SAST 358 Yoga in South Asia and Beyond. The history of yoga practice and thought from the earliest textual discussions of yoga until the present day. Topics include the body, cosmology, cross-cultural interactions, colonialism, and orientalism.\n", + "SAST 366 The Gita: Humanities at World's End. Sonam Kachru. An examination of the Bhagavad Gita in its historical and religious context. Exploration of the major interpretations of this important religious text. All readings in translation.\n", + "SAST 475 Drama in Diaspora: South Asian American Theater and Performance. Shilarna Stokes. South Asian Americans have appeared on U.S. stages since the late nineteenth century, yet only in the last quarter century have plays and performances by South Asian Americans begun to dismantle dominant cultural representations of South Asian and South Asian American communities and to imagine new ways of belonging. This seminar introduces you to contemporary works of performance (plays, stand-up sets, multimedia events) written and created by U.S.-based artists of South Asian descent as well as artists of the South Asian diaspora whose works have had an impact on U.S. audiences. With awareness that the South Asian American diaspora comprises multiple, contested, and contingent identities, we investigate how artists have worked to manifest complex representations of South Asian Americans onstage, challenge institutional and professional norms, and navigate the perils and pleasures of becoming visible. No prior experience with or study of theater/performance required. Students in all years and majors welcome.\n", + "SAST 486 Directed Study. A one-credit, single-term course on topics not covered in regular offerings. To apply for admission, a student should present a course description and syllabus to the director of undergraduate studies, along with written approval from the faculty member who will direct the study.\n", + "SAST 491 Senior Essay. Priyasha Mukhopadhyay. A yearlong research project completed under faculty supervision and resulting in a substantial paper.\n", + "SBCR 110 Elementary Bosnian-Croatian-Serbian I. The first half of a two-term introduction to Bosnian-Croatian-Serbian designed to develop skills in comprehension, reading, speaking, and writing. The grammatical structure and the writing systems of the languages; communication on topics drawn from daily life. Study of Serbian, Bosnian, and Croatian culture, and of south Slavic culture more generally.\n", + "SBCR 130 Intermediate Bosnian Croatian Serbian I. This intermediate course is a continuation of the elementary course and is intended to enhance overall communicative competence in the language. This course moves forward from the study of the fundamental systems and vocabulary of the Bosnian/Croatian/Serbian to rich exposure to the spoken and written language with the wide range of speakers and situations.\n", + "SBS 500 Independent Study in Social and Behavioral Sciences. Trace Kershaw. This class provides an opportunity for M.P.H. students to work with an SBS faculty member on a supervised independent research study or directed course of readings. Prior to acceptance into this course, students must prepare a thirteen-week work plan and obtain approval from the supervising faculty and course director. Students enrolled in the course are expected to spend approximately ten hours per week on proposed course activities and to complete a final project that will be evaluated by the supervising faculty member. Students may enroll in this course up to two times during their M.P.H. program of study.\n", + "SBS 512 Social Entrepreneurship Lab. Teresa Chahine. Social Entrepreneurship Lab is a practice-based course in which students from across campus form interdisciplinary teams to work on a social challenge of their choice. Teams include students from SOM, SPH, YDS, School of the Environment, Jackson, and other schools and programs. Students start by identifying a topic area of focus, then form teams based on shared interests and complementary skills. Over the course of thirteen weeks, student teams delve into understanding the challenge through root cause analysis, research on existing solutions and populations affected, then apply human-centered design thinking and systems thinking to design, prototype, test, and iterate solutions. Using tools such as the theory of change, logframe, business canvas, and social marketing strategy, teams build and test their impact models, operational models, and revenue models. Readings and assignments from the textbook Introduction to Social Entrepreneurship are used to guide this journey. These include technical templates, case studies, and interviews with social entrepreneurs and thought leaders in different sectors and geographies around the world.\n", + "SBS 525 Seminar in Social and Behavioral Sciences. Trace Kershaw. This seminar is conducted once a month and focuses on speakers and topics of particular relevance to SBS students. Students are introduced to research activities of the department’s faculty members, with regular presentations by invited researchers and community leaders. The seminar is required of first-year SBS students. Although no credit or grade is awarded, satisfactory performance will be noted on the student’s transcript.\n", + "SBS 529 Foundations of Behavior Change. Marney White. This course provides an introduction to behavioral theory as it pertains to health and health care delivery. The focus is on the integration of social, psychological, and behavioral factors that must be considered in developing and implementing best clinical practice and public health initiatives. This course emphasizes the use of empirical evidence from the social and behavioral sciences as the basis of public health practice and policy.\n", + "SBS 531 Health and Aging. Becca Levy. This course explores the ways psychosocial and biological factors influence aging health. Topics include interventions to improve mental and physical health; effects of ageism on health; racial and gender health disparities in later life; and how health policy can best adapt to the growing aging population. Students have the opportunity to engage in discussions and to develop a research proposal on a topic of interest.\n", + "SBS 535 Social Innovation Starter. Teresa Chahine. Students apply the ten stage framework of the textbook Social Entrepreneurship: Building Impact Step by Step to innovate new solutions for host organizations. Host organizations are social enterprises or other social purpose organizations based globally and locally who present Yale students with a problem statement to work on over the course of one term. This could include creating new programs or products, reaching new populations, measuring the impact of existing work, creating new communications tools for existing work, or other challenges. Students gain social innovation and entrepreneurship experience and host organizations benefit from students’ problem solving. Students from all programs and concentrations at Yale are welcome to join Jackson students in forming interdisciplinary teams to tackle social challenges. This course runs during the same time as Social Entrepreneurship Lab. The key distinction is that in the former, students pick their own topic to research and ideate on; whereas in this course, students work on projects for host organizations. Jackson students may elect to follow up on this course with a summer internship to the host organization, to help support implementation of their solution, if the host organization and the School administration accepts their application.\n", + "SBS 541 Community Health Program Evaluation. Kathleen Duffany. This course develops students’ skills in designing program evaluations for public health programs, including nongovernmental and governmental agencies in the United States and abroad. Students learn about different types of summative and formative evaluation models and tools for assessment. The course content is based on an ecological framework, principles of public health ethics, a philosophy of problem-based learning, and critiques of evaluation case studies. Students write evaluation plans for a specific existing public health program. Students may also work as a team with a local community health agency reviewing their evaluation plans and providing guidance on developing a program evaluation plan for one of the agency’s public health programs.\n", + "SBS 565 Trauma and Health. Sarah Lowe. The majority of people will be exposed to one or more traumatic events over the course of their lives. Although exposure to trauma is associated with increased risk for myriad adverse consequences for health and well-being, most survivors are resilient and \"bounce back\" to their pre-trauma levels of functioning. This course engages students in understanding the factors that shape both exposure to traumatic events and the variability in post-trauma outcomes, with a focus on trauma-related mental health conditions. The first half of the course provides foundational information on the assessment and epidemiology of traumatic events; mental and physical health conditions associated with trauma exposure; biological and sociocultural factors that influence trauma exposure and post-trauma outcomes; and public health and clinical approaches to preventing and mitigating trauma. The second half allows for application of this foundational information to specific trauma types (e.g., sexual violence, disasters), based in part on student interest. Assignments require students to critically evaluate state-of-the-science research on trauma and health; identify and explain an intervention or policy geared toward preventing or mitigating trauma; and synthesize empirical literature on a topic of their choice related to trauma and health.\n", + "SBS 581 Stigma and Health. Katie Wang. This course engages students in conceptualizing stigma as a fundamental cause of adverse health. After reviewing conceptual models of stigma, students examine the multiple mechanisms—both structural and individual—through which stigma compromises the health of a large proportion of U.S. and global populations. Given the relevance of identity and stress to the study of stigma and health, the empirical platform of the course is complemented by considering the relevance of conceptual models of identity, intersectionality, and minority stress. The course reviews social/behavioral and epidemiological methods for studying stigma. Students compare individual- and structural-level interventions to reduce both stigma at its source and its downstream impact on individual health. Class content is organized around themes that cut across all stigmatized conditions and identities. However, students devote course assignments to individual stigmas of their choice. Therefore, students can expect to explain stigma as a predicament that affects nearly all individuals at some point in the life course while developing expertise in one or two stigmas that are particularly relevant to their interests.\n", + "SBS 585 Sexuality, Gender, Health, and Human Rights. Ali Miller. This course explores the application of human rights perspectives and practices to issues in regard to sexuality, gender, and health. Through reading, interactive discussion, paper presentation, and occasional outside speakers, students learn the tools and implications of applying rights and law to a range of sexuality and health-related topics. The overall goal is twofold: to engage students in the world of global sexual health and rights policy making as a field of social justice and public health action; and to introduce them to conceptual tools that can inform advocacy and policy formation and evaluation. Class participation, a book review, an OpEd, and a final paper required.\n", + "SBS 588 Health Justice Practicum. Ali Miller, Amy Kapczynski, Daniel Newton, Gregg Gonsalves. This is an experiential learning course focused on domestic and transnational health justice work. Health justice work focuses on health equity and is committed to addressing the fundamental social causes of disease. It also emphases power-building and political economy, instead of viewing health as a technocratic field where issues are resolved through application of expertise alone. Students work on projects supervised by faculty and in collaboration with outside partners. Projects change according to the needs of our partners and are generally determined at the beginning of each term. Credits vary according to the time commitment required by the projects. The course is designed for public health and law students, but other students may enroll where appropriate given project needs.\n", + "SBS 594 Maternal-Child Public Health Nutrition. Rafael Perez-Escamilla. This course examines how nutrition knowledge gets translated into evidence-informed maternal-child food and nutrition programs and policies. Using multisectorial and interdisciplinary case-study examples, the course highlights (1) socioeconomic, cultural, public health, and biomedical forces that determine maternal-child nutrition well-being; and (2) how this understanding can help shape effective programs and policies capable of improving food and nutrition security of women and children. Topics include maternal-child nutrition programs, food assistance and conditional cash-transfer programs, and the Dietary Guidelines for Americans.\n", + "SBS 600 Directed Readings SBS: Co-design & Decolonized Pract.. Ashley Hagaman. Independent study or directed readings on a specific research topic agreed upon by faculty and student. By arrangement with faculty. For Ph.D. students only.\n", + "SBS 600 Independent Study or Directed Readings. Independent study or directed readings on a specific research topic agreed upon by faculty and student. By arrangement with faculty. For Ph.D. students only.\n", + "SBS 670 Advanced Field Methods in Public Health. Trace Kershaw. The course offers direct experience in field methods in social and behavioral sciences for doctoral students and advanced M.P.H. students. Students are expected to actively participate as part of a research team (8–10 hours per week) doing field research in some aspect of social and behavioral sciences. It is expected that their progress will be directly supervised by the principal investigator of the research project. This course can be taken for one or two terms and may be taken for credit.\n", + "SCIE 010 Perspectives on Biological Research. Sandy Chang. The goal of this two course series is to teach Science, Technology, and Research Scholars 1 (STARS1) scientific skills necessary to conduct cutting-edge undergraduate research in their first summer. During the first semester, students read primary research papers on the COVID19 pandemic and emerge from this course with an appreciation for how rapidly scientific knowledge can be utilized to combat a deadly disease. Students learn how to (1) read the primary scientific literature, (2) present this material to the class and, (3) write a group grant proposal. During the second semester, students are required to take MCDB 201L concurrently and identify a Yale research mentor to work with over the summer. Students learn how to write an independent grant proposal to prepare them for summer research. Students receive guaranteed funding upon successful completion of the grant proposal. Credit for SCIE 010 is given only upon completion of SCIE 011. One course credit, one SC or WR credit, is awarded after successful completion of the grant proposal and one year's work.\n", + "SCIE 020 Perspectives on Research in the Mathematical and Physical Sciences. Charles Bailyn. This first-year seminar is the first of a two-part sequence designed for students in the Science, Technology and Research Scholars (STARS) program, and other first-year students interesting in studying the physical and mathematical sciences.  In the first semester, students encounter on-going research at Yale and in the broader scientific community across physics, astronomy, geology, computer science and data science.  Skills necessary to understand, write, and present research in these areas are developed. In the second semester, students identify a Yale research mentor and prepare an independent grant proposal to prepare for summer research. The organizational structures and best practices associated with scientific research are examined. Credit for SCIE 020 is given only upon successful completion of SCIE 021.  One course credit, one SC or WR credit, is awarded after successful completion of both courses.\n", + "\n", + "Corequisite: Students must enroll in an appropriate introductory course sequence in Physics or Computer Science.\n", + "SCIE 030 Current Topics in Science. Douglas Kankel. A series of modules in lecture and discussion format addressing scientific issues arising in current affairs. Topics are selected for their scientific interest and contemporary relevance, and may include global warming, human cloning, and the existence of extrasolar planets.\n", + "SKRT 110 Introductory Sanskrit I. Aleksandar Uskokov. An introduction to Sanskrit language and grammar. Focus on learning to read and translate basic Sanskrit sentences in Devanagari script.\n", + "SKRT 130 Intermediate Sanskrit I. Aleksandar Uskokov. The first half of a two-term sequence aimed at helping students develop the skills necessary to read texts written in Sanskrit. Readings include selections from the Hitopadesa, Kathasaritsagara, Mahabharata, and Bhagavadgita.\n", + "SKRT 156 Advanced Sanskrit: Readings in Philosophical Poems. Aleksandar Uskokov. The purpose of this course is to introduce Sanskrit philosophical works, broadly construed, written in verse. The focus of the course ranges from highly aestheticized narrative literature that makes philosophical points and often includes philosophical instruction (for instance, the Yogavāsiṣṭha); over philosophical sections of the epics (Mahābhārata), Purāṇas (Viṣṇu, Bhagavata), and medieval literature (Adhyātma Rāmāyaṇa); through praise poetry with philosophical significance (stotras); to strictly philosophical works set in verse (such as Gauḍapāda’s Āgama-śāstra or Nāgārjuna’s Mūla-madhyamaka-kārikā). Special attention is given to matters of style, as well as to advanced morphology and syntax. Additionally, the course pays attention to the scholastic techniques of: (1) word glossing; (2) sentence construction; (3) word morphology through the principle of base and suffix; and (4) compound analysis. With this, the course facilitates learning the art of reading commentaries for the sake of understanding texts. The text of focus in any term of instruction is chosen according to student interest, therefore the course is repeatable for credit.\n", + "SKRT 510 Introductory Sanskrit I. Aleksandar Uskokov. 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 520/LING 525.\n", + "SKRT 530 Intermediate Sanskrit I. Aleksandar Uskokov. The first half of a two-term sequence aimed at helping students develop the skills necessary to read texts written in Sanskrit. Readings include selections from the Hitopadesa, Kathasaritsagara, Mahabharata, and Bhagavadgita.\n", + "SKRT 556 Advanced Sanskrit: Readings in Philosophical Poems. Aleksandar Uskokov. The purpose of this course is to introduce Sanskrit philosophical works, broadly construed, written in verse. The focus of the course ranges from highly aestheticized narrative literature that makes philosophical points and often includes philosophical instruction (for instance, the Yogavāsiṣṭha); over philosophical sections of the epics (Mahābhārata), Purāṇas (Viṣṇu, Bhagavata), and medieval literature (Adhyātma Rāmāyaṇa); through praise poetry with philosophical significance (stotras); to strictly philosophical works set in verse (such as Gauḍapāda’s Āgama-śāstra or Nāgārjuna’s Mūla-madhyamaka-kārikā). The text of focus in any term of instruction is chosen according to student interest. Therefore, like the two other Advanced Sanskrit courses, the course is repeatable for credit. Special attention is given to matters of style, as well as to advanced morphology and syntax. Additionally, the course pays attention to the scholastic techniques of: (1) word glossing, (2) sentence construction, (3) word morphology through the principle of base and suffix, and (4) compound analysis. With this, the course facilitates learning the art of reading commentaries for the sake of understanding texts.\n", + "SLAV 243 Race, Identity, and Empire: Soviet Literature for Children and Young Adults, 1920-1970. Children’s literature—works written for children, teenagers, and young adults—emerged only in the late nineteenth-century, as childhood itself was newly understood as a special developmental stage in human life. Alphabet primers, picture books, and novels attempted to establish a set of moral and behavioral ethics that structured children’s perceptions of norms and values for many years ahead. In this course, we examine the political life of children’s literature in the Soviet Union. How did Soviet writers initiate their young readers’ perception of the racial, political, gendered Self and Other, particularly as the Soviet Union situated itself as a transcontinental empire? We begin in the 1920s, when the Soviet state revolutionized children’s literature internationally by commissioning books and poems from first-class writers, like Vladimir Mayakovsky, Osip Mandelstam, and Daniil Kharms. As we move through the twentieth century, we investigate how children’s literature responds to the international developments of the Cold War. How is the Soviet ideology of race elaborated in children’s literature? How are children readers invited into the project of empire, and initiated as citizens, in the very act of reading or holding a book? We approach these works as adult interpreters, while also imagining ourselves as children readers. We discuss the multimediality of these texts, the interaction between text and image in illustrated books. Together, we explore the collections of Soviet children’s literature at the Beinecke Library and Princeton’s Cotsen Library. Guest instructors discuss the animal and the human in children’s literature, the relationship between books and toys, and the practice of translating children’s literature. This course is taught in Russian, with some readings in English and others in Russian.\n", + "SLAV 313 Art and Resistance in Belarus, Russia, and Ukraine. Andrei Kureichyk. This interdisciplinary seminar is devoted to the study of protest art as part of the struggle of society against authoritarianism and totalitarianism. It focuses on the example of the Soviet and post-Soviet transformation of Belarus, Russia, and Ukraine. The period under discussion begins after the death of Stalin in 1953 and ends with the art of protest against the modern post-Soviet dictatorships of Alexander Lukashenka in Belarus and Vladimir Putin in Russia, the protest art of the Ukrainian Maidan and the anti-war movement of artists against the Russian-Ukrainian war. The course begins by looking at the influence of the \"Khrushchev Thaw\" on literature and cinema, which opened the way for protest art to a wide Soviet audience. We explore different approaches to protest art in conditions of political unfreedom: \"nonconformism,\" \"dissidence,\" \"mimicry,\" \"rebellion.\" The course investigates the existential conflict of artistic freedom and the political machine of authoritarianism. These themes are explored at different levels through specific examples from the works and biographies of artists. Students immerse themselves in works of different genres: films, songs, performances, plays and literary works.\n", + "SLAV 613 Art and Resistance in Belarus, Russia, and Ukraine. Andrei Kureichyk. This interdisciplinary seminar is devoted to the study of protest art as part of the struggle of society against authoritarianism and totalitarianism. It focuses on the example of the Soviet and post-Soviet transformation of Belarus, Russia, and Ukraine. The period under discussion begins after the death of Stalin in 1953 and ends with the art of protest against the modern post-Soviet dictatorships of Alexander Lukashenka in Belarus and Vladimir Putin in Russia, the protest art of the Ukrainian Maidan, and the anti-war movement of artists against the Russian-Ukrainian war. The course begins by looking at the influence of the \"Khrushchev Thaw\" on literature and cinema, which opened the way for protest art to a wide Soviet audience. We explore different approaches to protest art in conditions of political unfreedom: \"nonconformism,\" \"dissidence,\" \"mimicry,\" \"rebellion.\" The course investigates the existential conflict of artistic freedom and the political machine of authoritarianism. These themes are explored at different levels through specific examples from the works and biographies of artists. Students immerse themselves in works of different genres: films, songs, performances, plays, and literary works.\n", + "SLAV 810 Proseminar: Central Asian Culture and History . Nari Shelekpayev. This seminar offers a broad overview of recent literatures and scholarly debates in the fields of culture, literature, and cultural studies of Central Asia.\n", + "SLAV 900 Directed Reading. By arrangement with faculty.\n", + "SMTC 523 Intermediate Syriac I. Jimmy Daccache. This two-term course is designed to enhance students’ knowledge of the Syriac language by reading a selection of texts, sampling the major genres of classical Syriac literature. By the end of the year, students are familiar with non-vocalized texts and are capable of confronting specific grammatical or lexical problems.\n", + "SMTC 547 Northwest Semitic Inscriptions: Official Aramaic. Jimmy Daccache. Official Aramaic is the lingua franca of the Persian Empire during the sixth and fourth centuries BCE. This course is designed to familiarize students with texts from Achaemenid Egypt (the abundant papyri of Elephantine and Hermopolis), Bactria, Anatolia, and Mesopotamia. The Aramaic grammar is illustrated through the texts.\n", + "SMTC 553 Advanced Syriac I. Jimmy Daccache. This course is designed for graduate students who are proficient in Syriac and is organized topically. Topics vary each term and are listed in the syllabus on Canvas.\n", + "SNHL 110 Elementary Sinhala I. First half of a two-term sequence focusing on all four language skills. Basic grammar, sentence construction, simple reading materials, and use of everyday expressions.\n", + "SNHL 130 Intermediate Sinhala I. Further development of speaking, listening, reading, and writing skills in Sinhala. Communicative approach to the exchange of ideas and information, with early emphasis on oral skills and reading comprehension.\n", + "SNHL 150 Advanced Literary Sinhala I. This course introduces the distinctive grammatical forms and vocabulary used in Literary Sinhala. While focused particularly on the development of reading skills, the course also introduces students to Literary Sinhala composition, builds students’ listening comprehension of semi-literary Sinhala forms (such as those used in radio and TV news), and guides students in incorporating elements of the literary register of Sinhala in their spoken production.\n", + "SOCY 081 Race and Place in British New Wave, K-Pop, and Beyond. Grace Kao. This seminar introduces you to several popular musical genres and explores how they are tied to racial, regional, and national identities. We examine how music is exported via migrants, return migrants, industry professionals, and the nation-state (in the case of Korean Popular Music, or K-Pop). Readings and discussions focus primarily on the British New Wave (from about 1979 to 1985) and K-Pop (1992-present), but we also discuss first-wave reggae, ska, rocksteady from the 1960s-70s, British and American punk rock music (1970s-1980s), the precursors of modern K-Pop, and have a brief discussion of Japanese City Pop. The class focuses mainly on the British New Wave and K-Pop because these two genres of popular music have strong ties to particular geographic areas, but they became or have become extremely popular in other parts of the world. We also investigate the importance of music videos in the development of these genres.\n", + "SOCY 103 Sports and Society. Alex Manning. Society’s love of sport is matched only by the belief that it is an area not worthy of deeper thought, inquiry, or critique (this especially applies in the United States). This course seeks to understand this seemingly paradoxical notion that sport is both one of most powerful and least respected and unserious institutions in the modern world. To do so we begin by working through theoretical approaches that give us a way to make social sense of these paradoxes and the phenomenon of sport itself. We read, watch, and discuss a wide range of sports and physical practices and interrogate sport from varying analytical levels. We cover modern sport’s historical foundations and deep cultural meaning. Then we focus on sport’s connection to colonialism, nationalism, and broader global and economic systems. We then shift our attention to youth sports culture in the United States and how family life and childhood are intimately connected to sport. In the second half of the course, we center gender and race in order to understand how sport serves as a contested social terrain that both reproduces and challenges systems of patriarchy and racism.\n", + "SOCY 112 Foundations in Education Studies. Mira Debs. Introduction to key issues and debates in the U.S. public education system. Focus on the nexus of education practice, policy, and research. Social, scientific, economic, and political forces that shape approaches to schooling and education reform. Theoretical and practical perspectives from practitioners, policymakers, and scholars.\n", + "SOCY 112 Foundations in Education Studies. Introduction to key issues and debates in the U.S. public education system. Focus on the nexus of education practice, policy, and research. Social, scientific, economic, and political forces that shape approaches to schooling and education reform. Theoretical and practical perspectives from practitioners, policymakers, and scholars.\n", + "SOCY 112 Foundations in Education Studies. Introduction to key issues and debates in the U.S. public education system. Focus on the nexus of education practice, policy, and research. Social, scientific, economic, and political forces that shape approaches to schooling and education reform. Theoretical and practical perspectives from practitioners, policymakers, and scholars.\n", + "SOCY 112 Foundations in Education Studies. Introduction to key issues and debates in the U.S. public education system. Focus on the nexus of education practice, policy, and research. Social, scientific, economic, and political forces that shape approaches to schooling and education reform. Theoretical and practical perspectives from practitioners, policymakers, and scholars.\n", + "SOCY 112 Foundations in Education Studies. Introduction to key issues and debates in the U.S. public education system. Focus on the nexus of education practice, policy, and research. Social, scientific, economic, and political forces that shape approaches to schooling and education reform. Theoretical and practical perspectives from practitioners, policymakers, and scholars.\n", + "SOCY 112 Foundations in Education Studies. Introduction to key issues and debates in the U.S. public education system. Focus on the nexus of education practice, policy, and research. Social, scientific, economic, and political forces that shape approaches to schooling and education reform. Theoretical and practical perspectives from practitioners, policymakers, and scholars.\n", + "SOCY 112 Foundations in Education Studies. Introduction to key issues and debates in the U.S. public education system. Focus on the nexus of education practice, policy, and research. Social, scientific, economic, and political forces that shape approaches to schooling and education reform. Theoretical and practical perspectives from practitioners, policymakers, and scholars.\n", + "SOCY 112 Foundations in Education Studies. Introduction to key issues and debates in the U.S. public education system. Focus on the nexus of education practice, policy, and research. Social, scientific, economic, and political forces that shape approaches to schooling and education reform. Theoretical and practical perspectives from practitioners, policymakers, and scholars.\n", + "SOCY 112 Foundations in Education Studies. Introduction to key issues and debates in the U.S. public education system. Focus on the nexus of education practice, policy, and research. Social, scientific, economic, and political forces that shape approaches to schooling and education reform. Theoretical and practical perspectives from practitioners, policymakers, and scholars.\n", + "SOCY 112 Foundations in Education Studies. Introduction to key issues and debates in the U.S. public education system. Focus on the nexus of education practice, policy, and research. Social, scientific, economic, and political forces that shape approaches to schooling and education reform. Theoretical and practical perspectives from practitioners, policymakers, and scholars.\n", + "SOCY 126 Health of the Public. Introduction to the field of public health. The social causes and contexts of illness, death, longevity, and health care in the United States today. How social scientists, biologists, epidemiologists, public health experts, and doctors use theory to understand issues and make causal inferences based on observational or experimental data. Biosocial science and techniques of big data as applied to health.\n", + "SOCY 127 Health and Illness in Social Context. Alka Menon. Present-day medicine and health care provide solutions to an ever-increasing array of human problems. Yet the achievement of health can be elusive. This course provides a broad introduction to the domains of health and illness in the U.S., with some coverage of international trends and topics. Students analyze how our personal health and public health are shaped by social structures, political struggles, expert knowledge, and medical markets. Topics include the cultural and social meanings associated with health and illness; inequalities in health and health care access and provision; controversies surrounding healthcare, medical knowledge production, and medical decision-making; and the social institutions of the health care industry.\n", + "SOCY 127 Health and Illness in Social Context. Present-day medicine and health care provide solutions to an ever-increasing array of human problems. Yet the achievement of health can be elusive. This course provides a broad introduction to the domains of health and illness in the U.S., with some coverage of international trends and topics. Students analyze how our personal health and public health are shaped by social structures, political struggles, expert knowledge, and medical markets. Topics include the cultural and social meanings associated with health and illness; inequalities in health and health care access and provision; controversies surrounding healthcare, medical knowledge production, and medical decision-making; and the social institutions of the health care industry.\n", + "SOCY 127 Health and Illness in Social Context. Present-day medicine and health care provide solutions to an ever-increasing array of human problems. Yet the achievement of health can be elusive. This course provides a broad introduction to the domains of health and illness in the U.S., with some coverage of international trends and topics. Students analyze how our personal health and public health are shaped by social structures, political struggles, expert knowledge, and medical markets. Topics include the cultural and social meanings associated with health and illness; inequalities in health and health care access and provision; controversies surrounding healthcare, medical knowledge production, and medical decision-making; and the social institutions of the health care industry.\n", + "SOCY 127 Health and Illness in Social Context. Present-day medicine and health care provide solutions to an ever-increasing array of human problems. Yet the achievement of health can be elusive. This course provides a broad introduction to the domains of health and illness in the U.S., with some coverage of international trends and topics. Students analyze how our personal health and public health are shaped by social structures, political struggles, expert knowledge, and medical markets. Topics include the cultural and social meanings associated with health and illness; inequalities in health and health care access and provision; controversies surrounding healthcare, medical knowledge production, and medical decision-making; and the social institutions of the health care industry.\n", + "SOCY 127 Health and Illness in Social Context. Present-day medicine and health care provide solutions to an ever-increasing array of human problems. Yet the achievement of health can be elusive. This course provides a broad introduction to the domains of health and illness in the U.S., with some coverage of international trends and topics. Students analyze how our personal health and public health are shaped by social structures, political struggles, expert knowledge, and medical markets. Topics include the cultural and social meanings associated with health and illness; inequalities in health and health care access and provision; controversies surrounding healthcare, medical knowledge production, and medical decision-making; and the social institutions of the health care industry.\n", + "SOCY 127 Health and Illness in Social Context. Present-day medicine and health care provide solutions to an ever-increasing array of human problems. Yet the achievement of health can be elusive. This course provides a broad introduction to the domains of health and illness in the U.S., with some coverage of international trends and topics. Students analyze how our personal health and public health are shaped by social structures, political struggles, expert knowledge, and medical markets. Topics include the cultural and social meanings associated with health and illness; inequalities in health and health care access and provision; controversies surrounding healthcare, medical knowledge production, and medical decision-making; and the social institutions of the health care industry.\n", + "SOCY 127 Health and Illness in Social Context. Present-day medicine and health care provide solutions to an ever-increasing array of human problems. Yet the achievement of health can be elusive. This course provides a broad introduction to the domains of health and illness in the U.S., with some coverage of international trends and topics. Students analyze how our personal health and public health are shaped by social structures, political struggles, expert knowledge, and medical markets. Topics include the cultural and social meanings associated with health and illness; inequalities in health and health care access and provision; controversies surrounding healthcare, medical knowledge production, and medical decision-making; and the social institutions of the health care industry.\n", + "SOCY 133 Computers, Networks, and Society. Scott Boorman. Comparison of major algorithm-centered approaches to the analysis of complex social network and organizational data. Fundamental principles for developing a disciplined and coherent perspective on the effects of modern information technology on societies worldwide. Software warfare and algorithm sabotage; blockmodeling and privacy; legal, ethical, and policy issues.\n", + "SOCY 141 Sociology of Crime and Deviance. Mattias Smangs. An introduction to sociological approaches to crime and deviance. Review of the patterns of criminal and deviant activity within society; exploration of major theoretical accounts. Topics include drug use, violence, and white-collar crime.\n", + "SOCY 141 Sociology of Crime and Deviance. An introduction to sociological approaches to crime and deviance. Review of the patterns of criminal and deviant activity within society; exploration of major theoretical accounts. Topics include drug use, violence, and white-collar crime.\n", + "SOCY 141 Sociology of Crime and Deviance. An introduction to sociological approaches to crime and deviance. Review of the patterns of criminal and deviant activity within society; exploration of major theoretical accounts. Topics include drug use, violence, and white-collar crime.\n", + "SOCY 141 Sociology of Crime and Deviance. An introduction to sociological approaches to crime and deviance. Review of the patterns of criminal and deviant activity within society; exploration of major theoretical accounts. Topics include drug use, violence, and white-collar crime.\n", + "SOCY 141 Sociology of Crime and Deviance. An introduction to sociological approaches to crime and deviance. Review of the patterns of criminal and deviant activity within society; exploration of major theoretical accounts. Topics include drug use, violence, and white-collar crime.\n", + "SOCY 141 Sociology of Crime and Deviance. An introduction to sociological approaches to crime and deviance. Review of the patterns of criminal and deviant activity within society; exploration of major theoretical accounts. Topics include drug use, violence, and white-collar crime.\n", + "SOCY 141 Sociology of Crime and Deviance. An introduction to sociological approaches to crime and deviance. Review of the patterns of criminal and deviant activity within society; exploration of major theoretical accounts. Topics include drug use, violence, and white-collar crime.\n", + "SOCY 144 Race, Ethnicity, and Immigration. Grace Kao. Exploration of sociological studies and theoretical and empirical analyses of race, ethnicity, and immigration, with focus on race relations and racial and ethnic differences in outcomes in contemporary U.S. society (post-1960s). Study of the patterns of educational and labor market outcomes, incarceration, and family formation of whites, blacks (African Americans), Hispanics, and Asian Americans in the United States, as well as immigration patterns and how they affect race and ethnic relations.\n", + "SOCY 144 Race, Ethnicity, and Immigration. Exploration of sociological studies and theoretical and empirical analyses of race, ethnicity, and immigration, with focus on race relations and racial and ethnic differences in outcomes in contemporary U.S. society (post-1960s). Study of the patterns of educational and labor market outcomes, incarceration, and family formation of whites, blacks (African Americans), Hispanics, and Asian Americans in the United States, as well as immigration patterns and how they affect race and ethnic relations.\n", + "SOCY 144 Race, Ethnicity, and Immigration. Exploration of sociological studies and theoretical and empirical analyses of race, ethnicity, and immigration, with focus on race relations and racial and ethnic differences in outcomes in contemporary U.S. society (post-1960s). Study of the patterns of educational and labor market outcomes, incarceration, and family formation of whites, blacks (African Americans), Hispanics, and Asian Americans in the United States, as well as immigration patterns and how they affect race and ethnic relations.\n", + "SOCY 144 Race, Ethnicity, and Immigration. Exploration of sociological studies and theoretical and empirical analyses of race, ethnicity, and immigration, with focus on race relations and racial and ethnic differences in outcomes in contemporary U.S. society (post-1960s). Study of the patterns of educational and labor market outcomes, incarceration, and family formation of whites, blacks (African Americans), Hispanics, and Asian Americans in the United States, as well as immigration patterns and how they affect race and ethnic relations.\n", + "SOCY 144 Race, Ethnicity, and Immigration. Exploration of sociological studies and theoretical and empirical analyses of race, ethnicity, and immigration, with focus on race relations and racial and ethnic differences in outcomes in contemporary U.S. society (post-1960s). Study of the patterns of educational and labor market outcomes, incarceration, and family formation of whites, blacks (African Americans), Hispanics, and Asian Americans in the United States, as well as immigration patterns and how they affect race and ethnic relations.\n", + "SOCY 144 Race, Ethnicity, and Immigration. Exploration of sociological studies and theoretical and empirical analyses of race, ethnicity, and immigration, with focus on race relations and racial and ethnic differences in outcomes in contemporary U.S. society (post-1960s). Study of the patterns of educational and labor market outcomes, incarceration, and family formation of whites, blacks (African Americans), Hispanics, and Asian Americans in the United States, as well as immigration patterns and how they affect race and ethnic relations.\n", + "SOCY 151 Foundations of Modern Social Theory. Philip Gorski. Major works of social thought from the beginning of the modern era through the 190s. Attention to social and intellectual concepts, conceptual frameworks and methods, and contributions to contemporary social analysis. Writers include W.E.B. Du Bois, Simone De Beauvoir, Adam Smith, Thomas Hobbes, Jean-Jacques Rousseau, Immanuel Kant, Emile Durkheim, Max Weber, and Karl Marx.\n", + "SOCY 151 Foundations of Modern Social Theory. Major works of social thought from the beginning of the modern era through the 190s. Attention to social and intellectual concepts, conceptual frameworks and methods, and contributions to contemporary social analysis. Writers include W.E.B. Du Bois, Simone De Beauvoir, Adam Smith, Thomas Hobbes, Jean-Jacques Rousseau, Immanuel Kant, Emile Durkheim, Max Weber, and Karl Marx.\n", + "SOCY 151 Foundations of Modern Social Theory. Major works of social thought from the beginning of the modern era through the 190s. Attention to social and intellectual concepts, conceptual frameworks and methods, and contributions to contemporary social analysis. Writers include W.E.B. Du Bois, Simone De Beauvoir, Adam Smith, Thomas Hobbes, Jean-Jacques Rousseau, Immanuel Kant, Emile Durkheim, Max Weber, and Karl Marx.\n", + "SOCY 151 Foundations of Modern Social Theory. Major works of social thought from the beginning of the modern era through the 190s. Attention to social and intellectual concepts, conceptual frameworks and methods, and contributions to contemporary social analysis. Writers include W.E.B. Du Bois, Simone De Beauvoir, Adam Smith, Thomas Hobbes, Jean-Jacques Rousseau, Immanuel Kant, Emile Durkheim, Max Weber, and Karl Marx.\n", + "SOCY 151 Foundations of Modern Social Theory. Major works of social thought from the beginning of the modern era through the 190s. Attention to social and intellectual concepts, conceptual frameworks and methods, and contributions to contemporary social analysis. Writers include W.E.B. Du Bois, Simone De Beauvoir, Adam Smith, Thomas Hobbes, Jean-Jacques Rousseau, Immanuel Kant, Emile Durkheim, Max Weber, and Karl Marx.\n", + "SOCY 151 Foundations of Modern Social Theory. Major works of social thought from the beginning of the modern era through the 190s. Attention to social and intellectual concepts, conceptual frameworks and methods, and contributions to contemporary social analysis. Writers include W.E.B. Du Bois, Simone De Beauvoir, Adam Smith, Thomas Hobbes, Jean-Jacques Rousseau, Immanuel Kant, Emile Durkheim, Max Weber, and Karl Marx.\n", + "SOCY 151 Foundations of Modern Social Theory. Major works of social thought from the beginning of the modern era through the 190s. Attention to social and intellectual concepts, conceptual frameworks and methods, and contributions to contemporary social analysis. Writers include W.E.B. Du Bois, Simone De Beauvoir, Adam Smith, Thomas Hobbes, Jean-Jacques Rousseau, Immanuel Kant, Emile Durkheim, Max Weber, and Karl Marx.\n", + "SOCY 162 Methods in Quantitative Sociology. Daniel Karell. Introduction to methods in quantitative sociological research. Topics include: data description; graphical approaches; elementary probability theory; bivariate and multivariate linear regression; regression diagnostics. Students use Stata for hands-on data analysis.\n", + "SOCY 167 Social Networks and Society. Mattias Smangs. Introduction to the theory and practice of social network analysis. The role of social networks in contemporary society; basic properties of network measures, matrices, and statistics. Theoretical concepts such as centrality and power, cohesion and community, structural holes, duality of persons and groups, small worlds, and diffusion and contagion. Use of social structural, dynamic, and statistical approaches, as well as network analysis software.\n", + "SOCY 169 Visual Sociology. Philip Smith. Introduction to themes and methods in visual sociology. The role and use of visual information in social life, including images, objects, settings, and human interactions. Ethnographic photography, the study of media images, maps and diagrams, observation and coding of public settings, unobtrusive measures, and the use of internet resources.\n", + "SOCY 170 Contesting Injustice. Elisabeth Wood. Exploration of why, when, and how people organize collectively to challenge political, social, and economic injustice. Cross-national comparison of the extent, causes, and consequences of inequality. Analysis of mobilizations for social justice in both U.S. and international settings.\n", + "SOCY 170 Contesting Injustice. Exploration of why, when, and how people organize collectively to challenge political, social, and economic injustice. Cross-national comparison of the extent, causes, and consequences of inequality. Analysis of mobilizations for social justice in both U.S. and international settings.\n", + "SOCY 170 Contesting Injustice. Exploration of why, when, and how people organize collectively to challenge political, social, and economic injustice. Cross-national comparison of the extent, causes, and consequences of inequality. Analysis of mobilizations for social justice in both U.S. and international settings.\n", + "SOCY 170 Contesting Injustice: Writing Requisite Section. Exploration of why, when, and how people organize collectively to challenge political, social, and economic injustice. Cross-national comparison of the extent, causes, and consequences of inequality. Analysis of mobilizations for social justice in both U.S. and international settings.\n", + "SOCY 170 Contesting Injustice: Writing Requisite Section. Exploration of why, when, and how people organize collectively to challenge political, social, and economic injustice. Cross-national comparison of the extent, causes, and consequences of inequality. Analysis of mobilizations for social justice in both U.S. and international settings.\n", + "SOCY 172 Religion and Politics in the World. A broad overview of the relationship between religion and politics around the world, especially Christianity and Islam. Religions are considered to constitute not just theologies but also sets of institutions, networks, interests, and sub-cultures. The course’s principal aim is to understand how religion affects politics as an empirical matter, rather than to explore moral dimensions of this relationship.\n", + "SOCY 201 Right-Wing Extremism, Antisemitism, & Terrorism. Liram Koblentz-Stenzler. This course has been specially created to provide students with an in-depth understanding of far-right extremism, with a detailed focus on examining the current state of antisemitism. Students learn about the profound connections between these two phenomena and obtain a wide-ranging perspective on the underlying dynamics and factors, many of them born of the digital age, that increase the danger that these two phenomena pose.\n", + "SOCY 202 Cultural Sociology. Yagmur Karakaya. Study of \"irrational\" meanings in supposedly rational, modern societies. Social meanings are symbolic, sensual, emotional, and moral. They affect every dimension of social life, from politics and markets to race and gender relations, class conflict, and war. Examination of century old counter-intuitive writings of Durkheim and Weber, breakthroughs of semiotics and anthropology in mid-century, creation of modern cultural sociology in the 1980s, and new thinking about social performance and material icons today. Topics include: ancient and modern religion, contemporary capitalism, professional wrestling, the Iraq War, impeachment of Bill Clinton, Barack Obama's first presidential campaign, and the new cult of vinyl records.\n", + "SOCY 205 Politics and Culture. This class explores the link between politics and culture, by delving into three subsets of political culture: civil society and power, political performance and communication, and collective action. Throughout the semester, we explore culture as a social force which can shift political life in new directions. Our deep engagement starts with civil society and power, specifically the American understanding of community, to see how civic Republicanism and radical individualism undergird participation in social life. Here, we deconstruct how Americans perceive themselves as political actors and members of a political community, and frame their participation in politics. In political performance and communication, we explore several topics: political speeches, populism as a style, media as a realm of political performance, and collective memory. Learning about the performative side of politics, with real life material, we familiarize ourselves with narratives and deep stories told by people across the political spectrum. In collective action, we look at social media and mobilization, environmental philanthropy, religion in political activism, and emotions. While focusing on case studies students become familiar with different approaches to culture.\n", + "SOCY 210 The State and its Environment. Benjamin Kaplow, Jonathan Wyrtzen. This course engages two core entwined questions: How does the state impact its surroundings and  environment? And, how do these impact the state? The goal of this course is to give students a grounding in an interdisciplinary range of relevant social science literatures that help them think through those questions and how they relate to each other. The course addresses how states interact with and impact their ecological environment, but centers broader questions of how states relate to space, resources, populations, and to the socially constructed patterns of their physical, cultural, and economic environments. In doing so, the course aims to bridge discussions of state politics with political questions of the environment. In broadening the topic from only ecology, the class aims to help students develop a portable lens with which to examine state formation and its past and present impact in a variety of contexts: economic planning, systems of land management, military rule, taxation, and population control.\n", + "SOCY 215 Popular Culture and Memory. Yagmur Karakaya. Is consuming the past liberating or mind-numbing? To answer this question, this class examines memory from a sociological perspective while interrogating the intersections between popular culture, populism, and politics of history. As movements like MAGA or Hindutva have shown, the struggle to \"own,\" and \"define,\" the past is a social issue that shapes the contemporary world. These populist uses of the past exist in an environment where entrepreneurs of pop culture, historians, and citizens compete to have a say in what yesterday looked like. For example, the 1619 Project and Get Out both came out during the height of a populist presidency and defined the past in their own terms. Primarily relying on TV and film as data, we think about the current boom in memory content, the fight to control it, and question the outcomes of mass exposure to different pasts.  First, we delve into the origins of collective memory situating the nation-state as the main actor in narrating the past. In doing this we trace the move from triumphalist to apologetic approaches. Second, we learn how globalization and mass media opened up pathways to diversifying state-controlled collective memory. We explore the populist response to this development by looking at Turkey and United States. We end the course by studying the relationship between race and memory in the context of remembering the Civil Rights Movement and the political upheaval surrounding the 1619 project.\n", + "SOCY 230 Capitalism and Crisis. Isabela Mares. This course provides an introduction to the study of comparative capitalism. We examine how institutions organizing labor markets, finance and the welfare state differ systematically across advanced industrialized countries and the consequence of these differences for a variety of economic and policy outcomes. These include economic growth, unemployment, levels of inequality and so on. Can we meaningfully talk about a German or Swedish model and if so, what are the main institutional arrangements that differ across these economies? How do institutions in these countries differ from more liberal capitalist economies, such as the United States? In the second part of the course, we examine the responses of different countries to a variety of economic shocks. These include the stagflation crisis of the 1970’s, the slowdown in economic growth, deindustrialization, the rise in unemployment and inequality and the migration crisis. We examine how existing political and economic institutions have shaped the policy trade-offs encountered by different countries and we explain the different political responses taken in response to these crises. During the period between November 14 and November 24, enrollment will be limited to majors. After November 24, registration will be opened to all Yale College students. Please register your interest via the Yale Course Search website.\n", + "SOCY 230 Capitalism and Crisis. This course provides an introduction to the study of comparative capitalism. We examine how institutions organizing labor markets, finance and the welfare state differ systematically across advanced industrialized countries and the consequence of these differences for a variety of economic and policy outcomes. These include economic growth, unemployment, levels of inequality and so on. Can we meaningfully talk about a German or Swedish model and if so, what are the main institutional arrangements that differ across these economies? How do institutions in these countries differ from more liberal capitalist economies, such as the United States? In the second part of the course, we examine the responses of different countries to a variety of economic shocks. These include the stagflation crisis of the 1970’s, the slowdown in economic growth, deindustrialization, the rise in unemployment and inequality and the migration crisis. We examine how existing political and economic institutions have shaped the policy trade-offs encountered by different countries and we explain the different political responses taken in response to these crises. During the period between November 14 and November 24, enrollment will be limited to majors. After November 24, registration will be opened to all Yale College students. Please register your interest via the Yale Course Search website.\n", + "SOCY 230 Capitalism and Crisis. This course provides an introduction to the study of comparative capitalism. We examine how institutions organizing labor markets, finance and the welfare state differ systematically across advanced industrialized countries and the consequence of these differences for a variety of economic and policy outcomes. These include economic growth, unemployment, levels of inequality and so on. Can we meaningfully talk about a German or Swedish model and if so, what are the main institutional arrangements that differ across these economies? How do institutions in these countries differ from more liberal capitalist economies, such as the United States? In the second part of the course, we examine the responses of different countries to a variety of economic shocks. These include the stagflation crisis of the 1970’s, the slowdown in economic growth, deindustrialization, the rise in unemployment and inequality and the migration crisis. We examine how existing political and economic institutions have shaped the policy trade-offs encountered by different countries and we explain the different political responses taken in response to these crises. During the period between November 14 and November 24, enrollment will be limited to majors. After November 24, registration will be opened to all Yale College students. Please register your interest via the Yale Course Search website.\n", + "SOCY 230 Capitalism and Crisis. This course provides an introduction to the study of comparative capitalism. We examine how institutions organizing labor markets, finance and the welfare state differ systematically across advanced industrialized countries and the consequence of these differences for a variety of economic and policy outcomes. These include economic growth, unemployment, levels of inequality and so on. Can we meaningfully talk about a German or Swedish model and if so, what are the main institutional arrangements that differ across these economies? How do institutions in these countries differ from more liberal capitalist economies, such as the United States? In the second part of the course, we examine the responses of different countries to a variety of economic shocks. These include the stagflation crisis of the 1970’s, the slowdown in economic growth, deindustrialization, the rise in unemployment and inequality and the migration crisis. We examine how existing political and economic institutions have shaped the policy trade-offs encountered by different countries and we explain the different political responses taken in response to these crises. During the period between November 14 and November 24, enrollment will be limited to majors. After November 24, registration will be opened to all Yale College students. Please register your interest via the Yale Course Search website.\n", + "SOCY 230 Capitalism and Crisis. This course provides an introduction to the study of comparative capitalism. We examine how institutions organizing labor markets, finance and the welfare state differ systematically across advanced industrialized countries and the consequence of these differences for a variety of economic and policy outcomes. These include economic growth, unemployment, levels of inequality and so on. Can we meaningfully talk about a German or Swedish model and if so, what are the main institutional arrangements that differ across these economies? How do institutions in these countries differ from more liberal capitalist economies, such as the United States? In the second part of the course, we examine the responses of different countries to a variety of economic shocks. These include the stagflation crisis of the 1970’s, the slowdown in economic growth, deindustrialization, the rise in unemployment and inequality and the migration crisis. We examine how existing political and economic institutions have shaped the policy trade-offs encountered by different countries and we explain the different political responses taken in response to these crises. During the period between November 14 and November 24, enrollment will be limited to majors. After November 24, registration will be opened to all Yale College students. Please register your interest via the Yale Course Search website.\n", + "SOCY 230 Capitalism and Crisis. This course provides an introduction to the study of comparative capitalism. We examine how institutions organizing labor markets, finance and the welfare state differ systematically across advanced industrialized countries and the consequence of these differences for a variety of economic and policy outcomes. These include economic growth, unemployment, levels of inequality and so on. Can we meaningfully talk about a German or Swedish model and if so, what are the main institutional arrangements that differ across these economies? How do institutions in these countries differ from more liberal capitalist economies, such as the United States? In the second part of the course, we examine the responses of different countries to a variety of economic shocks. These include the stagflation crisis of the 1970’s, the slowdown in economic growth, deindustrialization, the rise in unemployment and inequality and the migration crisis. We examine how existing political and economic institutions have shaped the policy trade-offs encountered by different countries and we explain the different political responses taken in response to these crises. During the period between November 14 and November 24, enrollment will be limited to majors. After November 24, registration will be opened to all Yale College students. Please register your interest via the Yale Course Search website.\n", + "SOCY 266 Tragedies of Social Life and Methods to Address Them. Emily Erikson. When attempting to solve many social problems, good intentions are not enough. It is necessary to understand the interdependencies and secondary consequences of action. This class is premised on the idea that there is often (not necessarily always) an underlying structural aspect to social problems and that understanding the structural aspect can improve our ability to successfully deal with these problems. Everyone sees the forest, but it is harder to see the roots. We are going to try to see the roots of social processes–not in the sense of origins but instead in the way in which they are interconnected. The issues covered by the class are relevant to policy making, law, activism, governance, and management.\n", + "SOCY 305 Latin American Immigration to the United States: Past, Present, and Future. Angel Escamilla Garcia. Immigration from Latin America is the one of the most important and controversial issues in the United States today. The family separation crisis, the infamous border wall, and the Dream Act dominate political debate. Latinos—numbering more than 60 million in the U.S.—are a large, heterogeneous, and growing group with a unique social, political, and cultural history. This course explores key current issues in immigration, as well as the history of Latin American migration to the U.S., with the aim of providing students the tools necessary to thoughtfully participate in current debates.\n", + "SOCY 318 Middle East Gender Studies. Marcia Inhorn. The lives of women and men in the contemporary Middle East explored through a series of anthropological studies and documentary films. Competing discourses surrounding gender and politics, and the relation of such discourse to actual practices of everyday life. Feminism, Islamism, activism, and human rights; fertility, family, marriage, and sexuality.\n", + "SOCY 331 Sexual Minorities from Plato to the Enlightenment. Igor De Souza. This interdisciplinary course surveys the history of homosexuality from a cross-cultural, comparative  perspective. Students study contexts where homosexuality and sodomy were categorized, regulated, and persecuted and examine ancient and medieval constructions of same-sex desire in light of post-modern developments, challenging ideas around what is considered normal and/or natural. Ultimately, we ask: what has changed, and what has remained the same, in the history of homosexuality? What do gays and lesbians today have in common with pre-modern sodomites? Can this history help us ground or rethink our sexual selves and identities? Primary and secondary historical sources, some legal and religious sources, and texts in intellectual history are studied. Among the case studies for the course are ancient attitudes among Jews, early Christians, and Greeks; Christian theologians of the Middle Ages; Renaissance Florence; the Inquisition in Iberia; colonial Latin America; and the Enlightenment’s condemnation of sodomy by Montesquieu and Voltaire, and its defense by Bentham.\n", + "SOCY 331 Sexual Minorities from Plato to the Enlightenment. This interdisciplinary course surveys the history of homosexuality from a cross-cultural, comparative  perspective. Students study contexts where homosexuality and sodomy were categorized, regulated, and persecuted and examine ancient and medieval constructions of same-sex desire in light of post-modern developments, challenging ideas around what is considered normal and/or natural. Ultimately, we ask: what has changed, and what has remained the same, in the history of homosexuality? What do gays and lesbians today have in common with pre-modern sodomites? Can this history help us ground or rethink our sexual selves and identities? Primary and secondary historical sources, some legal and religious sources, and texts in intellectual history are studied. Among the case studies for the course are ancient attitudes among Jews, early Christians, and Greeks; Christian theologians of the Middle Ages; Renaissance Florence; the Inquisition in Iberia; colonial Latin America; and the Enlightenment’s condemnation of sodomy by Montesquieu and Voltaire, and its defense by Bentham.\n", + "SOCY 331 Sexual Minorities from Plato to the Enlightenment. This interdisciplinary course surveys the history of homosexuality from a cross-cultural, comparative  perspective. Students study contexts where homosexuality and sodomy were categorized, regulated, and persecuted and examine ancient and medieval constructions of same-sex desire in light of post-modern developments, challenging ideas around what is considered normal and/or natural. Ultimately, we ask: what has changed, and what has remained the same, in the history of homosexuality? What do gays and lesbians today have in common with pre-modern sodomites? Can this history help us ground or rethink our sexual selves and identities? Primary and secondary historical sources, some legal and religious sources, and texts in intellectual history are studied. Among the case studies for the course are ancient attitudes among Jews, early Christians, and Greeks; Christian theologians of the Middle Ages; Renaissance Florence; the Inquisition in Iberia; colonial Latin America; and the Enlightenment’s condemnation of sodomy by Montesquieu and Voltaire, and its defense by Bentham.\n", + "SOCY 341 Poverty and Social Welfare Policy in the United States. Formation and effectiveness of anti-poverty policies from a sociological and public policy perspective. Consideration of who is poor and who deserves federal assistance. Topics include: origins of the modern social safety net; the federal government’s role in constructing and implementing anti-poverty policy; realities of low-wage work; the \"culture of poverty;\" and employment- and family-based policy strategies for alleviating poverty. Applied understanding of quantitative social science research methods is helpful, but not required.\n", + "SOCY 342 Managing Blackness in a \"White Space\". Elijah Anderson. White space\" is a perceptual category that assumes a particular space to be predominantly white, one where black people are typically unexpected, marginalized when present, and made to feel unwelcome—a space that blacks perceive to be informally \"off-limits\" to people like them and where on occasion they encounter racialized disrespect and other forms of resistance. This course explores the challenge black people face when managing their lives in this white space.\n", + "SOCY 344 Informal Cities. Leigh-Anna Hidalgo. The informal sector is an integral and growing part of major global cities. With a special focus on the context of U.S. cities, students examine where a burgeoning informality is visible in the region’s everyday life. How planners and policymakers address informality is an important social justice challenge. But what is the informal sector, or urban informality, or the informal city? This class addresses such questions through a rigorous examination of the growing body of literature from Sociology, Latinx Studies, Urban Planning, and Geography. We reflect on the debates and theories in the study of informality in the U.S. and beyond and gain an understanding of the prevalence, characteristics, rationale, advantages and disadvantages, and socio-spatial implications of informal cities. More specifically, we examine urban informality in work—examining street vendors, sex workers, and waste pickers—as well as housing, and the built environment.\n", + "SOCY 351 Race, Medicine, and Technology. Alka Menon. Medicine and technology are important sources of authority and institutionalization in modern societies. Drawing insights from across sociological subfields, the course offers an in-depth investigation of race, medicine, and technology in the 20th and 21st centuries. This course examines the role of medicine and related technologies in defining race and perpetuating racism. We trace how race became an important component of biomedical research in the U.S. We also follow particular medical technologies across borders of time and space, using them to understand race and nationhood in transnational perspective. Taking a broad view of technology, we analyze cutting-edge, state-of-the art technologies alongside older, more mundane technologies and infrastructures. Ultimately, we consider how medical technologies are not just treatments for individual patients but also windows into broader social and cultural structures and processes.\n", + "SOCY 352 Material Culture and Iconic Consciousness. Jeffrey Alexander. How and why contemporary societies continue to symbolize sacred and profane meanings, investing these meanings with materiality and shaping them aesthetically. Exploration of \"iconic consciousness\" in theoretical terms (philosophy, sociology, semiotics) and further exploration of compelling empirical studies about food and bodies, nature, fashion, celebrities, popular culture, art, architecture, branding, and politics.\n", + "SOCY 362 Sociogenomics. Ramina Sotoudeh. Since the first human genome was sequenced in 2003, social and behavioral data have become increasingly integrated with genetic data. This has proven important not only for medicine and public health but also for social science. In this course, we cover the foundations of sociogenomics research. We begin by surveying core concepts in the field, from heritability to gene-by-environment interactions, and learning the computational tools necessary for producing sociogenomics research. In later weeks, we read some of the latest applied work in the field and discuss the value and limitations of such research. The course culminates in a final project, in which students are tasked with using empirical data to answer a social genetics question of their own.\n", + "SOCY 383 Central Americans in the U.S.. Leigh-Anna Hidalgo. This course is an interdisciplinary survey of the social, historical, political, economic, educational, and cultural experiences of Central American immigrants and their children in the United States. The primary objective of the course is to introduce students to several contemporary experiences and issues in the U.S. Central American community. Focusing mostly on Guatemalan, Honduran, and Salvadoran immigrants—the three largest groups in the United States—we explore the social structures that constrain individuals as well as the strategies and behaviors immigrants and their communities have taken to establish their presence and make a home in U.S. society and stay connected to their countries of origin. Students gain a critical understanding of Central American identities, particularly as these have been constructed through the intersection of race, ethnicity, gender, sexuality, and legal status.\n", + "SOCY 389 Populism. Paris Aslanidis. Investigation of the populist phenomenon in party systems and the social movement arena. Conceptual, historical, and methodological analyses are supported by comparative assessments of various empirical instances in the US and around the world, from populist politicians such as Donald Trump and Bernie Sanders, to populist social movements such as the Tea Party and Occupy Wall Street.\n", + "SOCY 410 Political Protests. Maria Jose Hierro. The 2010s was the \"decade of protest,\" and 2019 capped this decade with an upsurge of protests all over the world. In 2020, amidst the Covid-19 pandemic, the US is witnessing the broadest protests in its history. What are the roots of these protests? Under what conditions does protest start? Why do people decide to join a protest? Under what conditions do protests succeed? Can repression kill protest movements? Focusing on recent protest movements across the world, this seminar addresses these, and other questions related to the study of political protest.\n", + "SOCY 471 Individual Study. Rourke O'Brien. Individual study for qualified juniors and seniors under faculty supervision. To register for this course, each student must submit to the director of undergraduate studies a written plan of study that has been approved by a faculty adviser.\n", + "SOCY 491 Senior Essay and Colloquium for Nonintensive Majors. Angel Escamilla Garcia. Independent library-based research under faculty supervision. To register for this course, students must submit a written plan of study approved by a faculty adviser to the director of undergraduate studies no later than the end of registration period in the term in which the senior essay is to be written. The course meets biweekly, beginning in the first week of the term.\n", + "SOCY 493 Senior Essay and Colloquium for Intensive Majors. Rourke O'Brien. Independent research under faculty direction, involving empirical research and resulting in a substantial paper. Workshop meets biweekly to discuss various stages of the research process and to share experiences in gathering and analyzing data.\n", + "SOCY 506 Designing Social Research. Balazs Kovacs. This is a course in the design of social research. The goal of research design is \"to ensure that the evidence obtained enables us to answer the initial [research] question as unambiguously as possible\" (de Vaus 2001: 9). A good research design presupposes a well-specified (and hopefully interesting) research question. This question can be stimulated by a theoretical puzzle, an empirical mystery, or a policy problem. With the research question in hand, the next step is to develop a strategy for gathering the empirical evidence that will allow you to answer the question \"as unambiguously as possible.\"\n", + "SOCY 506 Designing Social Research. This is a course in the design of social research. The goal of research design is \"to ensure that the evidence obtained enables us to answer the initial [research] question as unambiguously as possible\" (de Vaus 2001: 9). A good research design presupposes a well-specified (and hopefully interesting) research question. This question can be stimulated by a theoretical puzzle, an empirical mystery, or a policy problem. With the research question in hand, the next step is to develop a strategy for gathering the empirical evidence that will allow you to answer the question \"as unambiguously as possible.\"\n", + "SOCY 519 The Sociology of Pierre Bourdieu. Pierre Bourdieu (1930–2002) was arguably the greatest sociologist since the classical generation of Max Weber and Emile Durkheim. This seminar provides an intensive and critical introduction to Bourdieu's work and to Bourdieusian research. Through an intensive and extensive reading of Bourdieu's own works, empirical applications of his approach by other scholars, and critical consideration of the approach from other viewpoints, students learn what distinguishes Bourdieu's approach from other classical and contemporary versions of sociology and social science; develop a firm and nuanced grasp of his trademark concepts (\"habitus,\" \"capital,\" and \"field\"); and observe how Bourdieu and others have applied them to the analysis of various social fields (class, gender, the state, politics, art and culture), and how his approach might be deepened.\n", + "SOCY 534 Cultural Sociology. Yagmur Karakaya. Cultural sociology studies \"irrational\" meanings in supposedly rational, modern societies. Social meanings are symbolic, but also sensual, emotional, and moral. They can deeply divide nations but also powerfully unite them. They affect every dimension of social life, from politics and markets to race and gender relations, class, conflict, and war. We look at how this cultural approach developed, from counterintuitive writings of Durkheim and Weber a century ago, to the breakthroughs of semiotics and anthropology in midcentury, the creation of modern cultural sociology in the 1980s, and new thinking about social performance and material icons today. As we trace this historical arc, we examine ancient and modern religion, contemporary capitalism, the coronation of Elizabeth II, professional wrestling, Americans not eating horses, the Iraq War, the impeachment of Bill Clinton, Barack Obama's first presidential campaign, and the new cult of vinyl records.\n", + "SOCY 542 Sociological Theory. Emily Erikson. The course seeks to give students the conceptual tools for a constructive engagement with sociological theory and theorizing. We trace the genealogies of dominant theoretical approaches and explore the ways in which theorists contend with these approaches when confronting the central questions of both modernity and the discipline.\n", + "SOCY 545 Race, Medicine, and Technology. Alka Menon. Medicine and technology are important sources of authority and institutionalization in modern societies. Drawing insights from across sociological subfields and adjacent disciplines, the course offers an in-depth investigation of race, medicine, and technology in the twentieth and twenty-first centuries. This course examines the role of medicine and related technologies in defining race and perpetuating racism. We trace how race became an important component of biomedical research in the United States. We also follow particular medical technologies across borders of time and space, using them to understand race and nationhood in transnational perspective. Taking a broad view of technology, we analyze cutting-edge, state-of-the art technologies alongside older, more mundane technologies and infrastructures. Ultimately, we consider how medical technologies are not just treatments for individual patients but also windows into broader social and cultural structures and processes.\n", + "SOCY 560 Comparative Research Workshop. Philip Gorski. This weekly workshop is dedicated to group discussion of work-in-progress by visiting scholars, Yale graduate students, and in-house faculty from Sociology and affiliated disciplines. Papers are distributed a week ahead of time and also posted on the website of the Center for Comparative Research (http://ccr.yale.edu). Students who are enrolled for credit are expected to present a paper-in-progress.\n", + "SOCY 578 Logic of Empirical Social Research. Rourke O'Brien. The seminar is an intensive introduction into the methodology of the social sciences. It covers such topics as concepts and indicators, propositions and theory, explanation and understanding, observation and measurement, methods of data collection, types of data, units of analysis and levels of variables, research design inference, description and causal modeling, verification and falsification. The course involves both the study of selected texts and the analysis and evaluation of recent research papers.\n", + "SOCY 580 Introduction to Methods in Quantitative Sociology. Daniel Karell. Introduction to methods in quantitative sociological research. Covers data description; graphical approaches; elementary probability theory; bivariate and multivariate linear regression; regression diagnostics. Includes hands-on data analysis using Stata.\n", + "SOCY 595 Stratification and Inequality Workshop. Daniel Karell, Ramina Sotoudeh. In this workshop we present and discuss ongoing empirical research work, primarily but not exclusively quantitative analyses. In addition, we address theoretical and methodological issues in the areas of the life course (education, training, labor markets, aging, as well as family demography), social inequality (class structures, stratification, and social mobility), and related topics.\n", + "SOCY 598 Independent Study. By arrangement with faculty. When students register for the course online, the dropdown menu should be completed.\n", + "SOCY 617 Agrarian Societies: Culture, Society, History, and Development. Jonathan Wyrtzen, Marcela Echeverri Munoz. An interdisciplinary examination of agrarian societies, contemporary and historical, Western and non-Western. Major analytical perspectives from anthropology, economics, history, political science, and environmental studies are used to develop a meaning-centered and historically grounded account of the transformations of rural society. Team-taught.\n", + "SOCY 618 Managing Blackness in a “White Space”. Elijah Anderson. \"White space\" is a perceptual category that assumes a particular space to be predominantly white, one where black people are typically unexpected, marginalized when present, and made to feel unwelcome—a space that blacks perceive to be informally \"off-limits\" to people like them and where on occasion they encounter racialized disrespect and other forms of resistance. This course explores the challenge black people face when managing their lives in this white space.\n", + "SOCY 620 Material Culture and the Iconic Consciousness. Jeffrey Alexander. How and why do contemporary societies continue to symbolize sacred and profane meanings, investing these meanings with materiality and shaping them aesthetically? Initially exploring such \"iconic consciousness\" in theoretical terms (philosophy, sociology, semiotics), the course then takes up a series of compelling empirical studies about food and bodies, nature, fashion, celebrities, popular culture, art, architecture, branding, and politics.\n", + "SOCY 625 Analysis of Social Structure. Scott Boorman. Emphasizing analytically integrated viewpoints, the course develops a variety of major contemporary approaches to the study of social structure and social organization. Building in part on research viewpoints articulated by Kenneth J. Arrow in The Limits of Organization (1974), by János Kornai in an address at the Hungarian Academy of Sciences published in 1984, and by Harrison C. White in Identity and Control (2nd ed., 2008), four major species of social organization are identified as focal: (1) social networks, (2) competitive markets, (3) hierarchies/bureaucracy, and (4) collective choice/legislation. This lecture course uses mathematical and computational models—and comparisons of their scientific styles and contributions—as analytical vehicles in coordinated development of the four species.\n", + "SOCY 628 Workshop in Cultural Sociology. Jeffrey Alexander. This workshop is designed to be a continuous part of the graduate curriculum. Meeting weekly throughout both the fall and spring terms, it constitutes an ongoing, informal seminar to explore areas of mutual interest among students and faculty, both visiting and permanent. The core concern of the workshop is social meaning and its forms and processes of institutionalization. Meaning is approached as both structure and performance, drawing not only on the burgeoning area of cultural sociology but on the humanities, philosophy, and other social sciences. Discussions range widely among methodological, theoretical, empirical, and normative issues. Sessions alternate between presentations by students of their own work and by visitors. Contents of the workshop vary from term to term, and from year to year. Enrollment is open to auditors who fully participate and for credit to students who submit written work.\n", + "SOCY 630 Workshop in Urban Ethnography. Elijah Anderson. The ethnographic interpretation of urban life and culture. Conceptual and methodological issues are discussed. Ongoing projects of participants are presented in a workshop format, thus providing participants with critical feedback as well as the opportunity to learn from and contribute to ethnographic work in progress. Selected ethnographic works are read and assessed.\n", + "SOCY 653 Workshop in Advanced Sociological Writing and Research. Philip Smith. This class concerns the process of advanced writing and research that converts draft material into work ready for publication, preferably in refereed journals, or submission as a substantial grant proposal. It investigates problem definition, the craft of writing, the structure of argument and data presentation, and the nature of persuasion more generally. The aim is to teach a professional orientation that allows work that is promising to become truly polished and compelling within the full range of sociological genres.\n", + "SOCY 656 Professional Seminar. Jonathan Wyrtzen. This required seminar aims at introducing incoming sociology graduate students to the department and the profession. Yale Sociology faculty members are invited to discuss their research. There are minimum requirements, such as writing a book review. No grades are given; students should take for Audit. Held biweekly.\n", + "SOCY 701 Theories of Freedom: Schelling and Hegel. Paul North. In 1764 Immanuel Kant noted in the margin of one of his published books that evil was \"the subjection of one being under the will of another,\" a sign that good was coming to mean freedom. But what is freedom? Starting with early reference to Kant, we study two major texts on freedom in post-Kantian German Idealism, Schelling's 1809 Philosophical Investigations into the Essence of Human Freedom and Related Objects and Hegel's 1820 Elements of the Philosophy of Right.\n", + "SPAN 110 Elementary Spanish I. Maria Vazquez. For students who wish to begin study of the Spanish language. Development of basic skills in understanding, speaking, reading, and writing through a functional approach to the teaching of Spanish grammar. Includes an introduction to the cultures (traditions, art, literature, music) of the Spanish-speaking world. Audiovisual materials are incorporated into class sessions.\n", + "SPAN 110 Elementary Spanish I. Lissette Reymundi. For students who wish to begin study of the Spanish language. Development of basic skills in understanding, speaking, reading, and writing through a functional approach to the teaching of Spanish grammar. Includes an introduction to the cultures (traditions, art, literature, music) of the Spanish-speaking world. Audiovisual materials are incorporated into class sessions.\n", + "SPAN 110 Elementary Spanish I. Maria Jose Gutierrez Barajas. For students who wish to begin study of the Spanish language. Development of basic skills in understanding, speaking, reading, and writing through a functional approach to the teaching of Spanish grammar. Includes an introduction to the cultures (traditions, art, literature, music) of the Spanish-speaking world. Audiovisual materials are incorporated into class sessions.\n", + "SPAN 110 Elementary Spanish I. Maria Vazquez. For students who wish to begin study of the Spanish language. Development of basic skills in understanding, speaking, reading, and writing through a functional approach to the teaching of Spanish grammar. Includes an introduction to the cultures (traditions, art, literature, music) of the Spanish-speaking world. Audiovisual materials are incorporated into class sessions.\n", + "SPAN 110 Elementary Spanish I. Maria Jose Gutierrez Barajas. For students who wish to begin study of the Spanish language. Development of basic skills in understanding, speaking, reading, and writing through a functional approach to the teaching of Spanish grammar. Includes an introduction to the cultures (traditions, art, literature, music) of the Spanish-speaking world. Audiovisual materials are incorporated into class sessions.\n", + "SPAN 110 Elementary Spanish I. Orit Gugenheim Katz. For students who wish to begin study of the Spanish language. Development of basic skills in understanding, speaking, reading, and writing through a functional approach to the teaching of Spanish grammar. Includes an introduction to the cultures (traditions, art, literature, music) of the Spanish-speaking world. Audiovisual materials are incorporated into class sessions.\n", + "SPAN 110 Elementary Spanish I. Lissette Reymundi. For students who wish to begin study of the Spanish language. Development of basic skills in understanding, speaking, reading, and writing through a functional approach to the teaching of Spanish grammar. Includes an introduction to the cultures (traditions, art, literature, music) of the Spanish-speaking world. Audiovisual materials are incorporated into class sessions.\n", + "SPAN 110 Elementary Spanish I. Lissette Reymundi. For students who wish to begin study of the Spanish language. Development of basic skills in understanding, speaking, reading, and writing through a functional approach to the teaching of Spanish grammar. Includes an introduction to the cultures (traditions, art, literature, music) of the Spanish-speaking world. Audiovisual materials are incorporated into class sessions.\n", + "SPAN 110 Elementary Spanish I. Maria Jose Gutierrez Barajas. For students who wish to begin study of the Spanish language. Development of basic skills in understanding, speaking, reading, and writing through a functional approach to the teaching of Spanish grammar. Includes an introduction to the cultures (traditions, art, literature, music) of the Spanish-speaking world. Audiovisual materials are incorporated into class sessions.\n", + "SPAN 120 Elementary Spanish II. Mayte Lopez. Further development of understanding, speaking, reading, and writing skills. Class sessions incorporate short authentic texts in Spanish, audiovisual materials, and film. Cultural topics of the Spanish-speaking world (traditions, art, literature, music) are included.\n", + "SPAN 120 Elementary Spanish II. Rosamaria Leon. Further development of understanding, speaking, reading, and writing skills. Class sessions incorporate short authentic texts in Spanish, audiovisual materials, and film. Cultural topics of the Spanish-speaking world (traditions, art, literature, music) are included.\n", + "SPAN 120 Elementary Spanish II. Maria Pilar Asensio-Manrique. Further development of understanding, speaking, reading, and writing skills. Class sessions incorporate short authentic texts in Spanish, audiovisual materials, and film. Cultural topics of the Spanish-speaking world (traditions, art, literature, music) are included.\n", + "SPAN 120 Elementary Spanish II. Rosamaria Leon. Further development of understanding, speaking, reading, and writing skills. Class sessions incorporate short authentic texts in Spanish, audiovisual materials, and film. Cultural topics of the Spanish-speaking world (traditions, art, literature, music) are included.\n", + "SPAN 120 Elementary Spanish II. Lucia Rubio. Further development of understanding, speaking, reading, and writing skills. Class sessions incorporate short authentic texts in Spanish, audiovisual materials, and film. Cultural topics of the Spanish-speaking world (traditions, art, literature, music) are included.\n", + "SPAN 120 Elementary Spanish II. Lourdes Sabe. Further development of understanding, speaking, reading, and writing skills. Class sessions incorporate short authentic texts in Spanish, audiovisual materials, and film. Cultural topics of the Spanish-speaking world (traditions, art, literature, music) are included.\n", + "SPAN 120 Elementary Spanish II. Maria Pilar Asensio-Manrique. Further development of understanding, speaking, reading, and writing skills. Class sessions incorporate short authentic texts in Spanish, audiovisual materials, and film. Cultural topics of the Spanish-speaking world (traditions, art, literature, music) are included.\n", + "SPAN 120 Elementary Spanish II. Further development of understanding, speaking, reading, and writing skills. Class sessions incorporate short authentic texts in Spanish, audiovisual materials, and film. Cultural topics of the Spanish-speaking world (traditions, art, literature, music) are included.\n", + "SPAN 125 Intensive Elementary Spanish. Lourdes Sabe. An intensive beginning course in spoken and written Spanish that covers the material of SPAN 110 and 120 in one term.\n", + "SPAN 130 Intermediate Spanish I. Carolina Baffi. Development of language proficiency in listening, speaking, reading, and writing through communicative activities rather than a sequence of linguistic units. Authentic Spanish language texts, films, and videos serve as the basis for the functional study of grammar and the acquisition of a broader vocabulary. Cultural topics are presented throughout the term.\n", + "SPAN 130 Intermediate Spanish I. Noelia Sanchez Walker. Development of language proficiency in listening, speaking, reading, and writing through communicative activities rather than a sequence of linguistic units. Authentic Spanish language texts, films, and videos serve as the basis for the functional study of grammar and the acquisition of a broader vocabulary. Cultural topics are presented throughout the term.\n", + "SPAN 130 Intermediate Spanish I. Juliana Ramos-Ruano. Development of language proficiency in listening, speaking, reading, and writing through communicative activities rather than a sequence of linguistic units. Authentic Spanish language texts, films, and videos serve as the basis for the functional study of grammar and the acquisition of a broader vocabulary. Cultural topics are presented throughout the term.\n", + "SPAN 130 Intermediate Spanish I. Sarah Glenski. Development of language proficiency in listening, speaking, reading, and writing through communicative activities rather than a sequence of linguistic units. Authentic Spanish language texts, films, and videos serve as the basis for the functional study of grammar and the acquisition of a broader vocabulary. Cultural topics are presented throughout the term.\n", + "SPAN 130 Intermediate Spanish I. Carolina Baffi. Development of language proficiency in listening, speaking, reading, and writing through communicative activities rather than a sequence of linguistic units. Authentic Spanish language texts, films, and videos serve as the basis for the functional study of grammar and the acquisition of a broader vocabulary. Cultural topics are presented throughout the term.\n", + "SPAN 130 Intermediate Spanish I. Noelia Sanchez Walker. Development of language proficiency in listening, speaking, reading, and writing through communicative activities rather than a sequence of linguistic units. Authentic Spanish language texts, films, and videos serve as the basis for the functional study of grammar and the acquisition of a broader vocabulary. Cultural topics are presented throughout the term.\n", + "SPAN 130 Intermediate Spanish I. Juliana Ramos-Ruano. Development of language proficiency in listening, speaking, reading, and writing through communicative activities rather than a sequence of linguistic units. Authentic Spanish language texts, films, and videos serve as the basis for the functional study of grammar and the acquisition of a broader vocabulary. Cultural topics are presented throughout the term.\n", + "SPAN 130 Intermediate Spanish I. Development of language proficiency in listening, speaking, reading, and writing through communicative activities rather than a sequence of linguistic units. Authentic Spanish language texts, films, and videos serve as the basis for the functional study of grammar and the acquisition of a broader vocabulary. Cultural topics are presented throughout the term.\n", + "SPAN 130 Intermediate Spanish I. Sarah Glenski. Development of language proficiency in listening, speaking, reading, and writing through communicative activities rather than a sequence of linguistic units. Authentic Spanish language texts, films, and videos serve as the basis for the functional study of grammar and the acquisition of a broader vocabulary. Cultural topics are presented throughout the term.\n", + "SPAN 130 Intermediate Spanish I. Juliana Ramos-Ruano. Development of language proficiency in listening, speaking, reading, and writing through communicative activities rather than a sequence of linguistic units. Authentic Spanish language texts, films, and videos serve as the basis for the functional study of grammar and the acquisition of a broader vocabulary. Cultural topics are presented throughout the term.\n", + "SPAN 130 Intermediate Spanish I. Mayte Lopez. Development of language proficiency in listening, speaking, reading, and writing through communicative activities rather than a sequence of linguistic units. Authentic Spanish language texts, films, and videos serve as the basis for the functional study of grammar and the acquisition of a broader vocabulary. Cultural topics are presented throughout the term.\n", + "SPAN 130 Intermediate Spanish I. Mayte Lopez. Development of language proficiency in listening, speaking, reading, and writing through communicative activities rather than a sequence of linguistic units. Authentic Spanish language texts, films, and videos serve as the basis for the functional study of grammar and the acquisition of a broader vocabulary. Cultural topics are presented throughout the term.\n", + "SPAN 132 Spanish for Heritage Speakers I. Sybil Alexandrov. A language course designed for students who have been exposed to Spanish—either at home or by living in a Spanish-speaking country—but who have little or no formal training in the language. Practice in all four communicative skills (comprehension, speaking, reading, writing), with special attention to basic grammar concepts, vocabulary building, and issues particular to heritage speakers. This course meets during Reading Period: the period between the last week of classes and finals week.\n", + "SPAN 140 Intermediate Spanish II. Continuation of SPAN 130. Development of increased proficiency in the four language skills. Greater precision in grammar usage, vocabulary enrichment, and expanded cultural awareness are achieved through communicative activities based on authentic Spanish-language texts, including a short novel.\n", + "SPAN 140 Intermediate Spanish II. Lucia Rubio. Continuation of SPAN 130. Development of increased proficiency in the four language skills. Greater precision in grammar usage, vocabulary enrichment, and expanded cultural awareness are achieved through communicative activities based on authentic Spanish-language texts, including a short novel.\n", + "SPAN 140 Intermediate Spanish II. Sebastian Diaz. Continuation of SPAN 130. Development of increased proficiency in the four language skills. Greater precision in grammar usage, vocabulary enrichment, and expanded cultural awareness are achieved through communicative activities based on authentic Spanish-language texts, including a short novel.\n", + "SPAN 140 Intermediate Spanish II. Jorge Mendez-Seijas. Continuation of SPAN 130. Development of increased proficiency in the four language skills. Greater precision in grammar usage, vocabulary enrichment, and expanded cultural awareness are achieved through communicative activities based on authentic Spanish-language texts, including a short novel.\n", + "SPAN 140 Intermediate Spanish II. Ian Russell. Continuation of SPAN 130. Development of increased proficiency in the four language skills. Greater precision in grammar usage, vocabulary enrichment, and expanded cultural awareness are achieved through communicative activities based on authentic Spanish-language texts, including a short novel.\n", + "SPAN 140 Intermediate Spanish II. Sebastian Diaz. Continuation of SPAN 130. Development of increased proficiency in the four language skills. Greater precision in grammar usage, vocabulary enrichment, and expanded cultural awareness are achieved through communicative activities based on authentic Spanish-language texts, including a short novel.\n", + "SPAN 140 Intermediate Spanish II. Continuation of SPAN 130. Development of increased proficiency in the four language skills. Greater precision in grammar usage, vocabulary enrichment, and expanded cultural awareness are achieved through communicative activities based on authentic Spanish-language texts, including a short novel.\n", + "SPAN 140 Intermediate Spanish II. Ian Russell. Continuation of SPAN 130. Development of increased proficiency in the four language skills. Greater precision in grammar usage, vocabulary enrichment, and expanded cultural awareness are achieved through communicative activities based on authentic Spanish-language texts, including a short novel.\n", + "SPAN 140 Intermediate Spanish II. Sarah Glenski. Continuation of SPAN 130. Development of increased proficiency in the four language skills. Greater precision in grammar usage, vocabulary enrichment, and expanded cultural awareness are achieved through communicative activities based on authentic Spanish-language texts, including a short novel.\n", + "SPAN 140 Intermediate Spanish II. Continuation of SPAN 130. Development of increased proficiency in the four language skills. Greater precision in grammar usage, vocabulary enrichment, and expanded cultural awareness are achieved through communicative activities based on authentic Spanish-language texts, including a short novel.\n", + "SPAN 150 Advanced Oral and Written Communication in Spanish. Noelia Sanchez Walker. Instruction in refining reading, writing, aural, and oral skills. Students reach proficiency at the advanced high level (according to ACTFL guidelines) in the four language skills of listening, speaking, reading, and writing. Conducted in Spanish. Open to students placed in the L5 level.\n", + "SPAN 221 Spanish Language and Culture through Art. Rosamaria Leon. An advanced course designed to increase student’s fluency in oral and written skills. Through the exploration of five art themes relevant to Spanish speaking countries, students review advanced points of Spanish grammar, focus on vocabulary enrichment, and learn the basic principles of academic composition. The course approach for learning is a project-based model which introduces a wide variety of texts: readings, visual art, podcast, music, videos. Students are required to register for a recitacion practice that consists of a weekly 40-minute conversation with students from Pontificia Universidad Católica del Perú.\n", + "SPAN 222 Legal Spanish. Mercedes Carreras. An introduction to Spanish and Latin American legal culture with a focus on the specific traits of legal language and on the development of advanced language competence. Issues such as human rights, the death penalty, the jury, contracts, statutory instruments, and rulings by the constitutional courts are explored through law journal articles, newspapers, the media, and mock trials.\n", + "SPAN 222 Legal Spanish. Mercedes Carreras. An introduction to Spanish and Latin American legal culture with a focus on the specific traits of legal language and on the development of advanced language competence. Issues such as human rights, the death penalty, the jury, contracts, statutory instruments, and rulings by the constitutional courts are explored through law journal articles, newspapers, the media, and mock trials.\n", + "SPAN 222 Legal Spanish. Mercedes Carreras. An introduction to Spanish and Latin American legal culture with a focus on the specific traits of legal language and on the development of advanced language competence. Issues such as human rights, the death penalty, the jury, contracts, statutory instruments, and rulings by the constitutional courts are explored through law journal articles, newspapers, the media, and mock trials.\n", + "SPAN 223 Spanish in Film: An Introduction to the New Latin American Cinema. Margherita Tortora. Development of proficiency in Spanish through analysis of critically acclaimed Latin American films. Includes basic vocabulary of film criticism in Spanish as well as discussion and language exercises. Enrollment limited to 18.\n", + "SPAN 227 Creative Writing. Maria Jordan. An introduction to the writing of fiction, poetry, and creative nonfiction, with a focus on developing techniques and abilities that are essential for crafting imaginative texts and honing self-expression. Through in-class tasks, substantive discussions on composition and craft, and analyses of contemporary Latinx, Latin American, and Spanish works, students enhance their writing skills and nurture their unique voices as writers. This course takes on the format of a workshop, with students receiving constructive feedback from both the instructor and their fellow writers. Conducted in Spanish.\n", + "SPAN 228 Borders & Globalization in Hispanophone Cultures. Luna Najera. The borders that constitute the geographical divisions of the world are contingent, but they can have enormous ordering power in the lives of people and other beings. Human-made borders can both allow and disallow the flow of people and resources (including goods, knowledge, information, technologies, etc.). Like geographical borders, social borders such as race, caste, class, and gender can form and perpetuate privileged categories of humans that constrain the access of excluded persons to resources, education, security, and social mobility. Thus, bordering can differentially value human lives. Working with the premise that borders are sites of power, in this course we study bordering and debordering practices in the Hispanic cultures of Iberia, Latin America, and North America, from the 1490s to the present. Through analyses of a wide range of texts that may include treatises, maps, travel literature, visual culture, material culture (e.g., currency), law, music, and performance art, students investigate the multiple ways in which social, cultural, and spatial borders are initiated, expressed, materialized, and contested. More broadly, we explore, describe, and trace the entanglements of bordering, globalizations, and knowledge production in Hispanophone cultures. Some of the questions that will guide our conversations are: What are (social) borders and what are the processes through which they persist? How do the effects of practices that transcend borders (e.g., environmental pollution, deforestation) change our understanding of borders? What can we learn from indigenous peoples’ responses to bordering process and globalization? \n", + "\n", + "The course is conducted entirely in Spanish. Readings are available electronically through Canvas and the University Library. To be conducted in Spanish.\n", + "SPAN 230 Reading Environments: Nature, Culture, and Agency. Luna Najera. Extreme weather, proliferation of species extinctions, climate migration, and the outbreak of pandemics can all be understood as instances of koyaanisqatsi, the Hopi word for life out of balance. They may also be viewed as indications that we are living in the age of the Anthropocene, a term in the natural and social sciences that acknowledges that human activities have had a radical geological impact on the planet since the onset of the Industrial revolution. In this course we study relations between humans and other-than-humans to understand how we arrived at a life out of balance. We inquire into how binary distinctions between nature and culture are made, sustained, or questioned through a diversity of meaning-making practices in Spanish, Latin American, and indigenous literature, visual culture, and material culture. The indigenous artifacts studied include Popol Vuh, poetry, petroglyphs, and documentaries by indigenous people of the Amazon, which provide opportunities for asking pressing questions: To what extent does the nature and culture binary foreclose alternative possibilities for imagining ourselves and our relation to the world? Are there ways of perceiving our world and ourselves that bypass such binaries and if so, what are they? In the final weeks of the course, we draw from our insights to investigate where the nature/culture binary figures in present discussions of environmental catastrophes and rights of nature movements in Latin America. Taught in Spanish.\n", + "SPAN 243 Advanced Spanish Grammar. Terry Seymour. A comprehensive, in-depth study of grammar intended to improve students' spoken and written command of Spanish. Linguistic analysis of literary selections; some English-to-Spanish translation.\n", + "SPAN 246 Introduction to the Cultures of Spain. Santiago Acosta. Study of various aspects of Spanish culture, including its continuing relation to the societies of Latin America. Examination of Spanish politics, history, religions, art forms, music, and literatures, from ancient times to the present. Primary sources and critical studies are read in the original.\n", + "SPAN 247 Introduction to the Cultures of Latin America. Santiago Acosta. A chronological study of Latin American cultures through their expressions in literature and the arts, beginning in the pre-Columbian period and focusing on the period from the nineteenth century to the present. Emphasis on crucial historical moments and on distinctive rituals such as fiestas.\n", + "SPAN 266 Studies in Latin American Literature I. Lisa Voigt. Cultural encounters in the New World as interpreted by authors of native American (Aztec and Inca) cultural traditions, the Spanish conquistadors and friars who encountered them and their heirs, and the Mexican creole nun (the now-world-famous Sor Juana Inés de la Cruz) who gave voice to some of their traditions as she created a space for her own writing in the literary world. Their resonance and legacy today.\n", + "SPAN 291 Introduction to Digital Humanities I: Architectures of Knowledge. Alexander Gil Fuentes. The cultural record of humanity is undergoing a massive and epochal transformation into shared analog and digital realities. While we are vaguely familiar with the history and realities of the analog record—libraries, archives, historical artifacts—the digital cultural record remains largely unexamined and relatively mysterious to humanities scholars. In this course you will be introduced to the broad field of Digital Humanities, theory and practice, through a stepwise exploration of the new architectures and genres of scholarly and humanistic production and reproduction in the 21st century. The course combines a seminar, preceded by a brief lecture, and a digital studio. Every week we will move through our discussions in tandem with hands-on exercises that will serve to illuminate our readings and help you gain a measure of computational proficiency useful in humanities scholarship. You will learn about the basics of plain text, file and operating systems, data structures and internet infrastructure. You will also learn to understand, produce and evaluate a few popular genres of Digital Humanities, including, digital editions of literary or historical texts, collections and exhibits of primary sources and interactive maps. Finally, and perhaps the most important lesson of the semester, you will learn to collaborate with each other on a common research project. No prior experience is required.\n", + "SPAN 350 Borges: Literature and Power. Anibal Gonzalez-Perez. An introduction to the work of Jorge Luis Borges, focusing on the relation between literature and power as portrayed in selected stories, essays, and poems. Topics include Borges and postmodernity; writing and ethics; and Borges's politics. Works include Ficciones, Otras inquisiciones, El aleph, El hacedor, El informe de Brodie, and Obra poética.\n", + "SPAN 478 Directed Readings and/or Individual Research. Lisa Voigt. Individual study under faculty supervision. The student must submit a bibliography and a written plan of study approved by the faculty adviser to the director of undergraduate studies. No reading or research course credit is granted without prior approval from the director of undergraduate studies. The student must meet with the instructor at least one hour a week. A final examination or essay is required.\n", + "SPAN 491 The Senior Essay. Lisa Voigt. A research project completed under faculty supervision and resulting in a paper of considerable length, in Spanish.\n", + "SPAN 545 Medieval Iberia. This course is a practical studio, introducing students to the historical debates and the range of historical sources for the study of medieval Iberia, including Latin, Arabic, Judeo-Arabic, and Spanish material. Reading knowledge of Latin and/or Arabic is required. Reading knowledge of Spanish is preferred.\n", + "SPAN 740 Ritual and Performance in Colonial Latin America. Lisa Voigt. This course investigates how public rituals, ceremonies, and festivals enabled European conquest and evangelization in the Americas, as well as how Indigenous and Afro-descendent groups used ritual and performance to continue their own cultural traditions and to challenge or negotiate with colonial power. We study a range of primary sources—narrative, poetic, theatrical, and pictorial—and consider a variety of cultural practices, including performance, visual art and architecture, dress, music, and dance, in order to address issues of coloniality and transculturation in Latin America from 1492 to the eighteenth century.\n", + "SPAN 845 Introduction to Digital Humanities I: Architectures of Knowledge. Alexander Gil Fuentes. The cultural record of humanity is undergoing a massive and epochal transformation into shared analog and digital realities. While we are vaguely familiar with the history and realities of the analog record—libraries, archives, historical artifacts—the digital cultural record remains largely unexamined and relatively mysterious to humanities scholars. In this course students are introduced to the broad field of digital humanities, theory and practice, through a stepwise exploration of the new architectures and genres of scholarly and humanistic production and reproduction in the twenty-first century. The course combines a seminar, preceded by a brief lecture, and a digital studio. Every week we move through our discussions in tandem with hands-on exercises that serve to illuminate our readings and help students gain a measure of computational proficiency useful in humanities scholarship. Students learn about the basics of plain text, file and operating systems, data structures and internet infrastructure. Students also learn to understand, produce, and evaluate a few popular genres of digital humanities, including, digital editions of literary or historical texts, collections and exhibits of primary sources and interactive maps. Finally, and perhaps the most important lesson of the term, students learn to collaborate with each other on a common research project. No prior experience is required.\n", + "SPAN 867 Black Iberia: Then and Now. Nicholas Jones. This graduate seminar examines the variety of artistic, cultural, historical, and literary representations of black Africans and their descendants—both enslaved and free—across the vast stretches of the Luso-Hispanic world and the United States. Taking a chronological frame, the course begins its study of Blackness in medieval and early modern Iberia and its colonial kingdoms. From there, we examine the status of Blackness conceptually and ideologically in Asia, the Caribbean, Mexico, and South America. Toward the end of the semester, we concentrate on black Africans by focusing on Equatorial Guinea, sub-Saharan African immigration in present-day Portugal and Spain, and the politics of Afro-Latinx culture and its identity politics in the United States. Throughout the term, we interrogate the following topics in order to guide our class discussions and readings: bondage and enslavement, fugitivity and maroonage, animal imageries and human-animal studies, geography and maps, Black Feminism and Black Queer Studies, material and visual cultures (e.g., beauty ads, clothing, cosmetics, food, Blackface performance, royal portraiture, reality TV, and music videos), the Inquisition and African diasporic religions, and dispossession and immigration. Our challenging task remains the following: to see how Blackness conceptually and experientially is subversively fluid and performative, yet deceptive and paradoxical. This course will be taught in English, with all materials available in the original (English, Portuguese, Spanish) and in English translation.\n", + "SPAN 901 Psychoanalysis: Key Conceptual Differences between Freud and Lacan I. Moira Fradinger. This is the first section of a year-long seminar (second section: CPLT 914) designed to introduce the discipline of psychoanalysis through primary sources, mainly from the Freudian and Lacanian corpuses but including late twentieth-century commentators and contemporary interdisciplinary conversations. We rigorously examine key psychoanalytic concepts that students have heard about but never had the chance to study. Students gain proficiency in what has been called \"the language of psychoanalysis,\" as well as tools for critical practice in disciplines such as literary criticism, political theory, film studies, gender studies, theory of ideology, psychology medical humanities, etc. We study concepts such as the unconscious, identification, the drive, repetition, the imaginary, fantasy, the symbolic, the real, and jouissance. A central goal of the seminar is to disambiguate Freud's corpus from Lacan's reinvention of it. We do not come to the \"rescue\" of Freud. We revisit essays that are relevant for contemporary conversations within the international psychoanalytic community. We include only a handful of materials from the Anglophone schools of psychoanalysis developed in England and the US. This section pays special attention to Freud's \"three\" (the ego, superego, and id) in comparison to Lacan's \"three\" (the imaginary, the symbolic, and the real). CPLT 914 devotes, depending on the interests expressed by the group, the last six weeks to special psychoanalytic topics such as sexuation, perversion, psychosis, anti-asylum movements, conversations between psychoanalysis and neurosciences and artificial intelligence, the current pharmacological model of mental health, and/or to specific uses of psychoanalysis in disciplines such as film theory, political philosophy, and the critique of ideology. Apart from Freud and Lacan, we will read work by Georges Canguilhem, Roman Jakobson, Victor Tausk, Émile Benveniste, Valentin Volosinov, Guy Le Gaufey, Jean Laplanche, Étienne Balibar, Roberto Esposito, Wilfred Bion, Félix Guattari, Markos Zafiropoulos, Franco Bifo Berardi, Barbara Cassin, Renata Salecl, Maurice Godelier, Alenka Zupančič, Juliet Mitchell, Jacqueline Rose, Norbert Wiener, Alan Turing, Eric Kandel, and Lera Boroditsky among others. No previous knowledge of psychoanalysis is needed. Starting out from basic questions, we study how psychoanalysis, arguably, changed the way we think of human subjectivity. Graduate students from all departments and schools on campus are welcome. The final assignment is due by the end of the spring term and need not necessarily take the form of a twenty-page paper. Taught in English. Materials can be provided to cover the linguistic range of the group.\n", + "SPAN 936 Millennials: Twenty-First-Century Latin American Narrative. Anibal Gonzalez-Perez. This course deals with a new group of Spanish American writers whose breakout works were published early in the twenty-first century. Topics include postnationalism, the Crack and McOndo groups, autofiction, and genre fiction (noir novels, science fiction, horror). Readings of novels and short stories by Mario Bellatín, Roberto Bolaño, Yuri Herrera, Ena Lucía Portela, Guadalupe Nettel, Pedro Mairal, Luis Negrón, Francisco Font Acevedo, Alejandro Zambra, Santiago Gamboa, Fernanda Melchor, and Mariana Enríquez. In Spanish.\n", + "SPAN 980 The Doctoral and Professional Workshop. Anibal Gonzalez-Perez. A yearlong workshop designed for professional development. The subject matter varies from term to term, and from year to year. Students must attend at least three complete Modules throughout the year. Graded Satisfactory/Unsatisfactory only; open to all students. Details and schedule are available at https://span-port.yale.edu/dpw-schedule.\n", + "SPAN 984 Digital Humanities Practical Workshop Series. Alexander Gil Fuentes. Every term, the Department of Spanish and Portuguese and the Humanities Program offers practical workshops in the digital humanities designed for graduate students. Workshops can vary between two-hour individual offerings, to series of two or four workshops on a theme or scholarly toolset. Workshops topics may include text analysis, web scraping and data mining, digital editions and exhibits, dissertation, general academic tech, advanced scholarly (re)search techniques, interactive maps and visualizations for humanistic data, data and project management, privacy and security for scholars, copyright law for digital scholarship, cultural analytics, and more. Workshops and workshop series are also available on demand at the request of four or more graduate students. Yale College students do not earn credit for this course.\n", + "SPAN 988 Iberian Nights Workshop. Jesus Velasco. This series is inspired by the spirit of Sheherazade, Dhuoda, Christine de Pizan, Teresa de Cartagena, the pequeñas mujeres rojas, and so many others for whom the practice of literature—in many of its facets—was the matter of survival. They existed in circumstances of physical and sexual violence, of civil war, of racial discrimination, of isolation; they also lived in circumstances that cannot be properly expressed outside their own experiments with literature. Our guests write from many directions, for many audiences, for many souls: novels, reviews, the lives of afrodescendent people, dance, race, sexual violences, asylum briefs, and so many other forms of polyhedric writing that explore the limits of literature—and those of survival. They are in conversation about their work, about their thought, and, certainly, about the joys and frustrations of the literary worlds they inhabit. The thirteen nights in the series will be held from September through November. The full schedule of Iberian Nights will be posted on Canvas. Students who would like to receive credit for attending all thirteen sessions of the Iberian Nights series should enroll in this workshop. Graded SAT/UNSAT.\n", + "SPAN 990 Independent Study Digital Hums: Digital Hums. Indep. Research. Alexander Gil Fuentes. Project-based learning and teams are at the heart of Digital Humanities (DH) pedagogy. Most projects in DH are produced by teams of scholars with complimentary skills and domain expertise, and we learn best how to produce digital scholarship while we are working on tangible outcomes. This independent course of study is designed to allow students to form a team with other graduate students to pursue a research question or sets of questions in the humanities and an appropriate research output for their scholarly project. During the course of their research and digital production, student teams are guided and mentored by an instructor and other relevant professionals at the University. Besides the option for pursuing their own original scholarly project, students may also participate in projects designed by the instructor or other faculty in the Humanities.\n", + "SPAN 991 Tutorial: Gender, Race and the Body. Nicholas Jones. By arrangement with faculty.\n", + "STRT 505 Start Program. \n", + "SWAH 110 Beginning Kiswahili I. John Wa'Njogu. A beginning course with intensive training and practice in speaking, listening, reading, and writing. Initial emphasis is on the spoken language and conversation.\n", + "SWAH 130 Intermediate Kiswahili I. Veronica Waweru. Further development of students' speaking, listening, reading, and writing skills. Prepares students for further work in literary, language, and cultural studies as well as for a functional use of Kiswahili. Study of structure and vocabulary is based on a variety of texts from traditional and popular culture. Emphasis on command of idiomatic usage and stylistic nuance.\n", + "SWAH 150 Advanced Kiswahili I. John Wa'Njogu. Development of fluency through readings and discussions on contemporary issues in Kiswahili. Introduction to literary criticism in Kiswahili. Materials include Kiswahili oral literature, prose, poetry, and plays, as well as texts drawn from popular and political culture.\n", + "SWAH 170 Topics in Kiswahili Literature. John Wa'Njogu. Advanced readings and discussion with emphasis on literary and historical texts. Reading assignments include materials on Kiswahili poetry, Kiswahili dialects, and the history of the language.\n", + "SWAH 610 Beginning Kiswahili I. John Wa'Njogu. A beginning course with intensive training and practice in speaking, listening, reading, and writing. Initial emphasis is on the spoken language and conversation. Credit only on completion of SWAH 620.\n", + "SWAH 630 Intermediate Kiswahili I. Veronica Waweru. Further development of speaking, listening, reading, and writing skills. Prepares students for further work in literary, language, and cultural studies as well as for a functional use of Kiswahili. Study of structure and vocabulary is based on a variety of texts from traditional and popular culture. Emphasis on command of idiomatic usage and stylistic nuance.\n", + "SWAH 650 Advanced Kiswahili I. John Wa'Njogu. Development of fluency through readings and discussions on contemporary issues in Kiswahili. Introduction to literary criticism in Kiswahili. Materials include Kiswahili oral literature, prose, poetry, and plays, as well as texts drawn from popular and political culture.\n", + "SWAH 670 Topics in Kiswahili Literature. John Wa'Njogu. Advanced readings and discussion with emphasis on literary and historical texts. Reading assignments include materials on Kiswahili prose, plays, poetry, Kiswahili dialects, and the history of the language.\n", + "SWED 130 Intermediate Swedish I. The aim of this intermediate course is to further develop the speaking, reading, writing, and listening skills you have acquired in the first year Swedish courses and broaden your knowledge about Swedish culture, geography, and history.\n", + "TAML 130 Intermediate Tamil I. The first half of a two-term sequence designed to develop proficiency in comprehension, speaking, reading, and writing through the use of visual media, newspapers and magazines, modern fiction and poetry, and public communications such as pamphlets, advertisements, and government announcements.\n", + "TBTN 110 Elementary Classical Tibetan I. First half of a two-term introduction to classical Tibetan. The script and its Romanization, pronunciation, normative dictionary order, and basic grammar. Readings from Tibetan literature and philosophy.\n", + "TBTN 130 Intermediate Classical Tibetan I. Continuation of TBTN 120. Introduction to more complex grammatical constructions. Further development of reading ability in various genres of Tibetan literature written prior to 1959.\n", + "TBTN 150 Advanced Classical Tibetan I. This two-semester sequence, of which this class is the first half, is designed to assist students who already have the equivalent of at least two-years of Classical Tibetan language study. The course is intended to build on this foundation so that students gain greater proficiency in reading a variety of classical Tibetan writing styles and genres, including texts relevant to their research. The course readings focus primarily on texts written during the Ganden Phodrang period up through the 19th century. Over two semesters, the class covers three sets of  materials: 1) famous or otherwise influential classical works (mostly historical, some literary); 2) important historical texts that have come to light in recent years but are scarcely known in western scholarship; and 3) classical language texts that support the research needs of enrolled students. Classical Tibetan grammar and other conventions are identified and discussed in the course of the readings.\n", + "THST 051 Performing Antiquity. This seminar introduces students to some of the most influential texts of Greco-Roman Antiquity and investigates the meaning of their \"performance\" in different ways: 1) how they were musically and dramatically performed in their original context in Antiquity (what were the rhythms, the harmonies, the dance-steps, the props used, etc.); 2) what the performance meant, in socio-cultural and political terms, for the people involved in performing or watching it, and how performance takes place beyond the stage; 3) how these texts are performed in modern times (what it means for us to translate and stage ancient plays with masks, a chorus, etc.; to reenact some ancient institutions; to reconstruct ancient instruments or compose \"new ancient music\"); 4) in what ways modern poems, plays, songs, ballets constitute forms of interpretation, appropriation, or contestation of ancient texts; 5) in what ways creative and embodied practice can be a form of scholarship. Besides reading ancient Greek and Latin texts in translation, students read and watch performances of modern works of reception: poems, drama, ballet, and instrumental music. A few sessions are devoted to practical activities (reenactment of a symposium, composition of ancient music, etc.).\n", + "THST 097 Anatomy in Motion. Renee Robinson. The connection between advances in human anatomy and kinesiology—the science of human movement—and dance practices from the early 1900s to the present. Study of seminal texts and practical exercises that drove the research of Frederick M. Alexander, Mabel Elsworth Todd, Barbara Clark, and Lulu Sweigard and the application of their ideas in contemporary movement practices today. Topics include the synthesis of dance and science; the reeducation of alignment, posture and balance; the use of imagery; and the unification of mind and body. No prior dance experience required.\n", + "THST 098 Composing and Performing the One Person Play. Hal Brooks. First-year actors, playwrights, directors, and even students who have never considered taking a theater class, create their own work through a combination of reading, analysis, writing, and on-your-feet exercises. Students read texts and view performances that are generated by one actor in an attempt to discover the methodology that works best for their own creations. The course culminates with a midterm and final presentation created and performed by the student.\n", + "THST 110 Collaboration. Elise Morrison, Emily Coates. This foundational course introduces collaborative techniques at the core of topics, domains, and practices integral to the major in Theater and Performance Studies. We explore the seeds of performance from its basic essence as human expression, to movement, text, and storytelling, gradually evolving into collectively created works of performance. Techniques and readings may be drawn from improvisation, dance, music, design and spoken word contexts, and will encourage cohort building, critical reflection, and the join of individual and collective artistic expression. Guests from within and outside performance disciplines enhance the potential to investigate crossover between different media.\n", + "THST 110 Collaboration. This foundational course introduces collaborative techniques at the core of topics, domains, and practices integral to the major in Theater and Performance Studies. We explore the seeds of performance from its basic essence as human expression, to movement, text, and storytelling, gradually evolving into collectively created works of performance. Techniques and readings may be drawn from improvisation, dance, music, design and spoken word contexts, and will encourage cohort building, critical reflection, and the join of individual and collective artistic expression. Guests from within and outside performance disciplines enhance the potential to investigate crossover between different media.\n", + "THST 110 Collaboration. This foundational course introduces collaborative techniques at the core of topics, domains, and practices integral to the major in Theater and Performance Studies. We explore the seeds of performance from its basic essence as human expression, to movement, text, and storytelling, gradually evolving into collectively created works of performance. Techniques and readings may be drawn from improvisation, dance, music, design and spoken word contexts, and will encourage cohort building, critical reflection, and the join of individual and collective artistic expression. Guests from within and outside performance disciplines enhance the potential to investigate crossover between different media.\n", + "THST 110 Collaboration. This foundational course introduces collaborative techniques at the core of topics, domains, and practices integral to the major in Theater and Performance Studies. We explore the seeds of performance from its basic essence as human expression, to movement, text, and storytelling, gradually evolving into collectively created works of performance. Techniques and readings may be drawn from improvisation, dance, music, design and spoken word contexts, and will encourage cohort building, critical reflection, and the join of individual and collective artistic expression. Guests from within and outside performance disciplines enhance the potential to investigate crossover between different media.\n", + "THST 129 Tragedy in the European Literary Tradition. Timothy Robinson. The genre of tragedy from its origins in ancient Greece and Rome through the European Renaissance to the present day. Themes of justice, religion, free will, family, gender, race, and dramaturgy. Works might include Aristotle's Poetics or Homer's Iliad and plays by Aeschylus, Sophocles, Euripides, Seneca, Hrotsvitha, Shakespeare, Lope de Vega, Calderon, Racine, Büchner, Ibsen, Strindberg, Chekhov, Wedekind, Synge, Lorca, Brecht, Beckett, Soyinka, Tarell Alvin McCraney, and Lynn Nottage. Focus on textual analysis and on developing the craft of persuasive argument through writing.\n", + "THST 200 Introduction to Theatrical Violence. Kelsey Rainwater, Michael Rossmy. Engagement in a theoretical and practical exploration of depicting violence in theater. Actors learn to execute the illusions of violence on stage both safely and effectively, and the skills of collaboration, partner awareness, concentration, and impulse response. Preference given to Theater Studies majors.\n", + "THST 207 Introduction to Dramaturgy. Introduction to the discipline of dramaturgy. Study of dramatic literature from the ancient world to the contemporary, developing the core skills of a dramaturg. Students analyze plays for structure and logic; work with a director on production of a classical text; work with a playwright on a new play; and work with an ensemble on a devised piece.\n", + "THST 210 Performance Concepts. Hal Brooks. A studio introduction to the essential elements of performance. Grounded in the work of major twentieth- and twenty-first-century practitioners and theorists, this course guides students in exercises designed to cultivate physical expression, awareness of time and space, ensemble building, character development, storytelling, vocal production, embodied analysis, and textual interpretation. It is a prerequisite for several upper-level courses in Theater and Performance Studies including THST 211 and THST 300. It is open to students in all majors and in all years of study, with the permission of the instructor.\n", + "THST 210 Performance Concepts. Sohina Sidhu. A studio introduction to the essential elements of performance. Grounded in the work of major twentieth- and twenty-first-century practitioners and theorists, this course guides students in exercises designed to cultivate physical expression, awareness of time and space, ensemble building, character development, storytelling, vocal production, embodied analysis, and textual interpretation. It is a prerequisite for several upper-level courses in Theater and Performance Studies including THST 211 and THST 300. It is open to students in all majors and in all years of study, with the permission of the instructor.\n", + "THST 215 Writing Dance. Brian Seibert. The esteemed choreographer Merce Cunningham once compared writing about dance to trying to nail Jello-O to the wall. This seminar and workshop takes on the challenge. Taught by a dance critic for the New York Times, the course uses a close reading of exemplary dance writing to introduce approaches that students then try themselves, in response to filmed dance and live performances in New York City, in the widest possible variety of genres.\n", + "THST 218 Remapping Dance. Amanda Reid, Ameera Nimjee, Rosa van Hensbergen. What does it mean to be at home in a body? What does it mean to move freely, and what kinds of bodies are granted that right? How is dance encoded as bodies move between various sites? In this team-taught class, we remap the field of dance through its migratory routes to understand how movement is shaped by the connections and frictions of ever-changing communities. As three dance scholars, bringing specialisms in West Indian dance, South Asian dance, and East Asian dance, we are looking to decenter the ways in which dance is taught, both in what we teach and in the ways we teach. Many of the dancers we follow create art inspired by migration, exile, and displacement (both within and beyond the nation) to write new histories of political belonging. Others trace migratory routes through mediums, ideologies, and technologies. The course is structured around four units designed to invite the remapping of dance through its many spaces of creativity: The Archive, The Studio, The Field, and The Stage. Throughout, we explore how different ideas of virtuosity, risk, precarity, radicalism, community, and solidarity are shaped by space and place. We rethink how local dance economies are governed by world markets and neoliberal funding models and ask how individual bodies can intervene in these global systems.\n", + "THST 220 Introduction to Directing. Dexter Singleton. This introductory seminar is designed for students seeking a comprehensive understanding of the craft of directing and those preparing to direct their first play. All years and majors are welcome. Topics studied include text analysis, storytelling, world-building, casting, rehearsal ethics and practices, collaborative approaches to working with actors, producers, designers, and dramaturgs. No prerequisites. No prior experience in theater required.\n", + "THST 227 Queer Caribbean Performance. Amanda Reid. With its lush and fantastic landscape, fabulous carnivalesque aesthetics, and rich African Diaspora Religious traditions, the Caribbean has long been a setting where New World black artists have staged competing visions of racial and sexual utopia and dystopia. However, these foreigner-authored fantasies have often overshadowed the lived experience and life storytelling of Caribbean subjects. This course explores the intersecting performance cultures, politics, and sensual/sexual practices that have constituted queer life in the Caribbean region and its diaspora. Placing Caribbean queer of color critique alongside key moments in twentieth and twenty-first century performance history at home and abroad, we ask how have histories of the plantation, discourses of race and nation, migration, and revolution led to the formation of regionally specific queer identifications. What about the idea of the \"tropics\" has made it such as fertile ground for queer performance making, and how have artists from the region identified or dis-identified with these aesthetic formations? This class begins with an exploration of theories of queer diaspora and queer of color critique’s roots in black feminisms. We cover themes of exile, religious rites, and organizing as sights of queer political formation and creative community in the Caribbean.\n", + "THST 236 American Musical Theater History. Dan Egan. Critical examination of relevance and context in the history of the American musical theater. Historical survey, including nonmusical trends, combined with text and musical analysis.\n", + "THST 241 Classical Hollywood Narrative 1920–1960. Survey of Classical Hollywood films. Topics include history of the studio system; origin and development of genres; the film classics of the Classical Hollywood period, and the producers, screenwriters, directors, and cinematographers who created them.\n", + "THST 241 Classical Hollywood Narrative 1920–1960. Survey of Classical Hollywood films. Topics include history of the studio system; origin and development of genres; the film classics of the Classical Hollywood period, and the producers, screenwriters, directors, and cinematographers who created them.\n", + "THST 300 The Director and the Text I. Toni Dorfman. Practicing fundamentals of the art of directing: close reading and deep text analysis in search of physical action; rehearsal preparation; mixing the elements of composition (scenography, light, sound & music, projections, movement, language); and most crucially–the work with the actor. Weekly assignments (some labor intensive), discussion of same, and regular on-the-floor experiments. While concentrating on basic practices, the course is designed for students to seek out an initial understanding of individual, even idiosyncratic, artistic directorial voice.\n", + "THST 300 The Director and the Text I. Practicing fundamentals of the art of directing: close reading and deep text analysis in search of physical action; rehearsal preparation; mixing the elements of composition (scenography, light, sound & music, projections, movement, language); and most crucially–the work with the actor. Weekly assignments (some labor intensive), discussion of same, and regular on-the-floor experiments. While concentrating on basic practices, the course is designed for students to seek out an initial understanding of individual, even idiosyncratic, artistic directorial voice.\n", + "THST 307 Making Theater with Improvs and Études. David Chambers, Shilarna Stokes. This intensive course spends the entire semester on one piece of literature−dramatic or fiction--using physical improvisations and the Étude method to explore and embody the chosen text. In the second half of the semester, we are joined by world-renowned Russian American director Dmitry Krymov, who brings his unique theatrical skills, offbeat humor, and febrile imagination to the work investigated to date. Everyone is welcome to apply.\n", + "THST 314 Art and Resistance in Belarus, Russia, and Ukraine. Andrei Kureichyk. This interdisciplinary seminar is devoted to the study of protest art as part of the struggle of society against authoritarianism and totalitarianism. It focuses on the example of the Soviet and post-Soviet transformation of Belarus, Russia, and Ukraine. The period under discussion begins after the death of Stalin in 1953 and ends with the art of protest against the modern post-Soviet dictatorships of Alexander Lukashenka in Belarus and Vladimir Putin in Russia, the protest art of the Ukrainian Maidan and the anti-war movement of artists against the Russian-Ukrainian war. The course begins by looking at the influence of the \"Khrushchev Thaw\" on literature and cinema, which opened the way for protest art to a wide Soviet audience. We explore different approaches to protest art in conditions of political unfreedom: \"nonconformism,\" \"dissidence,\" \"mimicry,\" \"rebellion.\" The course investigates the existential conflict of artistic freedom and the political machine of authoritarianism. These themes are explored at different levels through specific examples from the works and biographies of artists. Students immerse themselves in works of different genres: films, songs, performances, plays and literary works.\n", + "THST 315 Acting Shakespeare. Daniela Varon. A practicum in acting verse drama, focusing on tools to mine the printed text for given circumstances, character, objective, and action; noting the opportunities and limitations that the printed play script presents; and promoting both the expressive freedom and responsibility of the actor as an interpretive and collaborative artist in rehearsal. The course will include work on sonnets, monologues, and scenes. Admission by audition. Preference to seniors and juniors; open to nonmajors. See Canvas for application.\n", + "THST 319 Embodying Story. Renee Robinson. The intersection of storytelling and movement as seen through historical case studies, cross-disciplinary inquiry, and studio practice. Drawing on eclectic source materials from different artistic disciplines, ranging from the repertory of Alvin Ailey to journalism, architectural studies, cartoon animation, and creative processes, students develop the critical, creative, and technical skills through which to tell their own stories in movement. No prior dance experience necessary. Limited Enrollment. See Canvas for application.\n", + "THST 320 Playwriting. Donald Margulies. A seminar and workshop on reading for craft and writing for the stage. In addition to weekly prompts and exercises, readings include modern American and British plays by Pinter, Mamet, Churchill, Kushner, Nottage, Williams, Hansberry, Hwang, Vogel, and Wilder. Emphasis on play structure, character, and conflict.\n", + "THST 321 Production Seminar: Playwriting. Deborah Margolin. A seminar and workshop in playwriting with an emphasis on exploring language and image as a vehicle for \"theatricality.\" Together we will use assigned readings, our own creative work, and group discussions to interrogate concepts such as \"liveness,\" what is \"dramatic\" versus \"undramatic,\" representation, and the uses and abuses of discomfort.\n", + "THST 334 Advanced Study for Acting and Directing for Solo Performance. Deborah Margolin. For the actor, the call to perform alone onstage happens in many different dramaturgical contexts. Solo performance is at once an old and new art form: Homer sang the Odyssey by himself; Hamlet stands alone onstage questioning his own ontology and the nature of being in general. Priests, stand-up comedians, monologuists, TED-talkers: all solo artists. These instances demand of the actor the very specific and unusual kind of presentness that characterizes solo performance. And for the director of solo performance, the challenges are also very particular: how to establish the actor’s relationship to the audience, and how to direct the audience to the actor, be it as scene partner, as confidante, as eavesdropper, as a body of concerned witnesses. This course examines all dramatic modes of aloneness onstage, all the way through from the thinking-aloud of the soliloquy, the in-medias-res monologue, the stand-up comedy routine. Text analysis is followed by the study of acting techniques in best accordance with any given text. Students have the opportunity to perform classic monologues, as well as to explore modern performance texts and comedic performance. Students are also required to take on responsibilities for directing others in focusing and shaping solo work, and therefore thinking about the way aloneness on stage signifies, in ways that are both similar and very different to traditional, multicharacter scene work.\n", + "THST 335 West African Dance: Traditional to Contemporary. Lacina Coulibaly. A practical and theoretical study of the traditional dances of Africa, focusing on those of Burkina Faso and their contemporary manifestations. Emphasis on rhythm, kinesthetic form, and gestural expression. The fusion of modern European dance and traditional African dance.\n", + "THST 339 Advanced Performance Art Composition: Collaboration, Collusion, Collectivity. Ethan Philbrick. This advanced performance art composition course turns to processes of collaboration and collective authorship as a way to expand students’ performance practices. Students engage with the work of performance artists and theorists to investigate topics such as the politics of race, gender, and sexuality within collaborative artmaking; antagonism, affiliation, and collusion; consent and the politics of participation; working across loss and absence; and radical accessibility in collective artistic practice. It is both a seminar and a studio course—we read and discuss critical texts but our primary work is about making and showing interdisciplinary performances.\n", + "THST 340 Ballet Now. Daniel Ulbricht. A practical investigation of seminal ballets in the repertory of New York City Ballet. Tracing a sweeping history of artistic innovation from the early twentieth century to the present, this course covers the technique and aesthetic details that constitute New York City Ballet’s style and follow the ways that these stylistic strengths are applied and transformed in the contemporary ballets of the 21st century. Repertory excerpts move through foundational works by George Balanchine and Jerome Robbins to ballets created in the past fifteen years by some of the most prominent ballet choreographers working today. Prior dance training required. Admission is by audition during the first class meeting.\n", + "THST 344 Natasha, Pierre, & the Comet of 1812–Production Seminar. Annette Jolles. The course centers on the research, exploration, and preparation of Dave Molloy’s Natasha, Pierre, & the Great Comet of 1812, culminating in a curricular production of the musical in December 2023. Research and the physical production–including design, staging, and detailed performance work–informed by the show’s original source material, Leo Tolstoy’s War and Peace, coupled with the styles, influences, and intentions that guided Molloy as the show’s sole author. The text and score serve as the ultimate guide in a class that seeks to combine academic research with the multi-faceted process of mounting a musical. Course intended for actors, designers, directors, music directors, producers, stage mangers, and dramaturgs.\n", + "THST 350 Drama in Diaspora: South Asian American Theater and Performance. Shilarna Stokes. South Asian Americans have appeared on U.S. stages since the late nineteenth century, yet only in the last quarter century have plays and performances by South Asian Americans begun to dismantle dominant cultural representations of South Asian and South Asian American communities and to imagine new ways of belonging. This seminar introduces you to contemporary works of performance (plays, stand-up sets, multimedia events) written and created by U.S.-based artists of South Asian descent as well as artists of the South Asian diaspora whose works have had an impact on U.S. audiences. With awareness that the South Asian American diaspora comprises multiple, contested, and contingent identities, we investigate how artists have worked to manifest complex representations of South Asian Americans onstage, challenge institutional and professional norms, and navigate the perils and pleasures of becoming visible. No prior experience with or study of theater/performance required. Students in all years and majors welcome.\n", + "THST 382 American Opera Today: Explorations of a Burgeoning Industry. Allison Chu, Gundula Kreuzer. Contemporary opera constitutes one of the most vibrant sectors of classical music in the United States today. The past decade has seen a range of experimental performances that excitingly challenge stylistic and generic boundaries, and a widening spectrum of creators have been reaching to opera as a medium to center and (re)present stories of historically marginalized communities. Beyond introducing students to the richness of this new repertory, the seminar addresses the broad socio-political and economic currents underlying these recent changes in American opera, including institutional and funding structures; the role of PR, criticism, awards, and other taste-making agents; and cultural reckonings with systemic racism, engrained injustices, and white supremacy. A selection of recent operas or scenes—available as video recordings or audio files—allows us to explore aesthetic issues, such as narrative structures, diverse treatments of the (singing) voice, embodiment, interactivity, immersion, the role of digital media, mobility, site-specificity, and new online formats for opera. Students learn how to write about contemporary performances and works for which little scholarship is yet available; practice both public-facing and academic writing; recognize and critique contemporary canon-formation processes; and relate contemporary artistic practices to a larger institutional and economic ecosystem. At least one trip to the Metropolitan Opera is anticipated, for Anthony Davis and Thulani Davis’ X: The Life and Times of Malcolm X.\n", + "THST 387 Choreography in Practice and Theory. Lacina Coulibaly. A seminar and workshop in dance-theater composition. Focus on the history of dance composition, tools for generating and interpreting movement, basic choreographic devices, and dance in dialogue with media, music, and other art forms. Choreographic projects developed over the course of the term are presented in a final performance.\n", + "THST 398 American Experimental Theater. Marc Robinson. Topics include the Living Theater, Happenings, Cunningham/Cage, Open Theater, Judson Dance Theater, Grand Union, Bread and Puppet Theater, Ontological-Hysteric Theater, Meredith Monk, Mabou Mines, Robert Wilson, and the Wooster Group.\n", + "THST 401 Conceptual Sound Design for Theater. Nathan Roberts. Theoretical and practical considerations for conceptual sound design, the creation of aural content and imagery in support of dramatic action. The use of sound to communicate meaning and intention effectively in a theatrical setting. Auditory culture and the phenomenology of hearing; the role of technology in sound design; development of critical listerning skills and of a foundational vocabulary for the medium. Projects focus on the generation of content and ideas in support of a text.\n", + "THST 414 Lyric Writing for Musical Theater. Michael Korie. The craft of lyric writing in musical theater, opera, and crossover works. Both historical models and new composition used as objects of study. Analysis of song form and placement, and of lyric for character, tone, and diction. Creation of lyrics in context. Noted composers and lyricists of produced musical theater works join the class periodically to comment on the work created. Students also have the opportunity to conceive an original work of musical theater, a crossover work, or an opera libretto, and create portions of the score with original lyrics and music by student composers, with whom the writers will collaborate.\n", + "THST 420 Samuel Delany and His Worlds. Tav Nyong'o. Exploration of sex, science fiction, and the downtown scene in New York City, through the archives and writings of Samuel R. Delany. Particular attention to the intersections of music, nightlife, avant-garde performance, literature, and visual art, within the context of social movements from feminism, gay liberation, and HIV/AIDs activism.\n", + "THST 430 Performing Publics. Shilarna Stokes. This course explores genres of political performance in which collective bodies, spaces, ideas, and stories come together, and in which the question of what it might mean to identify as a collective body (public, community, nation, coalition) is at stake. Examples include performance genres with long histories such as festivals, protests, and rallies, as well as emerging genres such as school board meetings, knitting circles, and superfan gatherings. Reading across a range of fields including theater, dance, visual arts, and performance studies, we dwell on the question of how collective performances attempt to construct, contest, or transform collective imaginaries, we develop a shared set of analytical tools, and we put our heads together during research workshops designed to support each student's original research project. No prior experience in performance or performance theory is needed and students in all majors are welcome.\n", + "THST 438 Theater and Therapy in the Aftermath of War. Elise Morrison. From the burgeoning field of Drama Therapy to the psychological basis of much actor training to the prevalence of theater productions being made with, for, and about people that have experienced wartime trauma, the practices of theater and therapy have long borrowed terminology, methodology, and conceptual frameworks from one another. This course traces the shared rhetoric and dramaturgical similarities between theater and psychotherapy, paying particular attention to how each/both are being applied to the global epidemic of post-traumatic stress in the aftermath of war. Students engage with contemporary practitioners of drama therapy, study recent theater productions created with and/or for combat veterans and refugees, and create their own research projects that explore the intersections of theater and therapy.\n", + "THST 452 Acting: Constructing a Character. Gregory Wallace. A practical exploration of the internal and external preparation an actor must undergo to effectively render the moment-to-moment life of a given character. Focusing on monologues, scenes, and group explorations of text the class engages in a rigorous investigation of how the actor uses the self as the foundation for transformation. Course consists of close readings, research presentations, rehearsals and in-class scene presentations. Preference to senior and juniors. Open to non-majors. Limited enrollment. Admission by audition. See Syllabus page on Canvas for audition information and requirements.\n", + "THST 457 Documentary Film Workshop. Charles Musser. A yearlong workshop designed primarily for majors in Film and Media Studies or American Studies who are making documentaries as senior projects.\n", + "THST 471 Directed Independent Study. Hal Brooks. An independent study should generally conform to the standards and procedures of the senior project, THST 491, even when not undertaken by a senior. If the independent study is a performance or directing project, the adviser visits rehearsals and performances at the mutual convenience of adviser and student. The project must be accompanied by an essay of about fifteen pages, worth about half the final grade. Although the paper's requirements vary with the project and its adviser, it must be more than a rehearsal log. The paper typically engages interpretative and performance issues as revealed in other productions of the work (if they exist). The writing should be concomitant with rehearsal, to enable each to inform the other, and a draft must be presented to, and commented on by, the adviser at least a week before—not after—the final performance. The final version of the paper, incorporating adjustments and reflections, should be turned in to the adviser no later than ten days after the performance closes, and no later than the first day of the final examination period.\n", + "An essay project entails substantial reading, at least four meetings with the adviser, and a paper or papers totaling at least twenty pages. A playwriting project normally requires twenty new script pages every two weeks of the term and regular meetings with the adviser. A final draft of the entire script is the culmination of the term's work.\n", + "Application forms are available from the director of undergraduate studies. Juniors may use one term of these courses to prepare for their senior projects.\n", + "THST 491 Senior Project in Theater Studies. Dan Egan, Nathan Roberts. Students must submit proposals for senior projects to the Theater Studies office by the deadline announced by the director of undergraduate studies. Attendance at weekly section meetings is required for all students undertaking production projects. Application forms are available in the Theater Studies office, 220 York St.\n", + "THST 492 Senior Seminar in Theater, Dance, and Performance Studies. Shilarna Stokes. This seminar/workshop supports senior majors in Theater, Dance, and Performance Studies who are pursuing thesis projects in three broad areas: 1) Literature, History, Theory, and Criticism; 2) Writing for Performance-based Art and Media; 3) Performance Research, Analysis, and Design. Seniors in this course present work-in-progress, receive peer and instructor feedback, and engage in discussions concerning a range of relevant topics.\n", + "TKSH 110 Elementary Modern Turkish I. Meryem Yalcin. Integration of basic listening, reading, speaking, and writing skills through a variety of functional, meaningful, and contextual activities. Students become active users of modern Turkish and gain a deeper understanding of Anatolian culture through lessons based on real-life situations and authentic materials.\n", + "TKSH 120 Elementary Modern Turkish II. Continuation of TKSH 110.\n", + "TKSH 130 Intermediate Turkish I. Meryem Yalcin. Continued study of modern Turkish, with emphasis on advanced syntax, vocabulary acquisition, and the beginnings of free oral and written expression.\n", + "TKSH 500 Elementary Turkish I. Meryem Yalcin. Development of a basic knowledge of modern Turkish, with emphasis on grammatical analysis, vocabulary acquisition, and the training of reading and writing skills. This is a two-term course.\n", + "TKSH 502 Intermediate Turkish I. Meryem Yalcin. Continued study of modern Turkish, with emphasis on advanced syntax, vocabulary acquisition, and the beginnings of free oral and written expression. This is a two-term course.\n", + "UKRN 110 Elementary Ukrainian I. The first half of a two-term introduction to Ukrainian for students with no previous knowledge of the language. Emphasis on speaking, reading, listening, and writing skills. Topics, vocabulary, and grammar lessons based on everyday linguistic interactions.\n", + "UKRN 130 Intermediate Ukrainian I. Review and reinforcement of grammar fundamentals and of core vocabulary pertaining to common aspects of daily life. Special attention to verbal aspect and verbs of motion. Emphasis on continued development of oral and written communication skills on topics such as the self, family, studies and leisure, travel, and meals.\n", + "\n", + "Prerequisite: UKRN 120 or equivalent. Course taught through distance learning using videoconferencing technology from Columbia University. Enrollment limited; interested students should e-mail minjin.hashbat@yale.edu for more information.\n", + "UKRN 150 Advanced Ukrainian I. The course is for students who wish to develop their mastery of Ukrainian. Original texts and other materials drawn from classical and contemporary Ukrainian literature, press, electronic media, film, and the Internet are designed to give students familiarity with linguistic features typical of such functional styles as written and spoken, formal and informal, scientific and newspaper language, jargon, slang, etc.\n", + "URBN 280 American Architecture and Urbanism. Elihu Rubin. Introduction to the study of buildings, architects, architectural styles, and urban landscapes, viewed in their economic, political, social, and cultural contexts, from precolonial times to the present. Topics include: public and private investment in the built environment; the history of housing in America; the organization of architectural practice; race, gender, ethnicity and the right to the city; the social and political nature of city building; and the transnational nature of American architecture.\n", + "URBN 303 Ten Eurasian Cities. Nari Shelekpayev. This course explores histories and identities of ten cities in Northern and Central Eurasia. Its approach is based on an assumption that studying cities is crucial for an understanding of how societies developed on the territory of the Russian Empire, the Soviet Union, and post-Soviet states. The course is structured around the study of ten cities—Kyiv, Saint Petersburg, Moscow, Odesa, Baku, Magnitogorsk, Kharkiv, Tashkent, Semey (former Semipalatinsk), and Nur-Sultan (former Astana)—that are located on the territory of modern Ukraine, Russia, Central Asia, and the Caucasus. We study these cities through the prism of various scholarly approaches, as well as historical and visual sources. Literary texts are used not only as a means to illustrate certain historical processes but as artifacts that were instrumental in creating the identity of these cities within and beyond their territories. The ultimate goal of the course is to acquaint all participants with the dynamics of social, cultural, and political development of the ten Eurasian cities, their urban layout and architectural features. The course also provides an overview of basic conceptual approaches to the study of cities and ongoing urbanization in Northern and Central Eurasia.\n", + "URBN 314 History of Landscape in Western Europe and the United States: Antiquity to 1950. Warren Fuermann. This course is designed as an introductory survey of the history of landscape architecture and the wider, cultivated landscape in Western Europe and the United States from the Ancient Roman period to mid-twentieth century America. Included in the lectures, presented chronologically, are the gardens of Ancient Rome, medieval Europe, the early and late Italian Renaissance, 17th century France, 18th century Britain, 19th century Britain and America with its public and national parks, and mid-twentieth century America. The course focuses each week on one of these periods, analyzes in detail iconic gardens of the period, and placse them within their historical and theoretical context.\n", + "URBN 318 Informal Cities. Leigh-Anna Hidalgo. The informal sector is an integral and growing part of major global cities. With a special focus on the context of U.S. cities, students examine where a burgeoning informality is visible in the region’s everyday life. How planners and policymakers address informality is an important social justice challenge. But what is the informal sector, or urban informality, or the informal city? This class addresses such questions through a rigorous examination of the growing body of literature from Sociology, Latinx Studies, Urban Planning, and Geography. We reflect on the debates and theories in the study of informality in the U.S. and beyond and gain an understanding of the prevalence, characteristics, rationale, advantages and disadvantages, and socio-spatial implications of informal cities. More specifically, we examine urban informality in work—examining street vendors, sex workers, and waste pickers—as well as housing, and the built environment.\n", + "URBN 327 Difference and the City. Justin Moore. Four hundred and odd years after colonialism and racial capitalism brought twenty and odd people from Africa to the dispossessed indigenous land that would become the United States, the structures and systems that generate inequality and white supremacy persist. Our cities and their socioeconomic and built environments continue to exemplify difference. From housing and health to mobility and monuments, cities small and large, north and south, continue to demonstrate intractable disparities. The disparate impacts made apparent by the COVID-19 pandemic and the reinvigorated and global Black Lives Matter movement demanding change are remarkable. Change, of course, is another essential indicator of difference in urban environments, exemplified by the phenomena of disinvestment or gentrification. This course explores how issues like climate change and growing income inequality intersect with politics, culture, gender equality, immigration and migration, technology, and other considerations and forms of disruption.\n", + "URBN 345 Civic Art: Introduction to Urban Design. Alan Plattus. Introduction to the history, analysis, and design of the urban landscape. Principles, processes, and contemporary theories of urban design; relationships between individual buildings, groups of buildings, and their larger physical and cultural contexts. Case studies from New Haven and other world cities.\n", + "URBN 360 Urban Lab: An Urban World. Joyce Hsiang. Understanding the urban environment through methods of research, spatial analysis, and diverse means of representation that address historical, social, political, and environmental issues that consider design at the scale of the entire world. Through timelines, maps, diagrams, collages and film, students frame a unique spatial problem and speculate on urbanization at the global scale.\n", + "URBN 417 Marronage Practice: Architectures, Design Methods, and Urbanisms of Freedom. Ana Duran. This seminar introduces and explores Black, indigenous, and other historically marginalized modes of cultural production—collectively referred to here as \"fugitive practices.\" The course confronts the erasure (and re-centering) of these modes by rethinking the episteme of architecture—questioning history, planning, and urbanism—but also of the body, the design of objects, and making. Modes of sociocultural and aesthetic production explored in the course may include: improvisation in jazz, hip-hop and social dance; textiles of the Modern African Diaspora and indigenous peoples; informal economies; ingenuity in vernacular architecture; and others. The course is structured around seven two-week \"modules,\" each containing a seminar discussion, a design exercise, and a short written accompaniment. It is conducted in collaboration with a parallel seminar being offered by faculty at Howard University.\n", + "URBN 442 Infrastructures of Empire: Control and (In)security in the Global South. Leslie Gross-Wyrtzen. This advanced seminar examines the role that infrastructure plays in producing uneven geographies of power historically and in the \"colonial present\" (Gregory 2006). After defining terms and exploring the ways that infrastructure has been conceptualized and studied, we analyze how different types of infrastructure (energy, roads, people, and so on) constitute the material and social world of empire. At the same time, infrastructure is not an uncontested arena: it often serves as a key site of political struggle or even enters the fray as an unruly actor itself, thus conditioning possibilities for anti-imperial and decolonial practice. The geographic focus of this course is the African continent, but we explore comparative cases in other regions of the majority and minority world.\n", + "URBN 490 Senior Research Colloquium. Kyle Dugdale. Research and writing colloquium for seniors in the Urban Studies and History, Theory, and Criticism tracks. Under guidance of the instructor and members of the Architecture faculty, students define their research proposals, shape a bibliography, improve research skills, and seek criticism of individual research agendas. Requirements include proposal drafts, comparative case study analyses, presentations to faculty, and the formation of a visual argument. Guest speakers and class trips to exhibitions, lectures, and special collections encourage use of Yale's resources.\n", + "USAF 101 Heritage and Values of the U.S. Air Force I. Greg Jeong. Introduction to the U.S. Air Force and how it works as a military institution, including an overview of its basic characteristics, missions, and organizations.\n", + "Students attend one 50-minute lecture and one 110-minute laboratory each week.\n", + "USAF 200 Team and Leadership Fundamentals I. Daniel Gartland. This course focuses on laying the foundation for teamwork and leadership, particularly the skills that allow cadets to improve their leadership on a personal level and within a team. The course prepares cadets for their field training experience, where they are able to put the concepts learned into practice. The purpose of this course is to instill a leadership mindset and to motivate sophomore students to transition from AFROTC cadet to AFROTC officer candidate.\n", + "USAF 201 Team and Leadership Fundamentals II. This course focuses on laying the foundation for teamwork and leadership, particularly the skills that allow cadets to improve their leadership on a personal level and within a team. The course prepares cadets for their field training experience, where they are able to put the concepts learned into practice. The purpose of this course is to instill a leadership mindset and to motivate sophomore students to transition from AFROTC cadet to AFROTC officer candidate.\n", + "USAF 301 Leading People and Effective Communication I. Christopher Goad. Advanced study of leadership concepts and ethics, management and communication skills, and Air Force personnel and evaluation systems. Emphasis on the enhancement of leadership skills. Case studies and exercise of leadership and management techniques in a supervised environment.\n", + "USAF 301 Leading People and Effective Communication I. Christopher Goad. Advanced study of leadership concepts and ethics, management and communication skills, and Air Force personnel and evaluation systems. Emphasis on the enhancement of leadership skills. Case studies and exercise of leadership and management techniques in a supervised environment.\n", + "USAF 411 Foundations of American Airpower. Lester Oberg. This course is an exploration of the evolution and employment of airpower in the United States military. The course is designed to give students an understanding of what role modern airpower plays in the use of national instruments of power; how American airpower has shaped U.S. grand strategy and vice versa. The course traces the development of airpower doctrine and strategy from World War I to modern day. Applications to deterrence theory, the role of technology, counterinsurgency/counterterrorism, and the \"information revolution\" are discussed.\n", + "VAIR 999 Visiting Assistant in Research. \n", + "VIET 110 Elementary Vietnamese I. Quang Van. Students acquire basic working ability in Vietnamese, developing skills in speaking, listening, writing (Roman script), and reading. Discussion of aspects of Vietnamese society and culture.\n", + "VIET 132 Accelerated Vietnamese. Quang Van. This course follows a community-based language model designed for heritage students or speakers who comprehend and speak informal Vietnamese on topics related to everyday situations but do not read or write Vietnamese. Study of interpersonal, interpretive, and presentational communicative modes, as well as standard foreign language education (communication, cultures, connections, comparisons, and communities). Students will engage with Vietnamese American communities in New Haven and beyond.\n", + "VIET 160 Advanced Vietnamese II. Quang Van. Aims to enable students to achieve greater fluency and accuracy in the language beyond the intermediate level and to solidify their reading, writing, speaking, and listening skills. Topics include socio-cultural practices, romantic love, healthcare, history, gender issues, pop music, and food culture.\n", + "VIET 470 Independent Tutorial. Quang Van. For students with advanced Vietnamese language skills who wish to engage in concentrated reading and research on material not otherwise offered in courses. The work must be supervised by an adviser and must terminate in a term paper or its equivalent.\n", + "WGSS 031 LGBTQ Spaces and Places. Scott Herring. Overview of LGBTQ cultures and their relation to geography in literature, history, film, visual culture, and ethnography. Discussion topics include the historical emergence of urban communities; their tensions and intersections with rural locales; race, sexuality, gender, and suburbanization; and artistic visions of queer and trans places within the city and without. Emphasis is on the wide variety of U.S. metropolitan environments and regions, including New York City, Los Angeles, Miami, the Deep South, Appalachia, New England, and the Pacific Northwest.\n", + "WGSS 036 Gender, Sexuality, and U.S. Empire. Talya Zemach-Bersin. This course explores the cultural history of America’s relationship to the world across the long twentieth century with particular attention to the significance of gender, sexuality, and race. We locate U.S. culture and politics within an international dynamic, exposing the interrelatedness of domestic and foreign affairs. While exploring specific geopolitical events like the Spanish-American War, World War I and II, and the Cold War, this course emphasizes the political importance of culture and ideology rather than offering a formal overview of U.S. foreign policy. How have Americans across the twentieth century drawn from ideas about gender to understand their country’s relationship to the wider world? In what ways have gendered ideologies and gendered approaches to politics shaped America’s performance on the world’s stage? How have geopolitical events impacted the construction of race and gender on the home front? In the most general sense, this course is designed to encourage students to understand American cultural and gender history as the product of America’s engagement with the world. In so doing, we explore the rise of U.S. global power as an enterprise deeply related to conceptions of race, sexuality, and gender. We also examine films, political speeches, visual culture, music, and popular culture.\n", + "WGSS 112 Early Histories of Sexuality. Caleb Knapp. This course examines histories of sexuality across a range of colonial and national contexts, including the British Caribbean, colonial Hawai’i, Mexico, and India, the U.S. South, and the North American West. It tracks how people thought about, regulated, and engaged in sex prior to the emergence of sexuality as a category of knowledge and explores the historiographical challenges of narrating histories of sex before sexuality.\n", + "WGSS 127 Health and Illness in Social Context. Alka Menon. Present-day medicine and health care provide solutions to an ever-increasing array of human problems. Yet the achievement of health can be elusive. This course provides a broad introduction to the domains of health and illness in the U.S., with some coverage of international trends and topics. Students analyze how our personal health and public health are shaped by social structures, political struggles, expert knowledge, and medical markets. Topics include the cultural and social meanings associated with health and illness; inequalities in health and health care access and provision; controversies surrounding healthcare, medical knowledge production, and medical decision-making; and the social institutions of the health care industry.\n", + "WGSS 127 Health and Illness in Social Context. Present-day medicine and health care provide solutions to an ever-increasing array of human problems. Yet the achievement of health can be elusive. This course provides a broad introduction to the domains of health and illness in the U.S., with some coverage of international trends and topics. Students analyze how our personal health and public health are shaped by social structures, political struggles, expert knowledge, and medical markets. Topics include the cultural and social meanings associated with health and illness; inequalities in health and health care access and provision; controversies surrounding healthcare, medical knowledge production, and medical decision-making; and the social institutions of the health care industry.\n", + "WGSS 127 Health and Illness in Social Context. Present-day medicine and health care provide solutions to an ever-increasing array of human problems. Yet the achievement of health can be elusive. This course provides a broad introduction to the domains of health and illness in the U.S., with some coverage of international trends and topics. Students analyze how our personal health and public health are shaped by social structures, political struggles, expert knowledge, and medical markets. Topics include the cultural and social meanings associated with health and illness; inequalities in health and health care access and provision; controversies surrounding healthcare, medical knowledge production, and medical decision-making; and the social institutions of the health care industry.\n", + "WGSS 127 Health and Illness in Social Context. Present-day medicine and health care provide solutions to an ever-increasing array of human problems. Yet the achievement of health can be elusive. This course provides a broad introduction to the domains of health and illness in the U.S., with some coverage of international trends and topics. Students analyze how our personal health and public health are shaped by social structures, political struggles, expert knowledge, and medical markets. Topics include the cultural and social meanings associated with health and illness; inequalities in health and health care access and provision; controversies surrounding healthcare, medical knowledge production, and medical decision-making; and the social institutions of the health care industry.\n", + "WGSS 127 Health and Illness in Social Context. Present-day medicine and health care provide solutions to an ever-increasing array of human problems. Yet the achievement of health can be elusive. This course provides a broad introduction to the domains of health and illness in the U.S., with some coverage of international trends and topics. Students analyze how our personal health and public health are shaped by social structures, political struggles, expert knowledge, and medical markets. Topics include the cultural and social meanings associated with health and illness; inequalities in health and health care access and provision; controversies surrounding healthcare, medical knowledge production, and medical decision-making; and the social institutions of the health care industry.\n", + "WGSS 127 Health and Illness in Social Context. Present-day medicine and health care provide solutions to an ever-increasing array of human problems. Yet the achievement of health can be elusive. This course provides a broad introduction to the domains of health and illness in the U.S., with some coverage of international trends and topics. Students analyze how our personal health and public health are shaped by social structures, political struggles, expert knowledge, and medical markets. Topics include the cultural and social meanings associated with health and illness; inequalities in health and health care access and provision; controversies surrounding healthcare, medical knowledge production, and medical decision-making; and the social institutions of the health care industry.\n", + "WGSS 127 Health and Illness in Social Context. Present-day medicine and health care provide solutions to an ever-increasing array of human problems. Yet the achievement of health can be elusive. This course provides a broad introduction to the domains of health and illness in the U.S., with some coverage of international trends and topics. Students analyze how our personal health and public health are shaped by social structures, political struggles, expert knowledge, and medical markets. Topics include the cultural and social meanings associated with health and illness; inequalities in health and health care access and provision; controversies surrounding healthcare, medical knowledge production, and medical decision-making; and the social institutions of the health care industry.\n", + "WGSS 135 Latina/x/e Feminism. Deb Vargas. The course introduces students to Latina/x/e feminist theories. We focus on historical and contemporary writings by and about Chicana, Puerto Rican, Central American, and other Latina/x/e feminist writers and activists. The course draws from interdisciplinary scholarship addressing the intellectual landscape of Latina/x/e and critical race feminist theories and social movement activist organizing. While this course approaches Latina/x/e feminist theories and activism as often having emerged in relation to U.S. nation-making projects we will consider this work with the understanding that projects of Latina/x/e feminism should be understood as cross-border, transnational, and multi-scaler critiques of nation-state violence.\n", + "WGSS 155 Queer German Cultures: Writers, Artists and Social Movements in Germany and Austria. An advanced language and culture course focusing on the diverse queer communities in Germany and Austria. Students analyze and discuss the plurality of queer representations through topics such as queer literary and artistic production, queer urban spaces (Berlin, Frankfurt, Vienna), Afro-German and Turkish minorities, queer social movements since the 1960s, as well as the aesthetics of drag. Special emphasis on the historical conditions for queer culture in Germany and the LGBTQ+ terminology in German language. Focus on oral and written production to achieve advanced linguistic skills. Students watch and read a variety of authentic German, including newspapers, books, TV, film, songs, and modern electronic media formats.\n", + "WGSS 194 Queer Modernisms. Juno Richards. Study of modernist literature and the historical formation of homosexual identity from the late nineteenth through mid-twentieth centuries. Topics include: sexology as a medical and disciplinary practice; decadence and theories of degeneration; the criminalization of homosexuality in the Wilde and Pemberton-Billing trials; cross-dressing and drag balls in Harlem; transsexuality and sex-reassignment surgery; lesbian periodical cultures; nightlife and cruising; gay Berlin and the rise of fascism; colonial narratives of same-sex desire; and the salon cultures of expatriate Paris.\n", + "WGSS 194 Queer Modernisms: Queer Modernisms (WR). Study of modernist literature and the historical formation of homosexual identity from the late nineteenth through mid-twentieth centuries. Topics include: sexology as a medical and disciplinary practice; decadence and theories of degeneration; the criminalization of homosexuality in the Wilde and Pemberton-Billing trials; cross-dressing and drag balls in Harlem; transsexuality and sex-reassignment surgery; lesbian periodical cultures; nightlife and cruising; gay Berlin and the rise of fascism; colonial narratives of same-sex desire; and the salon cultures of expatriate Paris.\n", + "WGSS 194 Queer Modernisms: Queer Modernisms (WR). Study of modernist literature and the historical formation of homosexual identity from the late nineteenth through mid-twentieth centuries. Topics include: sexology as a medical and disciplinary practice; decadence and theories of degeneration; the criminalization of homosexuality in the Wilde and Pemberton-Billing trials; cross-dressing and drag balls in Harlem; transsexuality and sex-reassignment surgery; lesbian periodical cultures; nightlife and cruising; gay Berlin and the rise of fascism; colonial narratives of same-sex desire; and the salon cultures of expatriate Paris.\n", + "WGSS 194 Queer Modernisms: Queer Modernisms (WR). Study of modernist literature and the historical formation of homosexual identity from the late nineteenth through mid-twentieth centuries. Topics include: sexology as a medical and disciplinary practice; decadence and theories of degeneration; the criminalization of homosexuality in the Wilde and Pemberton-Billing trials; cross-dressing and drag balls in Harlem; transsexuality and sex-reassignment surgery; lesbian periodical cultures; nightlife and cruising; gay Berlin and the rise of fascism; colonial narratives of same-sex desire; and the salon cultures of expatriate Paris.\n", + "WGSS 194 Queer Modernisms: Queer Modernisms (WR). Study of modernist literature and the historical formation of homosexual identity from the late nineteenth through mid-twentieth centuries. Topics include: sexology as a medical and disciplinary practice; decadence and theories of degeneration; the criminalization of homosexuality in the Wilde and Pemberton-Billing trials; cross-dressing and drag balls in Harlem; transsexuality and sex-reassignment surgery; lesbian periodical cultures; nightlife and cruising; gay Berlin and the rise of fascism; colonial narratives of same-sex desire; and the salon cultures of expatriate Paris.\n", + "WGSS 194 Queer Modernisms: Queer Modernisms (WR). Study of modernist literature and the historical formation of homosexual identity from the late nineteenth through mid-twentieth centuries. Topics include: sexology as a medical and disciplinary practice; decadence and theories of degeneration; the criminalization of homosexuality in the Wilde and Pemberton-Billing trials; cross-dressing and drag balls in Harlem; transsexuality and sex-reassignment surgery; lesbian periodical cultures; nightlife and cruising; gay Berlin and the rise of fascism; colonial narratives of same-sex desire; and the salon cultures of expatriate Paris.\n", + "WGSS 202 Identity, Diversity, and Policy in U.S. Education. Craig Canfield. Introduction to critical theory (feminism, queer theory, critical race theory, disability studies, trans studies, indigenous studies) as a fundamental tool for understanding and critiquing identity, diversity, and policy in U.S. education. Exploration of identity politics and theory, as they figure in education policy. Methods for applying theory and interventions to interrogate issues in education. Application of theory and interventions to policy creation and reform.\n", + "WGSS 204 Women, Politics, and Policy. Andrea Aldrich. This course is an introduction to the way gender structures how we interpret the political world, exploring topics such as women's access to power, descriptive and substantive representation, evaluation of the functioning of political institutions, and analysis of government policy It also serves as an introduction to reading and producing empirical research on gender in the social sciences.\n", + "WGSS 204 Women, Politics, and Policy. This course is an introduction to the way gender structures how we interpret the political world, exploring topics such as women's access to power, descriptive and substantive representation, evaluation of the functioning of political institutions, and analysis of government policy It also serves as an introduction to reading and producing empirical research on gender in the social sciences.\n", + "WGSS 204 Women, Politics, and Policy. This course is an introduction to the way gender structures how we interpret the political world, exploring topics such as women's access to power, descriptive and substantive representation, evaluation of the functioning of political institutions, and analysis of government policy It also serves as an introduction to reading and producing empirical research on gender in the social sciences.\n", + "WGSS 204 Women, Politics, and Policy. This course is an introduction to the way gender structures how we interpret the political world, exploring topics such as women's access to power, descriptive and substantive representation, evaluation of the functioning of political institutions, and analysis of government policy It also serves as an introduction to reading and producing empirical research on gender in the social sciences.\n", + "WGSS 204 Women, Politics, and Policy. This course is an introduction to the way gender structures how we interpret the political world, exploring topics such as women's access to power, descriptive and substantive representation, evaluation of the functioning of political institutions, and analysis of government policy It also serves as an introduction to reading and producing empirical research on gender in the social sciences.\n", + "WGSS 206 Transnational Approaches to Gender & Sexuality. Evren Savci. Examination of transnational debates about gender and sexuality as they unfold in specific contexts. Gender as a category that can or cannot travel; feminist critiques of liberal rights paradigms; globalization of particular models of gender/queer advocacy; the role of NGOs in global debates about gender and sexuality.\n", + "WGSS 207 Gender, Justice, Power, Institutions. Joseph Fischel. Welcome to Gender, Justice, Power & Institutions, a mouthful of abstractions that we work together to comprehend and critique throughout the semester. An aspiration of this course, as political as it is pedagogic, is that students approach their world-building projects with an enriched understanding of the ways gender, justice, and power shape and are shaped by institutions, inequality, and theory. Part I opens up some preliminary considerations of our course terms by investigating the case of abortion, abortion rights, and reproductive justice.  The topic is politically loaded, philosophically complex, and emotionally challenging; the point is not to convince you of the permissibility or impermissibility of abortion, but to explore how the contested case configures, imbricates, and puts pressure on our course terms. In Part II, we examine the historical and conceptual coordinates of the courses first three titular terms: is gender a subjective identification, social ascription, or axis of inequality? Is justice a matter of redistribution, recognition, resources, capabilities, or something more hedonic? Where is power located, or where does it circulate? Who are what leverages power? In Part III, we consider ways gender, justice, and power travel within and across several institutions: heterosexuality, the university, the trafficking/anti-trafficking industrial complex, the prison, and the bathroom. Part IV closes out the course by focusing on the reconfiguration of democratic institutions in late modernity; or, can institutions \"love us back\" under the the political economy we shorthand as \"neoliberalism\"?\n", + "WGSS 207 Gender, Justice, Power, Institutions. Welcome to Gender, Justice, Power & Institutions, a mouthful of abstractions that we work together to comprehend and critique throughout the semester. An aspiration of this course, as political as it is pedagogic, is that students approach their world-building projects with an enriched understanding of the ways gender, justice, and power shape and are shaped by institutions, inequality, and theory. Part I opens up some preliminary considerations of our course terms by investigating the case of abortion, abortion rights, and reproductive justice.  The topic is politically loaded, philosophically complex, and emotionally challenging; the point is not to convince you of the permissibility or impermissibility of abortion, but to explore how the contested case configures, imbricates, and puts pressure on our course terms. In Part II, we examine the historical and conceptual coordinates of the courses first three titular terms: is gender a subjective identification, social ascription, or axis of inequality? Is justice a matter of redistribution, recognition, resources, capabilities, or something more hedonic? Where is power located, or where does it circulate? Who are what leverages power? In Part III, we consider ways gender, justice, and power travel within and across several institutions: heterosexuality, the university, the trafficking/anti-trafficking industrial complex, the prison, and the bathroom. Part IV closes out the course by focusing on the reconfiguration of democratic institutions in late modernity; or, can institutions \"love us back\" under the the political economy we shorthand as \"neoliberalism\"?\n", + "WGSS 207 Gender, Justice, Power, Institutions. Welcome to Gender, Justice, Power & Institutions, a mouthful of abstractions that we work together to comprehend and critique throughout the semester. An aspiration of this course, as political as it is pedagogic, is that students approach their world-building projects with an enriched understanding of the ways gender, justice, and power shape and are shaped by institutions, inequality, and theory. Part I opens up some preliminary considerations of our course terms by investigating the case of abortion, abortion rights, and reproductive justice.  The topic is politically loaded, philosophically complex, and emotionally challenging; the point is not to convince you of the permissibility or impermissibility of abortion, but to explore how the contested case configures, imbricates, and puts pressure on our course terms. In Part II, we examine the historical and conceptual coordinates of the courses first three titular terms: is gender a subjective identification, social ascription, or axis of inequality? Is justice a matter of redistribution, recognition, resources, capabilities, or something more hedonic? Where is power located, or where does it circulate? Who are what leverages power? In Part III, we consider ways gender, justice, and power travel within and across several institutions: heterosexuality, the university, the trafficking/anti-trafficking industrial complex, the prison, and the bathroom. Part IV closes out the course by focusing on the reconfiguration of democratic institutions in late modernity; or, can institutions \"love us back\" under the the political economy we shorthand as \"neoliberalism\"?\n", + "WGSS 207 Gender, Justice, Power, Institutions. Welcome to Gender, Justice, Power & Institutions, a mouthful of abstractions that we work together to comprehend and critique throughout the semester. An aspiration of this course, as political as it is pedagogic, is that students approach their world-building projects with an enriched understanding of the ways gender, justice, and power shape and are shaped by institutions, inequality, and theory. Part I opens up some preliminary considerations of our course terms by investigating the case of abortion, abortion rights, and reproductive justice.  The topic is politically loaded, philosophically complex, and emotionally challenging; the point is not to convince you of the permissibility or impermissibility of abortion, but to explore how the contested case configures, imbricates, and puts pressure on our course terms. In Part II, we examine the historical and conceptual coordinates of the courses first three titular terms: is gender a subjective identification, social ascription, or axis of inequality? Is justice a matter of redistribution, recognition, resources, capabilities, or something more hedonic? Where is power located, or where does it circulate? Who are what leverages power? In Part III, we consider ways gender, justice, and power travel within and across several institutions: heterosexuality, the university, the trafficking/anti-trafficking industrial complex, the prison, and the bathroom. Part IV closes out the course by focusing on the reconfiguration of democratic institutions in late modernity; or, can institutions \"love us back\" under the the political economy we shorthand as \"neoliberalism\"?\n", + "WGSS 207 Gender, Justice, Power, Institutions. Welcome to Gender, Justice, Power & Institutions, a mouthful of abstractions that we work together to comprehend and critique throughout the semester. An aspiration of this course, as political as it is pedagogic, is that students approach their world-building projects with an enriched understanding of the ways gender, justice, and power shape and are shaped by institutions, inequality, and theory. Part I opens up some preliminary considerations of our course terms by investigating the case of abortion, abortion rights, and reproductive justice.  The topic is politically loaded, philosophically complex, and emotionally challenging; the point is not to convince you of the permissibility or impermissibility of abortion, but to explore how the contested case configures, imbricates, and puts pressure on our course terms. In Part II, we examine the historical and conceptual coordinates of the courses first three titular terms: is gender a subjective identification, social ascription, or axis of inequality? Is justice a matter of redistribution, recognition, resources, capabilities, or something more hedonic? Where is power located, or where does it circulate? Who are what leverages power? In Part III, we consider ways gender, justice, and power travel within and across several institutions: heterosexuality, the university, the trafficking/anti-trafficking industrial complex, the prison, and the bathroom. Part IV closes out the course by focusing on the reconfiguration of democratic institutions in late modernity; or, can institutions \"love us back\" under the the political economy we shorthand as \"neoliberalism\"?\n", + "WGSS 207 Gender, Justice, Power, Institutions. Welcome to Gender, Justice, Power & Institutions, a mouthful of abstractions that we work together to comprehend and critique throughout the semester. An aspiration of this course, as political as it is pedagogic, is that students approach their world-building projects with an enriched understanding of the ways gender, justice, and power shape and are shaped by institutions, inequality, and theory. Part I opens up some preliminary considerations of our course terms by investigating the case of abortion, abortion rights, and reproductive justice.  The topic is politically loaded, philosophically complex, and emotionally challenging; the point is not to convince you of the permissibility or impermissibility of abortion, but to explore how the contested case configures, imbricates, and puts pressure on our course terms. In Part II, we examine the historical and conceptual coordinates of the courses first three titular terms: is gender a subjective identification, social ascription, or axis of inequality? Is justice a matter of redistribution, recognition, resources, capabilities, or something more hedonic? Where is power located, or where does it circulate? Who are what leverages power? In Part III, we consider ways gender, justice, and power travel within and across several institutions: heterosexuality, the university, the trafficking/anti-trafficking industrial complex, the prison, and the bathroom. Part IV closes out the course by focusing on the reconfiguration of democratic institutions in late modernity; or, can institutions \"love us back\" under the the political economy we shorthand as \"neoliberalism\"?\n", + "WGSS 207 Gender, Justice, Power, Institutions. Welcome to Gender, Justice, Power & Institutions, a mouthful of abstractions that we work together to comprehend and critique throughout the semester. An aspiration of this course, as political as it is pedagogic, is that students approach their world-building projects with an enriched understanding of the ways gender, justice, and power shape and are shaped by institutions, inequality, and theory. Part I opens up some preliminary considerations of our course terms by investigating the case of abortion, abortion rights, and reproductive justice.  The topic is politically loaded, philosophically complex, and emotionally challenging; the point is not to convince you of the permissibility or impermissibility of abortion, but to explore how the contested case configures, imbricates, and puts pressure on our course terms. In Part II, we examine the historical and conceptual coordinates of the courses first three titular terms: is gender a subjective identification, social ascription, or axis of inequality? Is justice a matter of redistribution, recognition, resources, capabilities, or something more hedonic? Where is power located, or where does it circulate? Who are what leverages power? In Part III, we consider ways gender, justice, and power travel within and across several institutions: heterosexuality, the university, the trafficking/anti-trafficking industrial complex, the prison, and the bathroom. Part IV closes out the course by focusing on the reconfiguration of democratic institutions in late modernity; or, can institutions \"love us back\" under the the political economy we shorthand as \"neoliberalism\"?\n", + "WGSS 209 Dionysus in Modernity. George Syrimis. Modernity's fascination with the myth of Dionysus. Questions of agency, identity and community, and psychological integrity and the modern constitution of the self. Manifestations of Dionysus in literature, anthropology, and music; the Apollonian-Dionysiac dichotomy; twentieth-century variations of these themes in psychoanalysis, surrealism, and magical realism.\n", + "WGSS 224 Race and Gender in Transatlantic Literature, 1819 to the Present. Margaret Homans. Construction of race and gender in literatures of Great Britain, North America, and the Caribbean from the early nineteenth century to the present. Focus on the role of literature in advancing and contesting concepts of race and gender as features of identity and systems of power, with particular attention to the circulation of goods, people, ideas, and literary works among regions. Some authors include Charlotte Bronte, Sojourner Truth, Zora Neale Hurston, Virginia Woolf, Audre Lorde, Chimimanda Adichie, and Kabe Wilson. Second of a two-term sequence; each term may be taken independently.\n", + "WGSS 230 Evolutionary Biology of Women's Reproductive Lives. Claudia Valeggia. Evolutionary and biosocial perspectives on female reproductive lives. Physiological, ecological, and social aspects of women's development from puberty through menopause and aging, with special attention to reproductive processes such as pregnancy, birth, and lactation. Variation in female life histories in a variety of cultural and ecological settings. Examples from both traditional and modern societies.\n", + "WGSS 232 Porvida: Latinx Queer Trans Life. Deb Vargas. This course provides an introduction to Latinx queer trans* studies. We approach the field of Latinx queer trans* studies as an ongoing political project that emerges from social justice activism, gay/lesbian/queer/trans studies, critical race feminism, cultural practitioners, among other work. We pay particular attention to the keywords \"trans,\" \"queer,\" \"Chicanx,\" and \"Latinx\" by placing them in productive tension with each other through varied critical genealogies.\n", + "WGSS 233 Weird Greek Wave Cinema. George Syrimis. The course examines the cinematic production of Greece in the last fifteen years or so and looks critically at the popular term \"weird Greek wave\" applied to it. Noted for their absurd tropes, bizarre narratives, and quirky characters, the films question and disturb traditional gender and social roles, as well as international viewers’ expectations of national stereotypes of classical luminosity―the proverbial \"Greek light\"―Dionysian exuberance, or touristic leisure. Instead, these works frustrate not only a wholistic reading of Greece as a unified and coherent social construct, but also the physical or aesthetic pleasure of its landscape and its ‘quaint’ people with their insistence on grotesque, violent, or otherwise disturbing images or themes (incest, sexual otherness and violence, aggression, corporeality, and xenophobia). The course also pays particular attention on the economic and political climate of the Greek financial crisis during which these films are produced and consumed and to which they partake.\n", + "WGSS 238 Foucault and the Sexual Self. Igor De Souza. This course explores the main ideas and influence of Foucault's History of Sexuality. Alongside the methods and conclusions of the HS, we examine the implications of the HS for feminist studies and queer theory, and the approach of the HS towards ancient Greek sexuality.\n", + "WGSS 251 Experiments in the Novel: The Eighteenth Century. Jill Campbell. The course provides an introduction to English-language novels of the long eighteenth century (1688-1818), the period in which the novel has traditionally been understood to have \"risen.\" Emphasizing the experimental nature of novel-writing in this early period of its history, the course foregrounds persistent questions about the genre as well as a literary-historical survey: What is the status of fictional characters? How does narrative sequence impart political or moral implications? How do conventions of the novel form shape our experience of gender? What kind of being is a narrator? Likely authors include Aphra Behn, Daniel Defoe, Samuel Richardson, Henry Fielding, Laurence Sterne, Maria Edgeworth, Jane Austen, Jennifer Egan, Colson Whitehead, and Richard Powers.\n", + "WGSS 260 Food, Identity and Desire. Maria Trumpler. Exploration of how food—ingredients, cooking practices, and appetites—can intersect with gender, ethnicity, class, and national origin to produce profound experiences of identity and desire. Sources include memoir, cookbooks, movies, and fiction.\n", + "WGSS 272 Asian American History, 1800 to the Present. Mary Lui. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "WGSS 272 Asian American History, 1800 to the Present. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "WGSS 272 Asian American History, 1800 to the Present. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "WGSS 272 Asian American History, 1800 to the Present. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "WGSS 272 Asian American History, 1800 to the Present. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "WGSS 272 Asian American History, 1800 to the Present. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "WGSS 272 Asian American History, 1800 to the Present. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "WGSS 272 Asian American History, 1800 to the Present. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "WGSS 272 Asian American History, 1800 to the Present. An introduction to the history of East, South, and Southeast Asian migrations and settlement to the United States from the late eighteenth century to the present. Major themes include labor migration, community formation, U.S. imperialism, legal exclusion, racial segregation, gender and sexuality, cultural representations, and political resistance.\n", + "WGSS 291 Sexual Minorities from Plato to the Enlightenment. Igor De Souza. This interdisciplinary course surveys the history of homosexuality from a cross-cultural, comparative  perspective. Students study contexts where homosexuality and sodomy were categorized, regulated, and persecuted and examine ancient and medieval constructions of same-sex desire in light of post-modern developments, challenging ideas around what is considered normal and/or natural. Ultimately, we ask: what has changed, and what has remained the same, in the history of homosexuality? What do gays and lesbians today have in common with pre-modern sodomites? Can this history help us ground or rethink our sexual selves and identities? Primary and secondary historical sources, some legal and religious sources, and texts in intellectual history are studied. Among the case studies for the course are ancient attitudes among Jews, early Christians, and Greeks; Christian theologians of the Middle Ages; Renaissance Florence; the Inquisition in Iberia; colonial Latin America; and the Enlightenment’s condemnation of sodomy by Montesquieu and Voltaire, and its defense by Bentham.\n", + "WGSS 291 Sexual Minorities from Plato to the Enlightenment. This interdisciplinary course surveys the history of homosexuality from a cross-cultural, comparative  perspective. Students study contexts where homosexuality and sodomy were categorized, regulated, and persecuted and examine ancient and medieval constructions of same-sex desire in light of post-modern developments, challenging ideas around what is considered normal and/or natural. Ultimately, we ask: what has changed, and what has remained the same, in the history of homosexuality? What do gays and lesbians today have in common with pre-modern sodomites? Can this history help us ground or rethink our sexual selves and identities? Primary and secondary historical sources, some legal and religious sources, and texts in intellectual history are studied. Among the case studies for the course are ancient attitudes among Jews, early Christians, and Greeks; Christian theologians of the Middle Ages; Renaissance Florence; the Inquisition in Iberia; colonial Latin America; and the Enlightenment’s condemnation of sodomy by Montesquieu and Voltaire, and its defense by Bentham.\n", + "WGSS 291 Sexual Minorities from Plato to the Enlightenment. This interdisciplinary course surveys the history of homosexuality from a cross-cultural, comparative  perspective. Students study contexts where homosexuality and sodomy were categorized, regulated, and persecuted and examine ancient and medieval constructions of same-sex desire in light of post-modern developments, challenging ideas around what is considered normal and/or natural. Ultimately, we ask: what has changed, and what has remained the same, in the history of homosexuality? What do gays and lesbians today have in common with pre-modern sodomites? Can this history help us ground or rethink our sexual selves and identities? Primary and secondary historical sources, some legal and religious sources, and texts in intellectual history are studied. Among the case studies for the course are ancient attitudes among Jews, early Christians, and Greeks; Christian theologians of the Middle Ages; Renaissance Florence; the Inquisition in Iberia; colonial Latin America; and the Enlightenment’s condemnation of sodomy by Montesquieu and Voltaire, and its defense by Bentham.\n", + "WGSS 305 Black Feminist Theory. Gail Lewis. This course is designed to introduce you to some of the major themes in black feminist theory. The course does so by presenting classic texts with more recent ones to give you a sense of the vibrancy of black feminist theory for addressing past and present concerns. Rather than interpret black feminist theory as a critical formation that simply puts race, gender, sexuality, and class into conversation with one another, the course apprehends that formation as one that produced epistemic shifts in how we understand politics, empire, history, the law, and literature. This is by no means an exhaustive list of the areas into which black feminism intervened. It is merely a sample of some of the most vibrant ideological and discursive contexts in which black feminism caused certain epistemic transformations.\n", + "WGSS 313 Feminist Science and Technology Studies. Natali Valdez. This seminar examines the production of scientific knowledge with an attention to race, gender, and power. It is guided by these key questions: who gets to produce knowledge? What counts as scientific knowledge? What kinds of power structures shape the production of science? How can Black, Indigenous, and postcolonial feminist approaches improve the production, application, and interpretation of science and technology? In the exploration of these questions, students are introduced to the interdisciplinary field of Feminist Science and Technology Studies (FSTS). The course is organized into three parts. Part I explores the history and theories of feminist science studies. From a history of science perspective students explore how modern science was and still is used to classify human difference across race and gender. Part II focuses on feminist examinations of biology, physics, and data science. Through the lens of feminist materialism, we explore topics including environmental politics, reproductive politics, and the relationship between science and capitalism. The final part of the course explores feminist science fiction and queer science writing to examine how science shapes social worlds and in turn how feminist and queer authors reimagine categories of race and gender through science.\n", + "WGSS 315 Psychology of Gender. Tariq Khan. This course explores the historical relationship between the \"mind sciences\" and dominant gender notions, ideologies, and norms. Students will critically examine the historical role that psychology and related fields have played in reinforcing and perpetuating things such as gender hierarchy, the gender binary, and the cis-hetero-patriarchal nuclear family unit, among other things. Students will be introduced to works that illuminate the larger underlying social, political, and economic systems, institutions, and historical processes that are co-constitutive with these gender hierarchies, ideologies, and norms, with an emphasis on the role of psychology and related fields. Students will also learn about psychologists and related scientists and scholars whose work has challenged those systems and institutions toward a more emancipatory vision for the role of psychology in society, and how their work has shaped the field.\n", + "WGSS 321 Middle East Gender Studies. Marcia Inhorn. The lives of women and men in the contemporary Middle East explored through a series of anthropological studies and documentary films. Competing discourses surrounding gender and politics, and the relation of such discourse to actual practices of everyday life. Feminism, Islamism, activism, and human rights; fertility, family, marriage, and sexuality.\n", + "WGSS 325 Asian Diasporas since 1800. Quan Tran. Examination of the diverse historical and contemporary experiences of people from East, South, and Southeast Asian ancestry living in the Americas, Australia, Africa, the Middle East, Asia, and Europe. Organized thematically and comparative in scope, topics include labor migrations, community formations, chain migrations, transnational connections, intergenerational dynamics, interracial and ethnic relations, popular cultures, and return migrations.\n", + "WGSS 335 LGBTQ Life Spans. Scott Herring. Interdisciplinary survey of LGBTQ life spans in the United States concentrating primarily on later life. Special attention paid to topics such as disability, aging, and ageism; queer and trans creative aging; longevity and life expectancy during the AIDS epidemic; intergenerational intimacy; age and activism; critiques of optimal aging; and the development of LGBTQ senior centers and affordable senior housing. We explore these topics across multiple contemporary genres: documentary film (The Joneses), graphic memoir (Alison Bechdel’s Fun Home), poetry (Essex Hemphill’s \"Vital Signs\"), fabulation (Saidiya Hartman’s Wayward Lives, Beautiful Experiments), and oral history. We also review archival documents of later LGBTQ lives—ordinary and iconic—held at the Beinecke Rare Book and Manuscript Library as well as the Lesbian Herstory Archives.\n", + "WGSS 343 Caribbean Diasporic Literature. Fadila Habchi. An examination of contemporary literature written by Caribbean writers who have migrated to, or who journey between, different countries around the Atlantic rim. Focus on literature written in English in the twentieth and twenty-first centuries, both fiction and nonfiction. Writers include Caryl Phillips, Nalo Hopkinson, and Jamaica Kincaid.\n", + "WGSS 362 Dangerous Women: Sirens, Sibyls, Poets and Singers from Sappho through Elena Ferrante. Jane Tylus. Was Sappho a feminist? This course tries to answer that question by analyzing how women’s voices have been appropriated by the literary and cultural canon of the west–and how in turn women writers and readers have reappropriated those voices. Students read a generous amount of literary (and in some cases, musical) works, along with a variety of contemporary theoretical approaches so as to engage in conversation about authorship, classical reception, and materiality. Following an introduction to Greek and Roman texts key for problematic female figures such as sirens and sibyls, we turn to two later historical moments to explore how women artists have both broken out of and used the western canon, redefining genre, content, and style in literary creation writ large. How did Renaissance women such as Laura Cereta, Gaspara Stampa, and Sor Juana Inés de la Cruz fashion themselves as authors in light of the classical sources they had at hand? And once we arrive in the 20th and 21st centuries, how do Sibilla Aleramo, Elsa Morante, Anna Maria Ortese, and Elena Ferrante forge a new, feminist writing via classical, queer and/or animal viewpoints?\n", + "WGSS 381 New Developments in Global African Diaspora Studies. Fatima El-Tayeb. This course traces recent developments in African Diaspora Theory, among them Afropessimism, Queer of Color Critique, Black Trans Studies and Afropolitanism. We pay particular attention to interactions between theory, art, and activism. The scope is transnational with a focus on, but not restricted to, the Anglophone DiasporaTexts. Each session roughly follows this structure: One theoretical text representing a recent development in African diaspora studies, one earlier key text that the reading builds on, one theoretical text that does not necessarily fall under the category of diaspora studies but speaks to our topic and one text that relates to the topic but uses a non-theoretical format. Students are expected to develop their own thematically related project over the course of the semester.\n", + "WGSS 398 Junior Research Seminar. Dara Strolovitch. An interdisciplinary approach to studying gender and sexuality. Exploration of a range of relevant theoretical frameworks and methodologies. Prepares students for the senior essay.\n", + "WGSS 408 Latinx Ethnography. Ana Ramos-Zayas. Consideration of ethnography within the genealogy and intellectual traditions of Latinx Studies. Topics include: questions of knowledge production and epistemological traditions in Latin America and U.S. Latino communities; conceptions of migration, transnationalism, and space; perspectives on \"(il)legality\" and criminalization; labor, wealth, and class identities; contextual understandings of gender and sexuality; theorizations of affect and intimate lives; and the politics of race and inequality under white liberalism and conservatism in the United States.\n", + "WGSS 415 Samuel Delany and His Worlds. Tav Nyong'o. Exploration of sex, science fiction, and the downtown scene in New York City, through the archives and writings of Samuel R. Delany. Particular attention to the intersections of music, nightlife, avant-garde performance, literature, and visual art, within the context of social movements from feminism, gay liberation, and HIV/AIDs activism.\n", + "WGSS 416 Social Mobility and Migration. Morgane Cadieu. The seminar examines the representation of upward mobility, social demotion, and interclass encounters in contemporary French literature and cinema, with an emphasis on the interaction between social class and literary style. Topics include emancipation and determinism; inequality, precarity, and class struggle; social mobility and migration; the intersectionality of class, race, gender, and sexuality; labor and the workplace; homecomings; mixed couples; and adoption. Works by Nobel Prize winner Annie Ernaux and her peers (Éribon, Gay, Harchi, Linhart, Louis, NDiaye, Taïa). Films by Cantet, Chou, and Diop. Theoretical excerpts by Berlant, Bourdieu, and Rancière. Students will have the option to put the French corpus in dialogue with the literature of other countries. Conducted in French.\n", + "WGSS 438 Subjectivity and its Discontents: Psychosocial Explorations in Black, Feminist, Queer. Gail Lewis. Questions of subjectivity stand at the base of much feminist, black, queer scholarship yet how subjectivity is constituted, whether it is fixed or fluid, how it links to narratives of experience, and how it can be apprehended in critical inquiry is often left implicit. Beginning with a brief consideration of psychoanalytic conceptions of ‘the subject’, ‘subjectivity’ and their relation to social formations, this course examines some of the ways in which subjectivity has been theorized and brought under critical scrutiny by black diasporic, feminist and queer scholars. It draws on work produced in reference to multiple sites, including the UK, the USA and the Caribbean within the fields of psychoanalysis, social science, the humanities and critical art practice. It aims to critique the divide between ‘interior’ psychic life and ‘exterior’ social selves, as well as considering the relation between ‘freedom’ and subjectivity, including the extent to which ‘freedom’ might require rejection of ‘subjectivity’ as a mode of personhood.\n", + "WGSS 490 The Senior Colloquium. Dara Strolovitch. A research seminar taken during the senior year. Students with diverse research interests and experience discuss common problems and tactics in doing independent research.\n", + "WGSS 491 The Senior Essay. Eda Pepi. Independent research on, and writing of, the senior essay.\n", + "WGSS 529 Sexuality, Gender, Health, and Human Rights. Ali Miller. This course explores the application of human rights perspectives and practices to issues in regard to sexuality, gender, and health. Through reading, interactive discussion, paper presentation, and occasional outside speakers, students learn the tools and implications of applying rights and law to a range of sexuality- and health-related topics. The overall goal is twofold: to engage students in the world of global sexual health and rights policy making as a field of social justice and public health action, and to introduce them to conceptual tools that can inform advocacy and policy formation and evaluation. Class participation, a book review, an OpEd, and a final paper required. This course follows the Law School calendar. Enrollment limited. Permission of the instructor required. Also SBS 585; GLBL 529; WGSS 529.\n", + "WGSS 600 Introduction to Women’s, Gender, and Sexuality Studies. Joseph Fischel. Introduction to women’s, gender, and sexuality studies as a field of knowledge and to the interdiscipline’s structuring questions and tensions. The course genealogizes feminist and queer knowledge production, and the institutionalization of WGSS, by examining several of our key terms.\n", + "WGSS 613 Latinx Ethnography. Ana Ramos-Zayas. Consideration of ethnography within the genealogy and intellectual traditions of Latinx studies. Topics include questions of knowledge production and epistemological traditions in Latin America and U.S. Latino communities; conceptions of migration, transnationalism, and space; perspectives on \"(il)legality\" and criminalization; labor, wealth, and class identities; contextual understandings of gender and sexuality; theorizations of affect and intimate lives; and the politics of race and inequality under white liberalism and conservatism in the United States.\n", + "WGSS 661 Queer Theology. Linn Tonstad. In the United States, queer theory emerged out of the Reagan years, the devastation of the HIV/AIDS pandemic, and the combined impacts of neoliberalism and gentrification (politically, geographically, and socially) on queer communities. In spring 2022, we encounter each other in the midst of two pandemics: COVID-19 and the one that is not over. This course thinks and reads queer theology with attention to the many challenges highlighted by the two pandemics, HIV/AIDS and COVID-19, focusing on how flesh is thought and represented. Readings take up questions of ethics and moralization; stigma and fear of the other; togetherness and the risk of difference; pleasure, wisdom, foolishness, and loss; negativity, sodomy, and divine violence; race (especially anti-blackness) and gender; and the genres of queer theological writings.\n", + "WGSS 677 Feminist Philosophy: Theories of Sex, Gender, and Sexual Orientation. Robin Dembroff. This course surveys several feminist frameworks for thinking about sex, gender, and sexual orientation. We consider questions such as: Is there a tenable distinction between sex and gender? Between gender and sexual orientation? What does it mean to say that gender is a social construction, or that sexual orientation is innate? What is the place of politics in gender and sexual identities? How do these identities—and especially resistant or transgressive identities—impact the creation and revision of social categories?\n", + "WGSS 696 Michel Foucault I: The Works, The Interlocutors, The Critics. This graduate-level course presents students with the opportunity to develop a thorough, extensive, and deep (though still not exhaustive!) understanding of the oeuvre of Michel Foucault, and his impact on late-twentieth-century criticism and intellectual history in the United States. Non-francophone and/or U.S. American scholars, as Lynne Huffer has argued, have engaged Foucault’s work unevenly and frequently in a piecemeal way, due to a combination of the overemphasis on The History of Sexuality, Vol 1 (to the exclusion of most of his other major works), and the lack of availability of English translations of most of his writings until the early twenty-first century. This course seeks to correct that trend and to re-introduce Foucault’s works to a generation of graduate students who, on the whole, do not have extensive experience with his oeuvre. In this course, we read almost all of Foucault’s published writings that have been translated into English (which is almost all of them, at this point). We read all of the monographs, and all of the Collège de France lectures, in chronological order. This lightens the reading load; we read a book per week, but the lectures are shorter and generally less dense than the monographs. [The benefit of a single author course is that the more time one spends reading Foucault’s work, the easier reading his work becomes.] We read as many of the essays he published in popular and more widely-circulated media as we can. The goal of the course is to give students both breadth and depth in their understanding of Foucault and his works, and to be able to situate his thinking in relation to the intellectual, social, and political histories of the twentieth and twenty-first centuries. Alongside Foucault himself, we read Foucault’s mentors, interlocutors, and inheritors (Heidegger, Marx, Blanchot, Canguilhem, Derrida, Barthes, Althusser, Bersani, Hartman, Angela Davis, etc); his critics (Mbembe, Weheliye, Butler, Said, etc.), and scholarship that situates his thought alongside contemporary social movements, including student, Black liberation, prison abolitionist, and anti-psychiatry movements.\n", + "WGSS 716 Readings in African American Women’s History. 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.\n", + "WGSS 730 Health Politics, Body Politics. A reading seminar on struggles to control, pathologize, and normalize human bodies, with a particular focus on science, medicine, and the state, both in North America and in a broader global health context. Topics include disease, race, and politics; repression and regulation of birth control; the politics of adoption; domestic and global population control; feminist health movements; and the pathologizing and identity politics of disabled people.\n", + "WGSS 783 Social Mobility and Migration. Morgane Cadieu. The seminar examines the representation of upward mobility, social demotion, and interclass encounters in contemporary French literature and cinema, with an emphasis on the interaction between social class and literary style. Topics include emancipation and determinism; inequality, precarity, and class struggle; social mobility and migration; the intersectionality of class, race, gender, and sexuality; labor and the workplace; homecomings; mixed couples; and adoption. Works by Nobel Prize winner Annie Ernaux and her peers (Éribon, Gay, Harchi, Linhart, Louis, NDiaye, Taïa). Films by Cantet, Chou, and Diop. Theoretical excerpts by Berlant, Bourdieu, and Rancière. Students have the option to put the French corpus in dialogue with the literature of other countries. Conducted in French.\n", + "WGSS 900 Colloquium and Working Group. Dara Strolovitch. The course is made up of two components: the WGSS Graduate Colloquium, in which graduate students present ongoing research (meets every two to three weeks); and the WGSS Working Group, in which faculty present pre-circulated works-in-progress for critical feedback from the WGSS community (meets every two to three weeks).\n", + "WLOF 110 Elementary Wolof I. Introduction to the basic sentence structure and other fundamentals of the Wolof language, with attention to the development of speaking, listening, reading, and writing skills. Exercises based on major cultural aspects of traditional and modern Senegalese society.\n", + "WLOF 130 Intermediate Wolof I. This course will further your awareness and understanding of the Wolof language and culture, as well as improve your mastery of grammar, writing skills, and oral skills.\n", + "Course materials will incorporate various types of text including tales, cartoons, as well as multimedia such as films, videos, and audio recordings.\n", + "WLOF 150 Advanced Wolof. This course furthers awareness and understanding of the Wolof language and culture, and improves mastery of grammar, writing skills, and oral expression. Course materials incorporate various types of text including tales, poetry, literature, as well as multimedia such as films, and videos, television and radio programs. The course broadens your understanding of the Senegambian region and its role as the lingua franca across the religious, economic, political, and social spheres of the societies of the countries and places where it is spoken.\n", + "YDSH 110 Elementary Yiddish I. Joshua Price. Introduction to the vernacular of Ashkenazi Jewry. Along with the cultivation of skills for close reading, expressive writing, and unscripted, idiomatic conversation, four centuries of primary sources orient us in the territory known as Yiddishland: folktales, labor anthems, love songs, press ephemera, modernist poetry, oral histories, tweets, and more.\n", + "YDSH 130 Intermediate Yiddish I. Joshua Price. Continuation of YDSH 120. Deepening of skills of close reading, expressive writing, and unscripted, idiomatic conversation through engagement with Yiddish sources past and present across all media.\n", + "YORU 110 Beginning Yorùbá I. Oluseye Adesola. Training and practice in speaking, listening, reading, and writing. Initial emphasis is on the spoken aspect, with special attention to unfamiliar consonantal sounds, nasal vowels, and tone, using isolated phrases, set conversational pieces, and simple dialogues. Multimedia materials provide audio practice and cultural information.\n", + "YORU 130 Intermediate Yorùbá I. Oluseye Adesola. Refinement of students' speaking, listening, reading, and writing skills. More natural texts are provided to prepare students for work in literary, language, and cultural studies as well as for a functional use of Yorùbá.\n", + "YORU 150 Advanced Yorùbá I. Oluseye Adesola. An advanced course intended to improve students' aural and reading comprehension as well as speaking and writing skills. Emphasis on acquiring a command of idiomatic usage and stylistic nuance. Study materials include literary and nonliterary texts; social, political, and popular entertainment media such as movies and recorded poems (ewì); and music.\n", + "YORU 170 Topics in Yorùbá Literature and Culture. Oluseye Adesola. Advanced readings and discussion concerning Yorùbá literature and culture. Focus on Yorùbá history, poetry, novels, movies, dramas, and oral folklore, especially from Nigeria. Insight into Yorùbá philosophy and ways of life.\n", + "YORU 610 Beginning Yorùbá I. Oluseye Adesola. Training and practice in speaking, listening, reading, and writing. Initial emphasis is on the spoken aspect, with special attention to unfamiliar consonantal sounds, nasal vowels, and tone, using isolated phrases, set conversational pieces, and simple dialogues. Multimedia materials provide audio practice and cultural information. Credit only on completion of YORU 620.\n", + "YORU 630 Intermediate Yorùbá I. Oluseye Adesola. Refinement of speaking, listening, reading, and writing skills. More natural texts are provided to prepare students for work in literary, language, and cultural studies as well as for a functional use of Yorùbá.\n", + "YORU 650 Advanced Yorùbá I. Oluseye Adesola. An advanced course intended to improve aural and reading comprehension as well as speaking and writing skills. Emphasis is on acquiring a command of idiomatic usage and stylistic nuance. Study materials include literary and nonliterary texts; social, political, and popular entertainment media such as video movies and recorded poems (ewì); and music.\n", + "YORU 670 Topics in Yorùbá Literature and Culture. Oluseye Adesola. The course provides students with the opportunity to acquire Yorùbá up to the superior level. It is designed to give an in-depth discussion on advanced readings on Yorùbá literature and culture. It focuses on Yorùbá history, poetry, novels, dramas, and oral folklore. It also seeks to uncover the basics of the Yorùbá culture in communities where Yorùbá is spoken across the globe, with particular emphasis on Nigeria. It examines movies, texts, and written literature to gain insight into the Yorùbá philosophy and ways of life.\n", + "ZULU 110 Beginning isiZulu I. Nandipa Sipengane. A beginning course in conversational isiZulu, using Web-based materials filmed in South Africa. Emphasis on the sounds of the language, including clicks and tonal variation, and on the words and structures needed for initial social interaction. Brief dialogues concern everyday activities; aspects of contemporary Zulu culture are introduced through readings and documentaries in English.\n", + "ZULU 130 Intermediate isiZulu I. Nandipa Sipengane. Development of fluency in speaking, listening, reading, and writing, using Web-based materials filmed in South Africa. Students describe and narrate spoken and written paragraphs. Review of morphology; concentration on tense and aspect. Materials are drawn from contemporary popular culture, folklore, and mass media.\n", + "ZULU 150 Advanced isiZulu I. Nandipa Sipengane. Development of fluency in using idioms, speaking about abstract concepts, and voicing preferences and opinions. Excerpts from oral genres, short stories, and television dramas. Introduction to other South African languages and to issues of standardization, dialect, and language attitude.\n", + "ZULU 610 Beginning isiZulu I. Nandipa Sipengane. A beginning course in conversational isiZulu, using web-based materials filmed in South Africa. Emphasis on the sounds of the language, including clicks and tonal variation, and on the words and structures needed for initial social interaction. Brief dialogues concern everyday activities; aspects of contemporary Zulu culture are introduced through readings and documentaries in English. Credit only on completion of ZULU 620.\n", + "ZULU 630 Intermediate isiZulu I. Nandipa Sipengane. Development of basic fluency in speaking, listening, reading, and writing isiZulu, using web-based materials filmed in South Africa. Students describe and narrate spoken and written paragraphs. Review of morphology; concentration on tense and aspect. Materials are drawn from contemporary popular culture, folklore, and mass media.\n", + "ZULU 650 Advanced isiZulu I. Nandipa Sipengane. Development of fluency in using idioms, speaking about abstract concepts, and voicing preferences and opinions. Excerpts are drawn from oral genres, short stories, and dramas made for television. Introduction to other South African languages and to issues of standardization, dialect, and language attitude.\n" ] } ], "source": [ - "with open('202501.json', 'r') as file:\n", - " courses = json.load(file)\n", - "\n", - "for course in tqdm(courses):\n", - " text_to_embed = f\"{course['short_title']}: {course['description']}\"\n", - " embedding = get_embedding(text_to_embed) \n", - " course['embedding'] = embedding\n", - "\n", - "with open('courses_with_embeddings.json', 'w') as file:\n", - " json.dump(courses, file, indent=4)" + "add_embedding_to_json('202303.json')" ] } ], diff --git a/backend/test_app.py b/backend/test_app.py index 112b9ad48..925d82fd9 100644 --- a/backend/test_app.py +++ b/backend/test_app.py @@ -103,6 +103,7 @@ def test_load_config_with_test_config(app): def test_init_database_with_config(app): assert "courses" in app.config + @pytest.fixture def client(): mock_collection = MagicMock() @@ -170,10 +171,53 @@ def mock_chat_completion_yes_no(): with patch("app.chat_completion_request") as mock: # List of responses, one for each expected call responses = [ - MagicMock(choices=[MagicMock(message=MagicMock(content="yes"))]), - MagicMock(choices=[MagicMock(message=MagicMock(content="no"))]), MagicMock( - choices=[MagicMock(message=MagicMock(content="no need for query"))] + choices=[ + MagicMock( + message=MagicMock( + content="yes", + tool_calls=[ + MagicMock( + function=MagicMock( + arguments='{\n "season_code": "202303"\n}' + ) + ) + ], + ) + ) + ] + ), + MagicMock( + choices=[ + MagicMock( + message=MagicMock( + content="no", + tool_calls=[ + MagicMock( + function=MagicMock( + arguments='{\n "season_code": "202303"\n}' + ) + ) + ], + ) + ) + ] + ), + MagicMock( + choices=[ + MagicMock( + message=MagicMock( + content="no need for query", + tool_calls=[ + MagicMock( + function=MagicMock( + arguments='{\n "season_code": "202303"\n}' + ) + ) + ], + ) + ) + ] ), ] mock.side_effect = responses @@ -183,17 +227,25 @@ def mock_chat_completion_yes_no(): @pytest.fixture def mock_chat_completion_no(): with patch("app.chat_completion_request") as mock: - # List of responses, one for each expected call + # List of responses, each with the expected structure responses = [ - MagicMock(choices=[MagicMock(message=MagicMock(content="no"))]), - MagicMock(choices=[MagicMock(message=MagicMock(content="no"))]), MagicMock( choices=[ MagicMock( - message=MagicMock(content="Mock response based on user message") + message=MagicMock( + content="no", + tool_calls=[ + MagicMock( + function=MagicMock( + arguments='{"season_code": "202303"}' + ) + ) + ], + ) ) ] - ), + ) + for _ in range(3) ] mock.side_effect = responses yield mock @@ -202,21 +254,32 @@ def mock_chat_completion_no(): @pytest.fixture def mock_chat_completion_yes_yes(): with patch("app.chat_completion_request") as mock: - # List of responses, one for each expected call + # Prepare the function mock that includes tool calls with the arguments JSON string + function_mock = MagicMock() + function_mock.arguments = '{"season_code": "202303"}' + + # Mock for tool_calls that uses the prepared function mock + tool_call_mock = MagicMock() + tool_call_mock.function = function_mock + + # Mock for the message that includes the list of tool calls + message_mock_with_tool_calls = MagicMock() + message_mock_with_tool_calls.content = "yes" + message_mock_with_tool_calls.tool_calls = [tool_call_mock] + + message_mock_mock_response = MagicMock() + message_mock_mock_response.content = "Mock response based on user message" + message_mock_mock_response.tool_calls = [tool_call_mock] + + # Wrap these into the respective choice structures responses = [ - MagicMock(choices=[MagicMock(message=MagicMock(content="yes"))]), - MagicMock(choices=[MagicMock(message=MagicMock(content="yes"))]), - MagicMock( - choices=[MagicMock(message=MagicMock(content="no need for query"))] - ), - MagicMock( - choices=[ - MagicMock( - message=MagicMock(content="Mock response based on user message") - ) - ] - ), + MagicMock(choices=[MagicMock(message=message_mock_with_tool_calls)]), + MagicMock(choices=[MagicMock(message=message_mock_with_tool_calls)]), + MagicMock(choices=[MagicMock(message=message_mock_with_tool_calls)]), + MagicMock(choices=[MagicMock(message=message_mock_with_tool_calls)]), + MagicMock(choices=[MagicMock(message=message_mock_mock_response)]), ] + mock.side_effect = responses yield mock @@ -233,7 +296,7 @@ def test_chat_endpoint(client, mock_chat_completion_yes_yes): assert response.status_code == 200 data = response.get_json() assert "Mock response based on user message" in data["response"] - assert mock_chat_completion_yes_yes.call_count == 4 + assert mock_chat_completion_yes_yes.call_count == 5 def test_no_need_for_query(client, mock_chat_completion_yes_no): @@ -270,7 +333,18 @@ def test_all_disable(client_all_disabled, mock_chat_completion_yes_yes): client = client_all_disabled mock_chat_completion_yes_yes.return_value = MagicMock( choices=[ - MagicMock(message=MagicMock(content="Mock response based on user message")) + MagicMock( + message=MagicMock( + content="no", + tool_calls=[ + MagicMock( + function=MagicMock( + arguments='{\n "season_code": "202303"\n}' + ) + ) + ], + ) + ) ] ) request_data = { @@ -284,7 +358,7 @@ def test_all_disable(client_all_disabled, mock_chat_completion_yes_yes): assert response.status_code == 200 data = response.get_json() assert "Mock response based on user message" in data["response"] - assert mock_chat_completion_yes_yes.call_count == 4 + assert mock_chat_completion_yes_yes.call_count == 5 def test_api_error(client, mock_chat_completion_yes_no):