phd literature yale

Yale Department of Classics

Classics and Comparative Literature

The joint PhD in Classics and Comparative Literature at Yale offers a range of coursework that combines the flexibility of comparative study with the challenge and rigor of classical philology. Yale is famous for its commitment to interdisciplinarity: this degree offers a first hand chance to see that in action. In the first two years of the program, students complete a course load that satisfies the requirements of both majors, becoming familiar with recent developments in literary theory while simultaneously perfecting their Greek and Latin through intensive reading of classical texts in the original.

Yale’s dedicated classics library and the collection of rare books at the Beinecke are unique resources for students conducting doctoral research in classical languages and literatures.

Department of French

Graduate Program

Introduction

Yale’s graduate program in French literature offers both a rigorous grounding in French Literature and an interdisciplinary approach to French theory, thought, and culture. The graduate curriculum covers the Middle Ages to the present, and the literatures of Africa, the Caribbean, and the Maghreb.

Our faculty are involved in programs outside the department, including African and African-American Studies , Comparative Literature , Film and Media Studies , Middle East Studies , Judaic Studies , Medieval Studies , and Renaissance Studies . These institutional affiliations provide bridges to related disciplines around the campus.

Students have at their fingertips the holdings of one of the best research libraries in the world, the Sterling Memorial Library . The Beinecke Rare Book and Manuscript Library is an incomparable resource for scholars in French, holding treasures ranging from medieval illuminated manuscripts of the Roman de la Rose , to the holograph manuscript of Camus’s Myth of Sisyphus and selections from Proust’s correspondence.

The Program

The French Ph.D. degree normally takes five or six years. The first two years are devoted to course work, including one required course in Old French. Students are required to take at least two and up to four courses outside the department in departments such as Comparative Literature, Women, Gender and Sexuality Studies, History of Science and Medicine, History of Art, and Film. Students must also fulfill the language requirement by the end of the second year.

Read what current students have to say about our courses

In the third year, students take their oral qualifying exam and prepare their dissertation prospectus. Students typically teach one course per semester during two of their years of graduate study, beginning in the third year. They receive training in language teaching methodology and teach two semesters of French language. Opportunities also exist to be teaching assistants in advanced undergraduate literature courses.

Hear students talk about their teaching experiences

In the fourth or fifth year, most students choose to pursue dissertation research in France or a francophone country. Many students partake in the exchange program with the Ecole Normale Supérieure, rue d’Ulm, in Paris.

Students complete their dissertation in the fifth or sixth year.

To recognize expertise in a particular area of study outside French literature, Yale offers several certificates of concentration Students may also apply to the combined Ph.D. programs with the Department of African American Studies , the Program in Film and Media Studies , and Renaissance Studies .

[click here for the calendar of progress through the program]

All Yale students receive full financial support (tuition plus full stipend, including health insurance coverage) for five years of graduate study. This includes two years of coursework without teaching, two years of teaching, and a dissertation fellowship year. Students in the French Department who choose to pursue dissertation research in France or a francophone country receive an additional year of support without having to teach.

Basic Program Requirements

Fourteen term courses during the first two years of study. These must include Old French and at least two graduate-level term courses taken outside the department. French 670, Methods and Techniques in the French Language Classroom, is also required in the second year of study.
Proficiency (defined as one year of college study) in any two languages (beyond English and French) that are relevant to the student’s research interests, to be approved by the DGS. For details, see the Rules document.
At least one year of teaching experience.
The qualifying oral examination, to be taken no later than the end of the sixth term.
The dissertation prospectus, prepared in consultation with the student’s adviser and approved by the faculty.
The doctoral dissertation, prepared in close consultation with the adviser, approved by the faculty and Graduate School, and completed by the end of the sixth year of study.

For details see the Program Guidelines for Graduate Studies in French (in the left sidebar.)

Policies of the Graduate School can be found at the Graduate School of Arts and Sciences Programs and Policies Bulletin.

Job Placement

Students in their last year of study take a seminar with the Director of Graduate Studies to prepare for the job market. Although the market remains challenging, our students have fared remarkably well [ click here for a list of recent placements ].

Department of Comparative Literature

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Early Modern Studies

You are here, comparative literature.

Course work Students are required to complete fourteen term courses, at least seven of these (including the Comparative Literature proseminar, CPLT 515 ) in the Department of Comparative Literature. Students must take at least four courses in Early Modern Studies (offered in several departments), including the core seminar (EMST 700/701); at least one of these courses must be taken outside Comparative Literature. At least three of a student’s overall list of courses must be in literary theory, criticism, or methodology; at least one course each in poetry, narrative fiction, and drama; and at least one course each in ancient or medieval literature and Enlightenment or modern literature. At least two courses must be completed with the grade of Honors. In general, students should take a wide range of courses with a focus on one or two national or language-based literatures.

Languages Students must demonstrate proficiency in three languages apart from English, one of which must fulfil the philological requirement in Comparative Literature. The languages chosen should be relevance to the student’s chosen area of research and should be determined in consultation with the DGSs in Comparative Literature and Early Modern Studies.

Orals Qualifying exams follow the format in Comparative Literature; however, a significant portion of the student’s exam lists must be on early modern topics. The exact number will be determined in consultation with the DGSs in Comparative Literature and Early Modern Studies.

Prospectus and dissertation The prospectus should be completed in September of the fourth year. Procedures regarding the dissertation will follow departmental practice, however at least one member of the dissertation committee must be an affiliate of the Program in Early Modern Studies.

December 2023

Shu-han Luo: “Didactic Poetry as Formal Experiment in Early Medieval England” directed by Emily Thornbury, Ardis Butterfield, Lucas Bender

Cera Smith: “Blackened Biology: Physiology of the Self and Society in African American Literature and Sculpture” directed by Jacqueline Goldsby, Tavia Nyong’o, Aimee Meredith Cox

Michael Abraham: “The Avant-Garde of Feeling: Queer Love and Modernism” directed by Langdon Hammer, Marta Figlerowicz, Ben Glaser

Peter Conroy: “Unreconciled: American Power and the End of History, 1945 to the Present” directed by Joe Cleary, Joseph North, Paul North

Trina Hyun: “Media Theologies, 1615-1668” directed by John Durham Peters, Catherine Nicholson, Marta Figlerowicz, John Rogers (University of Toronto)

Margaret McGowan: “A Natural History of the Novel: Species, Sense, Atmosphere” directed by Jonathan Kramnick, Katie Trumpener, Marta Figlerowicz

Benjamin Pokross: “Writing History in the Nineteenth-Century Great Lakes” directed by Caleb Smith, Greta LaFleur, Michael Warner

Sophia Richardson: “Reading the Surface in Early Modern English Literature” directed by Catherine Nicholson, Lawrence Manley, John Rogers(University of Toronto)

Melissa Shao Hsuan Tu: “Sonic Virtuality: First-Person Voices in Late Medieval English Lyric” directed by Ardis Butterfield, Jessica Brantley, John Durham Peters

Sarah Weston: “The Cypher and the Abyss: Outline Against Infinity” directed by Paul Fry, Tim Barringer, John Durham Peters

December 2022

Anna Hill: “Sublime Accumulations: Narrating the Global Climate, 1969-2001” directed by Joe Cleary, Marta Figlerowicz, Ursula Heise (UCLA)

Christopher McGowan: “Inherited Worlds: The British Modernist Novel and the Sabotage and Salvage of Genre” directed by Joe Cleary, Michael Denning, Katie Trumpener

Samuel Huber: “Every Day About the World: Feminist Internationalism in the Second Wave” directed by Jacqueline Goldsby, Margaret Homans, Jill Richards

Shayne McGregor: “An Intellectual History of Black Literary Discourse 1910-1956” directed by Joseph North, Robert Stepto

Brandon Menke: “Slow Tyrannies: Queer Lyricism, Visual Regionalism, and the Transfigured World” directed by Langdon Hammer, Wai Chee Dimock, Marta Figlerowicz

Arthur Wang: “Minor Theories of Everything: On Popular Science and Contemporary Fiction” directed by Amy Hungerford, John Durham Peters, Sunny Xiang

December 2021

Sarah Robbins: “Re(-)Markable Texts: Making Meaning of Revision in Nineteenth-Century African American Literature” directed by Caleb Smith, Jacqueline Goldsby, Anthony Reed

David de León: “Epic Black: Poetics in Protest in the Time of Black Lives Matter” directed by Langdon Hammer, Daphne Brooks, Marta Figlerowicz

Clio Doyle: “Rough Beginnings: Imagining the Origins of Agriculture in Late Medieval and Early Modern Britain” directed by Lawrence Manley, David Kastan, Catherine Nicholson

Clay Greene: “The Preexistence of the Soul in the Early English Enlightenment: 1640-1740” directed by John Rogers, Jonathan Kramnick, Lawrence Manley

December 2020

Wing Chun Julia Chan: “Veritable Utopia: Revolutionary Russia and the Modernism of the British Left” directed by Katie Trumpener, Jill Richards, Katerina Clark

James Eric Ensley: “Troubled Signs: Thomas Hoccleve’s Objects of Absence” directed by Jessica Brantley, Alastair Minnis, Ardis Butterfield

Paul Franz: “Because so it is made new”: D. H. Lawrence’s charismatic modernism directed by David Bromwich, Ben Glaser, and Langdon Hammer

Chelsie Malyszek: Just Words: Diction and Misdirection in Modern Poetry directed by Lanny Hammer, David Bromwich, and Ben Glaser

Justin Park: “The Children of Revenge: Managing Emotion in Early English Literature” directed by Roberta Frank, Alastair Minnis, David Kastan

Peter Raccuglia: “Lives of Grass: Prairie Literature and US Settler Capitalism” directed by Michael Warner, Jonathan Kramnick, Michael Denning

Ashley James: “ ‘Moist, Fleshy, Pulsating Surfaces’: Seeing and Reading Black Life after Experientiality” directed by Professors Jacqueline Goldsby, Elizabeth Alexander, and Anthony Reed

Brittany Levingston: “In the Day of Salvation: Christ and Salvation in Early Twentieth-Century African American Literature” directed by Professors Jacqueline Goldsby, Robert Stepto, and Anthony Reed

Lukas Moe: “Radical Afterlives: U.S. Poetry, 1935-1968” directed by Professors Langdon Hammer, Jacqueline Goldsby, and Michael Denning

Carlos Nugent: “Imagined Environments: Mediating Race and Nature in the U.S.-Mexico Borderlands” directed by Professors Wai Chee Dimock, Amy Hungerford, and Michael Warner

Anna Shechtman: “The Media Concept: A Genealogy” directed by Professors Amy Hungerford, John Durham Peters, and Michael Warner

December 2019

Bofang Li: “Old Media/New Media: Intimate Networked Publics and the Commodity Text Since 1700” directed by Professors Wai Chee Dimock, R. John Williams, and Francesco Casetti

Scarlet Luk: “Gender Unbound: The Novel Narrator Beyond the Binary” directed by Professors Margaret Homans, Jill Campbell, and Jill Richards

Phoenix Alexander: “Voices with Vision: Writing Black, Feminist Futures in Twentieth-Century African America” directed by Professors Jacqueline Goldsby, Daphne Brooks, Anthony Reed, and Wai Chee Dimock

Andrew S. Brown: “Artificial Persons: Fictions of Representation in Early Modern Drama” directed by Professors David Kastan, John Rogers, and Joseph Roach

Margaret Deli: “Authorizing Taste: Connoisseurship and Transatlantic Modernity, 1880-1959” directed by Professors Ruth Yeazell, Joseph Cleary, and R. John Williams

Ann Killian: “Expanding Lyric Networks: The Transformation of a Genre in Late Medieval England” directed by Professors Ardis Butterfield, Jessica Brantley, and Alastair Minnis

Alexandra Reider: “The Multilingual English Manuscript Page, c. 950-1300” directed by Professors Roberta Frank, Ardis Butterfield, and Alastair Minnis

December 2018

Seo Hee Im: “After Totality: Late Modernism and the Globalization of the Novel” directed by Professors Joseph Cleary, Katie Trumpener, and Marta Figlerowicz

Angus Ledingham: “Styles of Abstraction: Objectivity and Moral Thought in Nineteenth-Century British Literature” directed by Professors David Bromwich, Jill Campbell, and Stefanie Markovits

Jason Bell: “Archiving Displacement in America” directed by Professors Caleb Smith, Wai Chee Dimock, and Jacqueline Goldsby

Joshua Stanley: “If but Once We Have Been Strong: Collective Agency and Poetic Technique in England during the Period of Early Capitalism” directed by Professors Paul Fry, David Bromwich, and Anthony Reed

December 2017

Carla Baricz: “Early Modern Two-Part and Sequel Drama, 1490-1590” directed by Professors David Quint, Lawrence Manley, and David Kastan

Edward King: “The World-Historical Novel: Writing the Periphery” directed by Professors Joseph Cleary, R. John Williams, and Michael Denning

Palmer Rampell: “The Genres of the Person in Post-World War II America” directed by Professors Amy Hungerford, Michael Warner, and R. John Williams

Anya Adair: “Composing the Law: Literature and Legislation in Early Medieval England” directed by Professors Roberta Frank, Ardis Butterfield, and Alastair Minnis

Robert Bradley Holden: “Milton between the Reformation and Enlightenment: Religion in an Age of Revolution” directed by Professors David Quint, Bruce Gordon, and John Rogers

Andrew Kau: “Astraea’s Adversary: The Rivalry Between Law and Literature in Elizabethan England” directed by Professors Lawrence Manley, David Quint, and David Kastan

Natalie Prizel: “The Good Look: Victorian Visual Ethics and the Problem of Physical Difference” direcgted by Professors Janice Carlisle and Tim Barringer

Rebecca Rush: “The Fetters of Rhyme: Freedom and Limitation in Early Modern Verse” direcgted by Professors David Quint, David Kastan, and John Rogers

Prashant Sharma: “Conversions to the Baroque: Catholic Modernism from James Joyce to Graham Greene” directed by Professors Paul Fry, Joseph Cleary, and Marta Figlerowicz

Joseph Stadolnik: “Subtle Arts: Practical Science and Middle English Literature” directed by Professors Ardis Butterfield and Alastair Minnis

Steven Kirk Warner: “Versions of Narcissus: The Aesthetics and Erotics of the Male Form in English Renaissance Poetry” directed by Professors John Rogers and Catherine Nicholson

December 2016

Kimberly Quiogue Andrews: “The Academic Avant-Garde: Poetry and the University since 1970” directed by Professors Langdon Hammer, Paul Fry, and Wai Chee Dimock

Alexis Chema: “Fancy’s Mirror: Romantic Poetry and the Art of Persuasion” directed by Professors David Bromwich and Paul Fry

Daniel Jump: “Metadiscursive Struggle and the Eighteenth-Century British Social Imaginary: From the End of Licensing to the Revolution Controversy” directed by Professors Michael Warner, Jill Campbell, and Paul Fry

Jordan Brower: “A Literary History of the Studio System, 1911-1950” directed by Wai Chee Dimock, JD Connor, and Joe Cleary

Ryan Carr: “Expressivism in America” directed by Michael Warner, Caleb Smith, and Paul Fry

Megan Eckerle: “Speculation and Time in Late Medieval Visionary Discourse” directed by Jessica Brantley and Alastair Minnis

Gabriele Hayden: “Routes and Roots of the New World Baroque: U.S. Modernist Poets Translate from Spanish” directed by Landon Hammer and Wai Chee Dimock

Matthew Hunter: “The Pursuit of Style in Shakespeare’s Drama” directed by David Kastan, Lawrence Manley, and Brian Walsh

Leslie Jamison: “The Recovered: Addiction and Sincerity in 20th Century American Literature” directed by Wai Chee Dimock, Amy Hungerford, and Caleb Smith

Jessica Matuozzi: “Double Agency: A Multimedia History of the War on Drugs” directed by Jacqueline Goldsby, Amy Hungerford, and Anthony Reed

Aaron Pratt: “The Status of Printed Playbooks in Early Modern England” directed by David Kastan, Lawrence Manley, and Keith Wrightson

Madeleine Saraceni: “The Idea of Writing for Women in Late Medieval Literature” directed by Jessica Brantley, Ardis Butterfield, and Alastair Minnis

J. Antonio Templanza: “Know to Know No More: The Composition of Knowledge in Milton’s Epic Poetry” directed by John Rogers and Paul Fry

Andrew Willson: “Idle Works: Unproductiveness, Literature Labor, and the Victorian Novel” directed by Janice Carlisle, Stefanie Markovits, and Ruth Yeazell

December 2015

Melina Moe: “Public Intimacies: Literary and Sexual Reproduction in the Eighteenth Century” directed by Katie Trumpener, Wendy Lee, Jonathan Kramnick, and Jill Campbell

Merve Emre: “Paraliterary Institutions” directed by Wai Chee Dimock and Amy Hungerford

Samuel Fallon: “Personal Effects: Personal and Literary Culture in Elizabethan England” directed by David Kastan, Catherine Nicholson, and Lawrence Manley

Edgar Garcia: “Deep Land: Hemispheric Modernisms and Indigenous Media” directed by Wai Chee Dimock, Langdon Hammer, and Anthony Reed

Jean Elyse Graham: “The Book Unbound: Print Logic between Old Books and New Media” directed by David Kastan, Catherine Nicholson, and R. John Williams

December 2014

Len Gutkin: “Dandiacal Forms” directed by Amy Hungerford, Sam See, and Katie Trumpener

Justin Sider: “Parting Words: Address and Exemplarity in Victorian Poetry” directed by Linda Peterson, Leslie Brisman, and Stefanie Markovits

William Weber: “Shakespearean Metamorphoses” directed by David Kastan

Thomas Koenigs: “Fictionality in the United States, 1789-1861” directed by Michael Warner, Jill Campbell, and Caleb Smith

Andrew Kraebel: “English Traditions of Biblical Criticism and Translation in the Later Middle Ages” directed by Alastair Minnis, Jessica Brantley, and Ian Cornelius

Tessie Prakas: “The Office of the Poet: Ministry and Verse Practice in the Seventeenth Century” directed by John Rogers, David Kastan, and Catherine Nicholson

Nienke Christine Venderbosch: “‘Tha Com of More under Misthleothum Grendel Gongan’: The Scholarly and Popular Reception of Beowulf ’s Grendel from 1805 to the Present Day” directed by Roberta Frank and Paul Fry

Eric Weiskott: “The Durable Alliterative Tradition” directed by Roberta Frank, Alastair Minnis, Ian Cornelius

December 2013

Anthony Domestico: “Theologies of Crisis in British Literature of the Interwar Period” directed by Amy Hungerford and Pericles Lewis

Glyn Salton-Cox: “Cobbett and the Comintern: Transnational Provincialism and Revolutionary Desire from the Popular Front to the New Left” directed by Katie Trumpener, Katerina Clark, and Joe Cleary

Samuel Alexander: “Demographic Modernism: Character and Quantification in Twentieth Century Fiction” directed by Professors Pericles Lewis and Barry McCrea

Andrew Karas: “Versions of Modern Poetry” directed by Professors Paul Fry and Langdon Hammer

James Ross Macdonald: “Popular Religious Belief and Literature in Early Modern England” directed by Professors David Kastan and John Rogers

December 2012

Michael Komorowski: “The Arts of Interest: Private Property and the English Literary Imagination in the Age of Milton” directed by Professors David Quint and John Rogers

Fiona Robinson: “Raising the Dead: Writing Lives and Writing Wars in Britain, 1914-1941” directed by Professors Katie Trumpener, Margaret Homans, and Sam See

Nathalie Wolfram: “Novel Play: Gothic Performance and the Making of Eighteenth Century Fiction” directed by Professors Joseph Roach and Katie Trumpener

Michaela Bronstein: “Imperishable Consciousness: The Rescue of Meaning in the Modernist Novel” directed by Professors Ruth Yeazell and Pericles Lewis

David Currell: “Epic Satire: Structures of Heroic Mockery in Early Modern English Literature” directed by Professor David Quint

Andrew Heisel: “Reading in Darkness: Sacred Text and Aesthetics in the Long Eighteenth Century” directed by Professors Jill Campbell and Elliott Visconsi

Hilary Menges: “Authorship before Copyright: The Monumental Book, 1649-1743” directed by Professors Jill Campbell and John Rogers

Nathan Suhr-Sytsma: “Poetry and the Making of the Anglophone Literary World, 1950-1975” directed by Professors Wai Chee Dimock and Langdon Hammer

December 2011

Patrick Gray: “The Passionate Stoic: Subjectivity in Shakespeare’s Rome” directed by Professors Lawrence Manley and David Quint

Christopher Grobe: “Performing Confession: American Poetry, Performance, and New Media 1959” directed by Professors Amy Hungerford and Joseph Roach

Sebastian LeCourt: “Culture and Secularity: Religion in the Victorian Anthropological Imagination” directed by Professors Linda Peterson and Katie Trumpener

Laura Saetveit Miles: “Mary’s Book: The Annunciation in Middle England” directed by Jessica Brantley and Alastair Minnis

Stephen Tedeschi: “Urbanization in English Romantic Poetry” directed by Professors Paul Fry and Christopher R. Miller

Julia Fawcett: “Over-Expressing the Self: Celebrity, Shandeism, and Autobiographical Performance, 1696-1801” directed by Professors Jill Campbell and Joseph Roach

Daniel Gustafson: “Stuart Restorations: History, Memory, Performance” directed by Professor Joseph Roach and Elliott Visconsi

Sarah Mahurin: “American Exodus: Migration and Oscillation in the Modern American Novel” directed by Professors Wai Chee Dimock and Robert Stepto

Erica Levy McAlpine: “Lyric Elsewhere: Strategies of Poetic Remove” directed by Professors David Bromwich and Langdon Hammer

Sarah Novacich: “Ark and Archive: Narrative Enclosures in Medieval and Early Modern Texts” directed by Professors Roberta Frank and Alastair Minnis

Jesse Schotter: “The Hieroglyphic Imagination: Language and Visuality in Modern Fiction and Film” directed by Professors Peter Brooks and Pericles Lewis

Matthew Vernon: “Strangers in a Familiar Land: The Medieval and African-American Literary Tradition” directed by Professor Alastair Minnis

Chia-Je Weng: “Natural Religion and Its Discontents: Critiques and Revisions in Blake and Coleridge” directed by Professors Leslie Brisman and Paul Fry

Nicole Wright: “‘A contractile power’: Boundaries of Character and the Culpable Self in the British Novel, 1750-1830” directed by Professors Jill Campbell and Katie Trumpener

December 2010

Molly Farrell: “Counting Bodies: Imagining Population in the New World” directed by Professor Wai Chee Dimock

John Muse: “Short Attention Span Theaters: Modernist Shorts Since 1880” directed by Professors Joseph Roach and Marc Robinson

Denis Ferhatović: “An Early English Poetics of the Artifact” directed by Professor Roberta Frank

Colin Gillis: “Forming the Normal: Sexology and the Modern British Novel, 1890-1939” directed by Professors Laura Frost and Pericles Lewis

Katherine Harrison: “Tales Twice Told: Sound Technology and American Fiction after 1940” directed by Professor Amy Hungerford

Jean Otsuki: “British Modernism in the Country” directed by Professors Paul Fry and Margaret Homans

Erin Peterson: “On Intrusion and Interruption: An Exploration of an Early Modern Literary Mode” directed by Professor John Rogers

Patrick Redding: “A Distinctive Equality: The Democratic Imagination in Modern American Poetry” directed by Professors David Bromwich and Langdon Hammer

Emily Setina: “Modernism’s Darkrooms: Photography and Literary Process” directed by Professors Langdon Hammer and Pericles Lewis

Jordan Zweck: “Letters from Heaven in the British Isles, 800-1500” directed by Professor Roberta Frank

December 2009

Elizabeth Twitchell Antrim: “Relief Work: Aid to Africa in the American Novel Since 1960” directed by Professor Wai Chee Dimock

Emily Coit: “The Trial of Abundance: Consumption and Morality in the Anglo-American Novel, 1871-1907” directed by Professors Catherine Labio and Ruth Bernard Yeazell

Andrew Goldstone: “Modernist Fictions of Aesthetic Autonomy” directed by Professors Langdon Hammer and Amy Hungerford

Matthew Mutter: “Poetry Against Religion, Poetry As Religion: Secularism and its Discontents in Literary Modernism” directed by Professors David Bromwich and Pericles Lewis

Anna Chen: “Kinship Lessons: The Cultural Uses of Childhood in Late Medieval England” directed by Professors Jessica Brantley and Lee Patterson

Anne DeWitt: “The Uses of Scientific Thinking and the Realist Novel” directed by Professor Linda Peterson

Irina Dumitrescu: “The Instructional Moment in Anglo-Saxon Literature” directed by Professor Roberta Frank

Susannah Hollister: “Poetries of Geography in Postwar America” directed by Professors Paul Fry and Langdon Hammer

James Horowitz: “Rebellious Hearts and Loyal Passions: Imagining Civic Consciousness in Ovidian Writing on Women, 1680-1819” directed by Professors Jill Campbell and Elliott Visconsi

Ben LaBreche: “The Rule of Friendship: Literary Culture and Early Modern Liberty” directed by Professors David Quint and John Rogers

December 2008

Sarah Van der Laan: “What Virtue and Wisdom Can Do: Homer’s Odyssey in the Renaissance Imagination” directed by Professor David Quint

Annmarie Drury: “Literary Translators and Victorian Poetry” directed by Professor Linda Peterson

Jeffrey Glover: “People of the Word: Puritans, Algonquians, and the Politics of Print in Early New England” directed by Professors Elizabeth Dillon and Wai Chee Dimock

Dana Goldblatt: “From Contract to Social Contract: Fortescue’s Governance and Malory’s Morte ” directed by Professors David Quint and Alastair Minnis

Kamran Javadizadeh: “Bedlam and Parnassus: Madness and Poetry in Postwar America” directed by Professor Langdon Hammer

Ayesha Ramachandran: “Worldmaking in Early Modern Europe: Global Imaginations from Montaigne to Milton” directed by Professors Annabel Patterson and David Quint

Jennifer Sisk: “Forms of Speculation: Religious Genres and Religious Inquiry in Late Medieval England” directed by Professor Lee Patterson

Ariel Watson: “The Anxious Triangle: Modern Metatheatres of the Playwright, Performer, and Spectator” directed by Professor Joseph Roach

Jesse Zuba: “The Shape of Life: First Books and the Twentieth-Century Poetic Career” directed by Professors Langdon Hammer and Amy Hungerford

December 2007

Rebecca Boggs: “The Gem-Like Flame: the Aesthetics of Intensity in Hopkins, Crane, and H.D.” directed by Professor Langdon Hammer

Maria Fackler: “A Portrait of the Artist Manqué : Form and Failure in the British Novel Since 1945” directed by Professors Pericles Lewis and Ruth Bernard Yeazell

Melissa Ganz: “Fictions of Contract: Women, Consent, and the English Novel, 1722-1814” directed by Professor Jill Campbell

Siobhan Phillips: “The Poetics of Everyday Time in Frost, Stevens, Bishop, and Merrill” directed by Professors David Bromwich and Langdon Hammer

Morgan Swan: “The Literary Construction of a Capital City: Late-Medieval London and the Difficulty of Self-Definition” directed by Professor Lee Patterson

Andrea Walkden: “Lives, Letters and History: Walton to Defoe” directed by Professors David Quint and John Rogers

Rebecca Berne: “Regionalism, Modernism and the American Short Story Cycle” directed by Professors Wai Chee Dimock and Vera Kutzinski

Leslie Eckel: “Transatlantic Professionalism: Nineteenth-Century American Writers at Work in the World” directed by Professors Wai Chee Dimock and Jennifer Baker

December 2006

Gregory Byala: “Samuel Beckett and the Problem of Beginning” directed by Professors Paul Fry and Pericles Lewis

Eric Lindstrom: “Romantic Fiat” directed by Professors David Bromwich and Paul H. Fry

Megan Quigley: “Modernist Fiction and the Re-instatement of the Vague” directed by Professors David Bromwich and Pericles Lewis

Randi Saloman: “Where Truth is Important: The Modern Novel and the Essayistic Mode” directed by Professors David Bromwich and Laura Frost

Michael Wenthe: “Arthurian Outsiders: Heterogeneity and the Cultural Politics of Medieval Arthurian Literature” directed by Professor Lee Patterson

Christopher Bond: “Exemplary Heroism and Christian Redemption in the Epic Poetry of Spenser and Milton” directed by Professors David Quint and John Rogers

Lara Cohen: “Counterfeit Presentments: Fraud and the Production of Nineteenth-Century American Literature” directed by Professors Elizabeth Dillon and Wai Chee Dimock

Nicholas Salvato: “Uncloseting Drama: Modernism’s Queer Theaters” directed by Professors Joseph Roach and Michael Trask

Anthony Welch: “Songs of Dido: Epic Poetry and Opera in Seventeenth-Century England” directed by Professor David Quint

December 2005

Brooke Conti: “Anxious Acts: Religion and Autobiography in Early Modern England” directed by Professor Annabel Patterson

Brett Foster: “The Metropolis of Popery: Writing of Rome in the English Renaissance” directed by Professors Lawrence Manley and David Quint

Curtis Perrin: “Langland’s Comic Vision” directed by Professor Traugott Lawler

Film and Media Studies Program

The graduate program in film and media studies.

Inaugurated in 2002, Yale’s doctoral Program in Film and Media Studies quickly achieved the international stature it enjoys today. Building on a core faculty that had long overseen an impressive undergraduate major, the graduate program attracted incoming faculty who were eager to help shape it. The quality of the students who have applied has been superior, and the large majority of those selected have chosen to study here. Fifty students have completed, or are in the midst of, their degrees. Our alumni hold positions at a range of institutions, including universities with major graduate programs, and several have already seen their revised dissertations published as books by important presses.

Graduate students have been able to produce such significant research thanks not least to Yale’s unparalleled resources. Specialized librarians and curators keep our students in mind as they collect and make available the massive amounts of material held by the Sterling Memorial Library, the Haas library in the History of Art, and especially the Beinecke rare book library that houses the archives of hundreds of filmmakers, writers, and artists. Two of America’s great art museums, The Yale University Art Gallery and the British Art Center (with buildings designed by Louis Kahn), retain a continuing relation with our graduate students. As for primary material in our field, the Yale Film Archive is home to a growing collection of 35mm and 16mm film prints, and is a member of the International Federation of Film Archives (FIAF). The Archive also oversees a large circulating library of DVDs, Blu-rays, and VHS tapes.

A dedicated, expert projectionist oversees hundreds of screenings each year, mainly in two spaces (the auditorium of 250 in our building and a projection room holding 40 on York Street) that are equipped for 35mm, 16mm, and virtually all video formats. 4K and 2K projections are common.

Graduate students absorb and generate the energy and enthusiasm so important to dynamic film scholarship thanks to the bustling intellectual climate at the Humanities Quadrangle, where faculty and students meet continually—almost daily it seems—around screenings, lectures, conferences and workshops, some initiated by the graduate students themselves.

By design the doctorate in Film and Media Studies at Yale is always undertaken in combination with one of ten other disciplines in the Humanities (African-American Studies, American Studies, Comparative Literature, East Asian Languages and Literatures, English, French, German, History of Art, Italian, Slavic Languages and Literatures). It was thought, and has proven true, that upon completing their degrees, students who are prepared for positions in both Film and Media and in another discipline would hold a particular advantage, and not merely because of the wider range of openings available to them in the job market, but because the calculated interdisciplinarity of their research makes them stand out. Thoroughly grounded in Film and Media Studies, they become expert in certain of its issues by offering authoritative perspectives and methods that derive from systematic work with the outstanding faculty and graduate students in another Yale department or program. Our students are welcomed throughout the Humanities on campus as they enliven traditional disciplines with the images, sounds, and ideas they bring from Film and Media Studies.

The faculty and its curriculum represent a full range of topics that have been at the center of Film Studies from its outset: theory, criticism, and history, plus cultural approaches to American, European, Latin American and Japanese national cinemas. Naturally, as the field and its discipline evolve, so too do we, though always keeping ourselves based in this tradition. Transnational and global approaches bring the national cinemas, and their specialists, into productive contact. Overarching concerns involving technological, aesthetic, social and cultural issues (especially race and gender), have developed to the point that in 2015 the Program added “Media” to its name and mission. FMS, as our Program is now called for short, officially embraces images and sounds from an array of sources and channels, especially as these coexist and intertwine with cinema, something that has occurred throughout its long history. We study that history as well as the challenge and possibilities of “new media,” which we know to be on the minds of graduate students. This keeps Yale’s Program vigilant as it looks to the past for cues about ways to best approach the future. The faculty recognizes that graduate students must be in the lead of an evolving discipline, and so encourages them to take up the most current developments and debates. The goal of the Program’s pedagogy is to provide its current students with a steady anchor in what the discipline has been, so that they can confidently and creatively participate at the highest level in its discourse and institutions, leading it forward while passing continuing its legacy.

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Yale offers advanced degrees through its Graduate School of Arts & Sciences and 13 professional schools. Browse the organizations below for information on programs of study, academic requirements, and faculty research.

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Yale’s Graduate School of Arts & Sciences offers programs leading to M.A., M.S., M.Phil., and Ph.D. degrees in 73 departments and programs.

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Centers & Institutes

A number of our centers and institutes offer additional opportunities for graduate and professional study.

Department of Spanish and Portuguese

Graduate program information.

The Ph.D. program in the Department of Spanish and Portuguese explores the dynamic fields of Latin American, Luso-Brazilian, Latinx, and Iberian studies in all their rich and diverse linguistic, literary, and cultural traditions, and adopting multiple intellectual approaches. The Ph.D. program encourages students to engage with related disciplines in the humanities and social sciences, including African American Studies, Anthropology, Comparative Literature, Film and Media Studies, History of Art, Medieval Studies, Philosophy, and Early Modern Studies (formerly Renaissance Studies), as well as emerging multidisciplinary fields such as Race, Indigeneity, and Transnational Migration; Women’s, Gender, and Sexuality Studies; and Digital Humanities.

The department participates in a combined Ph.D. program in Spanish and Portuguese and African American Studies offered in conjunction with the Department of African American Studies and a combined Ph.D. program in Spanish and Portuguese and Early Modern (formerly Renaissance) Studies offered in conjunction with the Early Modern Studies Program . Ph.D. students are also encouraged to obtain certificates from programs and areas complementary to their teaching and research interests; at Yale, such certificates exist in connection with the programs in Film and Media Studies; Public Humanities; Translation Studies; and Women’s, Gender, and Sexuality Studies.

The program is typically five or six years long. The first two years are devoted to course work and the fulfillment of the two language requirements; the third year, to the Qualifying Examination and the preparation of the Dissertation Prospectus; the fourth and fifth (or fourth through sixth) years, to the writing of the dissertation. The student participates in the Teaching and Pedagogy Program during years two through four, taking the required course in modern languages pedagogy in the second year, and teaching one course per semester in the department’s basic language sequence during the third and fourth years. Assisting in literature courses is offered as available. No teaching is done during the two years of course work or during the dissertation fellowship year.

All Ph.D. candidates at Yale can receive six years of full funding. This consists of a 12-month stipend in each of years one and two, during which students complete their course work, a 12-month stipend in each of years three and four, during which students are expected to assist in teaching in one course each semester, and a 12-month stipend during the year (usually year five) in which students take the dissertation completion fellowship. With progress on the dissertation confirmed, Yale guarantees again a 12-month stipend in the sixth year typically through teaching assignments. The University also covers the premiums for basic health care and hospitalization at the University Health Service for students, 50% of that premium for spouses, and 100% for families with children during the entire period in which a student is registered, even if registration is extended beyond the five years of the financial aid package.

Program Requirements

The following requirements apply to students entering Fall 2021 or later. Students who entered Fall 2020 or earlier can find the previous requirements here .

1. Course work consists of fourteen elective seminars (up to four outside the department); four of the fourteen seminars as auditor (no exam or paper required), inside or outside the department; and a required course, SPAN 790, Methodologies of Modern Language Teaching.

2. Two language requirements: proficiency in two languages other than English and the primary study language (either Spanish or Portuguese); these languages could be other Romance languages, Latin, or other language families pertinent to the research interests of each student.

3. Participation in the Teaching and Pedagogy program.

4. Qualifying Examination, consisting of written and oral components.

5. Dissertation Prospectus, prepared in consultation with the student’s adviser and approved by the faculty.

6. Doctoral Dissertation, prepared in close consultation with the adviser, approved by the faculty and Graduate School, and completed during the fifth or sixth year of study.

Special Admissions Requirements

Thorough command of the language in which the student plans to specialize and a background in its literature, as well as command of at least one of the two additional languages in which the student will need to fulfill requirements, are required.

Application must include a personal statement and an academic writing sample in the language of the proposed specialization, not to exceed twenty-five pages in length. GRE scores are not accepted.

Students whose native language is not English must submit scores of the Test of English as a Foreign Language (TOEFL).

For more information on the application process, please consult the website of the Graduate School of Arts and Sciences: https://gsas.yale.edu/admission

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Graduate Student Handbook

Slavic Languages and Literatures

Ph.d. requirements.

Ph.D. Requirements in Slavic and Eurasian Literatures and Cultures

Contact the Slavic Director of Graduate Studies with any questions about the Ph.D. requirements. More detailed information can be found in the Graduate Student Handbook .

Language Competency and Expectations

All entering students are expected to have sufficient knowledge of Russian to allow for satisfactory work at the graduate level and are required to pass a departmental proficiency examination in Russian. If needed, students are expected to augment their language proficiency with summer study, undergraduate classes, or individualized tutorials.

Students must also demonstrate competence in a second foreign language, as soon as possible or by the beginning of the fifth term of study. Students may choose to pursue proficiency in a second Slavic language; in a language useful for broader access to scholarship (often German or French in past years); in another relevant Eastern European or Eurasian language; or in any language relevant for well-motivated comparative work.

Course Requirements

All graduate students are required to take sixteen courses in their first two years of graduate study. Students are strongly encouraged to take ownership over their individualized programs of study and to explore diverse options both within and outside the Slavic Department.

All graduate students pursuing the Ph.D. in Russian Literature and Culture must take “Proseminar: Theory and Methods” (RUSS 851). In addition to this one mandatory course, all students must fulfill the following distributional requirements through graduate-level coursework:

Minimum of one course on Slavic literature or culture before the eighteenth century

Minimum of one course on eighteenth-century Slavic literature or culture

Minimum of two courses on nineteenth-century Slavic literature or culture

Minimum of two courses on twentieth-century Slavic literature or culture

Minimum of one course on twenty-first-century Slavic literature or culture

Minimum of two (but no more than four out of the required sixteen) courses outside the Slavic Department.

Teaching Fellowships

Since the faculty consider teaching to be an integral part of graduate training, all graduate students are expected to teach for a total of four semesters (typically in the third and fourth years of study). Students are usually assigned two semesters of language teaching, during which time they are mentored and trained by a lead language lector, and two semesters of literature/culture teaching, for which they either run discussion sections for large-enrollment lecture courses, or serve as instructor-apprentices in small undergraduate seminars.

Minor Field Portfolio

As part of their program of study, students are responsible for developing a minor field of specialization in one of the following: (1) a second language or literature; (2) visual culture or one of the other arts; (3) a topic in intellectual history or a specific interdisciplinary approach; or (4) another discipline relevant to their primary interests. The minor field requirement is intended to offer students the opportunity to develop a meaningful expertise beyond their primary specializations in Russian literature and culture and often entails acquiring a familiarity with the driving questions and methodologies of another discipline.

Qualifying Paper

Students must submit a qualifying paper no later than September 1st of their third year. The paper, which in many cases will be a revised version of a seminar paper, should be developed in consultation with a faculty adviser. The paper should highlight original research and an ambitious conceptualization, possess a logical structure, and be clearly written.

The Comprehensive Examination and the Departmental Reading List

In early October of their third year, students will take a comprehensive examination on Russian literature and culture from the nineteenth century to the present. The comprehensive is split into two 6-hour take-home exams. This exam is meant to test the students’ knowledge of the broad scope of Russian literature and culture, as well as their ability to analyze various kinds of cultural products and position specific works within their historical, cultural, and critical contexts.

Students should use the departmental reading list as a guide in preparing for this exam, but they are also welcome to draw from beyond the list in their answers. The reading list, which is periodically revised with faculty and student input, serves as the foundation for well-rounded erudition in Russian literature. Students are expected to build on it based on their academic interests and research needs. We do not include other media or literary traditions in the reading list, and instead encourage students with serious interests (in film or in Polish literature, for example) to develop rigorous independent lists in consultation with specializing faculty. We provide opportunities to do so through minor field requirements and specialized qualifying exam reading lists.

The Qualifying Examination

In early December of their third year, students will take a qualifying examination based on two specialized reading lists. This exam is a one-hour oral exam with twenty-five minutes allotted to each list. The exam is meant to test the student’s knowledge of two specific areas of study, which often serve as important preparation for the development of a dissertation topic. For example, a student planning to write a dissertation on the nineteenth-century Russian realist novel might create a specialized list on the French and English realist novels or realism in music; or a student planning to write on post-Soviet drama might create a list on theories of performance in Russia and elsewhere.

The Pre-Prospectus Colloquium

In early February, after the successful completion of the comprehensive and qualifying examinations, students will present a preliminary version of their dissertation prospectus to a colloquium attended by all Slavic ladder faculty.

The Prospectus Presentation

In early April, students will present the final version of their dissertation prospectus to all students and faculty in the department. The prospectus presentation will take one hour, beginning with a ten-minute introduction by the student and followed by forty-five minutes of questions and suggestions from everyone in attendance. The point of including all faculty and students is to provide the student with as much feedback as possible, to give rising students a sense of what awaits them, and to foster collegiality in the department by making everyone aware of what others are working on.

Admission to Candidacy and the M.Phil. Degree

To be admitted to candidacy, students must fulfill all of the graduate school and department pre-dissertation requirements described above and must be in good academic standing with the department.

Students may petition the Graduate School to receive an en route M.Phil. degree. This can be done in the semester the student expects to complete all pre-dissertation requirements.

The Dissertation The dissertation is the culmination of the student’s work in the doctoral program and an important emblem of professional competence, intellectual rigor, and academic potential. As such, it should demonstrate mastery of a defined field of research and should articulate an original and substantive contribution to knowledge. While all dissertations should have clearly defined empirical and theoretical stakes and be grounded in appropriate methodological choices, each project will approach its central questions in necessarily distinct ways: some based more heavily in archival research, others shaped more profoundly by theoretical discussions, and still others determined by entirely different disciplinary or interdisciplinary demands. While working on their dissertation, students should remain attuned to questions of writerly craft and should strive for clarity and liveliness of their academic prose.

The First Chapter Talk

During the spring semester of the fourth year, students will deliver a forty-five-minute talk on their first chapter to the entire Slavic Department. This event is intended to serve not only as an early dissertation benchmark, but also as an opportunity for students to gain essential experience writing and delivering a long lecture.

Professional Development

The Yale Slavic Department is equally supportive of students who hope to follow a traditional academic path, students who embark on non-academic or hybrid careers, and students who change their minds throughout their course of study. Support for academic careers typically involves the faculty advisers’ intensive review of application materials (cover letters, CVs, research and teaching statements), mock interviews with faculty, mock job talks with the whole department, and assistance in negotiating offers. Departmental support for non-academic careers is more variable, but might involve writing letters of recommendation or assistance identifying potential mentors.

It is also important to note that in the Yale Slavic Department professional advising does not end with the student’s graduation. Former advisers and advisees are encouraged to remain in contact after graduation, so that the department can support alumni who are moving through postdoctoral fellowships or visiting positions, navigating a switch from one kind of employment to another, or in search of a permanent or more favorable position.

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Department of Germanic Languages and Literatures

You are here, phd program in german, requirements for the phd program in german, 1. course work: .

Students take 4 courses per term for 2 years, with a total of 16 courses required; 3 of those courses may be audited; GMAN 501, Methods of Teaching German as a World Language, is required for all students; at least one course must include pre-nineteenth-century topics. Students should consult with the Director of Graduate Study (DGS) regarding their course selection. In addition, one or two of the courses taken for credit may be Directed Readings under the supervision of a faculty member, with the approval of the DGS.

Up to 2 credits may be awarded for prior graduate-level work, provided the student’s first-year record at Yale is good and the total number of courses taken for credit at Yale are not fewer than 12.

The German Literature Track: 4 courses may be taken outside the department. The German Studies Track: 7 courses may be taken outside the department. Students are asked to define an area of concentration and to meet with appropriate advisors from within and outside the department.

2. Languages:

In the third semester of study, students are required to give evidence of a reading knowledge of one language (other than their native language) that is highly relevant to the study of German literature and culture. The department strongly recommends French, but other languages may possibly be approved on consultation with the DGS. It is possible to fulfill this requirement by taking a language exam in the relevant department, by taking a reading course with a resulting grade of A, or by way of other measures of experience such as studying in another country.

3. Teaching:

The faculty considers teaching to be essential to the professional preparation of graduate stduents. Four terms are required, but six is the norm. Teaching usually takes place in years three and four, but students may seek teaching in any term. Students typically begin by teaching the Elementary and Intermediate sequence (GMAN 110-120-130), followed by a Teaching Fellow position with a faculty member in the German Department. Students in combined programs typically split their teaching equally between German and Film. Teaching assignments should always be made in close consultation with the DGS, DUS and, if applicable, the dissertation advisor and Language Program Director. Teaching assignments are typically made in the late Spring for the upcoming academic year, but may not be fully finalized until the preregistration period for a given semester.

4. The Qualifying Examination (5th term):

The Qualifying Examination assesses the students’ knowledge of German literature and their skills across a broad range of related topics. The examination is divided into two parts, to be taken during reading period of the fifth term of study.

Part I. Written examination. In this portion of the comprehensive exam, the student will write a closed-book exam (four essays in six hours). Students may write in English or German; there will be a choice of questions. Sample questions are available.

FOUR SECTIONS of examination in German literature and film are intended to give students an overview of the field:

The exam is based on a departmental list, which is updated regularly.

Preparation of readings should begin well in advance of the fifth term. Students are encouraged to form study groups and meet with faculty. The department also regularly offers a seminar devoted to exam preparation.

Part II. One-hour oral examination, a week after the written examination. In this portion of the comprehensive exam, the student will discuss the written exam with three examiners to elaborate on answers and hear comments. Students who fail the written or the oral exam can repeat the respective part once within a timeframe of eight weeks.

5. Study Abroad:

Year-long or semester-long study abroad typically occurs in the fifth and sixth years, in the context of the dissertation research, frequently with the support of external fellowships. Students may also participate in German Sommersemester courses (May-July) in the context of the Baden-Württemberg exchange. The department offers Max Kade summer travel stipends in support of eligible travel to Germany.

6. The Prospectus and Prospectus Defense (6th term):

The prospectus for the dissertation must be submitted at the end of the sixth term of study, typically in May. It should be approximately 15-20 pages in length. It should:

1. provide an overview of the dissertation project, 2. situate the project within the relevant secondary literature, 3. describe the scholarly contribution that the dissertation is expected to make, 4. give an overview of each chapter’s focus, and 5. it must include a bibliography of relevant primary and secondary texts.

The prospectus should be written in close consultation with the dissertation advisor, who must approve it before it is submitted to the faculty.

Shortly after the student has submitted the prospectus, the faculty will convene to discuss the prospectus with the student. If serious concerns are raised, the student will be expected to revise the prospectus.

Students should also compile a reading list of 20-30 works relevant to their proposed project, which will also be discussed during the defense.

7. The Dissertation and the Dissertation Fellowship:

The culmination of the student’s work is the dissertation. Each student will choose a dissertation committee of three people, one (sometimes two) of whom will serve as the student’s primary advisor(s). Drafts of each chapter must be submitted in a timely fashion to all members of the student’s committee: the first chapter should be submitted to the committee by February 1 of the fourth year; the second chapter by January 1 of the fifth year. A formal chapter review will be held for the first chapter, during which the student will discuss his or her work with the members of the dissertation committee and the DGS. The first chapter of the dissertation should be presented in the departmental colloquium not later than the first semester of the fifth year. The dissertation is submitted in March of the sixth year, prior to the Graduate School’s announced deadline. Following the submission, the DGS will convene a dissertation defense. After a brief presentation on the theme, claims, and method of the dissertation, the committee, adviser(s) and DGS will ask questions. This may lead to broader discussions which typically include publication plans and postdoctoral goals. The defense is typically a public event, with invitation list to be decided in consultation with the DGS. The defense will be concluded by a vote of the committee, the adviser(s), and the DGS. Official approval of the dissertation takes place in the form of written evaluations; hence the defense is primarily meant as a capstone event and opportunity for conversation. The dissertation is ideally 200-250 double-spaced pages in length.

Helpful Links:

Graduate School of Arts and Sciences Programs & Policies webpage Graduate School of Arts and Sciences Programs & Policies handbook The Combined PhD Program in German Studies/Film and Media Studies

Professional and Career Development

Approach your professional and career development as an integral part of your time in graduate school. Alongside your research and teaching, develop leadership skills that will prepare you for success, whether you pursue a career inside or outside the academy.

A view inside the Humanities Quadrangle that highlights the arched ceiling and play of light in the foyer.

Yale supports your professional and career development through two complementary offices: the GSAS Assistant Dean for Professional Development and the Office of Career Strategy . Together, we offer one-on-one advising, a range of workshops, online resources, and varied experiential learning opportunities that will make you more successful during graduate school and better prepared for the job search. Professional and career training can help you clarify your career thinking, find ways to develop professional skills, build professional networks, understand the world of work, and prepare for a successful job search.

Jump-start your career and professional development in years 1-3

Learn about professional and career development and make a one-on-one appointment with an advisor.
Plan for success: Outline your goals and develop a strategy to achieve them
Hone your professional skill set through workshops and resources.
Gain professional experience on campus and beyond to develop skills and learn about careers.
Learn how to build a supportive mentoring team
Explore diverse career options that fit with your priorities, interests and skills

Solidify career options and identify opportunities in years 4+

Explore careers through online resources and networking
Continue to network with professionals in careers/companies of interest
Continue to build professional skills and experience
Meet with an adviser to clarify how to communicate your professional identity and highlight your strengths to employers
Prepare for job applications, interviewing and job talks, and negotiation

Learn more about GSAS Professional Development

Learn more about Office of Career Strategy

Additional Resources

Poorvu center: teaching development and initiatives.

https://poorvucenter.yale.edu/graduate-students/about-teaching-development-graduate-and-professional-school-students

The Teaching Development and Initiatives team provides opportunities for you to develop your pedagogical skills while you're here at Yale and as you prepare to teach at other institutions. You can earn a certificate that affirms your expertise, join in community with other graduate teachers, and compete for an opportunity to develop your own course alongside a faculty member. PhD students are also eligible to become McDougal Graduate Teaching Fellows, in which position you can further develop your teaching by facilitating workshops for your fellow graduate students and postdocs.

Digital Humanities (DH) Lab

https://dhlab.yale.edu/

The Digital Humanities Lab (DHLab) is uniquely positioned to support graduate student professional development through its programs. The DH Certificate allows you to complete coursework, training, and project work to demonstrate digital humanities competencies. The DH Dissertation Fellowship provides a stipend, space, community, mentorship, and mini-grant funding for students building a digital dissertation component.

Three Minute Thesis (3MT)

The 3-Minute Thesis competition challenges Yale PhD students to describe their thesis clearly and persuasively to a broad audience – in 3 minutes! Create a professional asset that is just as critical for academic conferences and job talks as it is for a job search outside of the academy.

Poorvu Center: Graduate Writing Lab

https://poorvucenter.yale.edu/writing/graduate

The Poorvu Center’s Graduate Writing Lab supports Yale graduate students in all aspects of written, oral, and visual communication. You can discuss a draft with a GWL Fellow in a 1–1 writing consultation; write with other graduate students at an All Write or Retreat; or join a peer-review group to give and receive support as you make progress on your dissertation, prospectus, or fellowship application. The GWL also offers over 100 workshops per year and a suite of public speaking programs. Alongside these resources, the GWL strives to promote a culture among graduate students that centers writing as a process of developing, refining, and disseminating knowledge, nurtured within a supportive community of scholars.

Yale Library Workshops

https://schedule.yale.edu/calendar/instruction?cid=4960&t=d&d=0000-00-00&cal=4960&inc=0

Yale Library offers workshops and events on a range of subjects that allow you to familiarize yourself with the library's resources and support your use of scholarly tools and online platforms. Workshop topics include: getting started with Zotero; syncing your online bibliography; cleaning messy data using Excel; literature searching; using LaTex; and curating your online scholarly profile. Workshops are sequenced to support every level of familiarity with scholarly tools, from beginner to proficient.

Featured Resource

Office of Career Strategy (OCS)

https://ocs.yale.edu/channels/phds-postdocs/

The Office of Career Strategy (OCS) supports GSAS students from every discipline and at every stage of their time at Yale through career advising, programming and resources aimed at the specific career interests and needs of PhD and Master’s students. At OCS, graduate students can explore diverse career paths; build professional skills and experience; identify opportunities; and get help with job search strategies, application materials, and interviewing in preparation for a successful job search within and beyond the academy. Services offered by OCS for Master’s and PhD students are part of a suite of resources supported by the Graduate School to foster professional and career development.

Suzanne Young

Assistant Dean for Professional Development

[email protected]
203-432-8895
Founders Hall 185

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Ambient heat during pregnancy linked to increased risk of childhood cancer

As climate change warms the planet, high ambient temperatures are expected to be more common and intense over the coming decades in the U.S. and worldwide.

Researchers from the Yale School of Public Health (YSPH) have studied how rising temperatures adversely affect human health . A new study in The Lancet Planetary Health journal finds that exposure to high ambient temperatures during pregnancy can have detrimental impact on the health of the offspring.

This is the first study that directly evaluates the association between hot temperatures during pregnancy and the risk of cancer in children.

“Our study is adding to a growing body of literature that underscores that high ambient temperature not only has immediate health effects, but also may be a cause of future chronic diseases,” said Dr. Tormod Rogne , MD, PhD, the study’s first author and assistant professor of epidemiology (chronic diseases) at YSPH.

The researchers looked at acute lymphoblastic leukemia (ALL), the most common type of malignancy in children whose incidence has been increasing for decades. In the U.S., ALL disproportionately affects Latino children.

Previous scientific research has established that most cases of childhood ALL have a prenatal origin. Environmental exposures during pregnancy, such as air pollution, have been linked to an increased risk of childhood ALL.

“Exposure during the first trimester is suspected to be the most critical because this is when the most profound developmental alterations in hematopoiesis occur,” said Xiaomei Ma , PhD, senior author, referring to blood cell production. Ma is professor and interim chair of the Department of Chronic Disease Epidemiology at YSPH, and co-leader of the Yale Cancer Center's Cancer Prevention and Control research program .

“There are multiple reasons to suspect that maternal exposure to high ambient temperature may initiate the pathogenesis of ALL in fetal life,” added Rogne.

ALL – a rare childhood cancer

According to the American Cancer Society, leukemia is the most common type of cancer in children and adolescents , accounting for almost one out of three cancers. Overall, however, childhood leukemia is a rare disease. Rogne said that Latino children have a 30-40% increased risk of ALL compared with non-Latino white children. ALL is more common in boys than in girls, the cancer society notes.

Racial and ethnic minority groups experience a disproportionate burden of heat exposure, in part

due to their line of work and residential segregation. A recent YSPH study has shown that people living in segregated communities are more vulnerable to heat .

“It is increasingly clear that high ambient temperature during pregnancy has negative effects on birth outcomes, especially in racial and ethnic minority groups,” the researchers wrote. “However, very little is known about the longer-term outcomes for the offspring as a consequence of exposure to high ambient temperature during pregnancy.”

Temperature increase linked to a higher risk

The research team used data from California birth records and the California Cancer

Registry, allowing them to identify ALL cases diagnosed in children 14 years and younger. The association between ambient temperature and ALL was evaluated per gestational week and was focused on the warm weather months from May through September.

The study included 6,258 children with ALL and 307,579 children without. The greatest association between ambient temperature and risk of ALL was observed in gestational week eight, which is in the middle of the first trimester of pregnancy. In this week, a mean weekly temperature of 30 degrees Celsius (86 degrees Fahrenheit) was associated with an almost doubled risk of ALL compared with a mean weekly temperature of 10 degrees Celsius (50 degrees Fahrenheit).

This analysis used the California Linkage Study of Early-Onset Cancers, a population-based, statewide study that included children born in California during 1982-2015 and diagnosed with cancer in California during 1988-2015. Information on cancer status was gathered from the California Cancer Registry, and birth records from the Center for Health Statistics and Informatics, both within the California Department of Public Health.

Exposure to ambient temperature was estimated from NASA's Daily Surface Weather Data for North America . The researchers also reviewed birth records to gather information about their study population such as gestational age at birth, date of birth, race, ethnicity, sex, birth order, maternal and paternal ages, maternal education, birth weight, and mode of delivery.

It is currently not clear what potential mechanisms may underlie the link between ambient heat exposure in pregnancy and ALL in the offspring. The authors hypothesize that it may in part be through epigenetic changes, inflammation, or oxidative stress.

The study was supported by the Yale Center on Climate Change and Health . In addition to Rogne and Ma, YSPH contributors included Rong Wang , Pin Wang, Nicole C. Deziel , Kai Chen , and Joshua L. Warren . Also contributing were Catherine Metayer from the School of Public Health at the University of California, Berkeley and Joseph L. Wiemels of Keck School of Medicine at the University of Southern California.

Maternal Health
Climate Change

Featured in this article

Tormod Rogne, MD, PhD Assistant Professor Adjunct of Epidemiology (Chronic Diseases)
Xiaomei Ma, PhD Professor of Epidemiology (Chronic Diseases); Co-Leader, Cancer Prevention and Control
Rong Wang, PhD Senior Research Scientist in Epidemiology
Nicole Deziel, PhD, MHS Associate Professor of Epidemiology (Environmental Health Sciences); Co-Director, Yale Center for Perinatal, Pediatric and Environmental Epidemiology (CPPEE)
Kai Chen, PhD Associate Professor of Epidemiology (Environmental Health Sciences); Co-Faculty Director, Yale Center on Climate Change and Health; Affiliated Faculty, Yale Institute for Global Health
Joshua Warren, PhD Associate Professor of Biostatistics

J.D. Vance could be next in a long line of presidents or VPs from Yale. Here's who came before him.

Former President Donald Trump has selected Yale Law School graduate and Ohio Republican Sen. J.D. Vance as his running mate for the 2024 presidential election.

If Trump and Vance do win this November, it won't be the first time that a Yale University graduate became vice president.

Both former presidents and vice presidents of the United States have graduated from Yale as undergrads or, like Vance, from Yale Law School.

When did J.D. Vance go to Yale?

Vance attended Yale Law from 2010 to 2013 after graduating from Ohio State University with a degree in political science and philosophy.

He would go on to write and publish the best-selling memoir "Hillbilly Elegy" in 2016, later becoming the junior senator of the state of Ohio, where he grew up.

Other presidential Yale graduates

The Ivy League Yale University has produced six other former presidents or vice presidents of the United States, going all the way back to the 1800's.

Here's the list:

John C. Calhoun (Class of 1804)

John C. Calhoun , who would go on to serve as vice president under John Quincy Adams and Andrew Jackson, entered Yale College – as the undergraduate program was known at that time – in 1802 and graduated in 1804.

William Howard Taft (Class of 1878)

William Howard Taft, the Ohio Republican who would become the 27th President of the United States and Chief Justice of the Supreme Court, went to Yale College and graduated second in his class in 1878.

Taft was also part of the Yale secret society known as Skull and Bones , which his father helped form.

Gerald Ford (Yale Law, 1941)

Before serving in the U.S. Navy during World War 2 and becoming the 38th U.S. president, Gerald Ford graduated from Yale Law School in 1941.

Ford was also an assistant coach of the Yale football team while pursuing his law degree.

George H.W. Bush (Class of 1948)

George H.W. Bush , who would later become the 41st U.S. president, graduated from Yale University in 1948.

During his time at Yale, George H.W. Bush was also the third baseman and a captain of the Yale Bulldogs , the school's baseball team. He was also in the Skull and Bones secret society.

Bill Clinton (Yale Law, 1973)

The 42nd president of the United States, Bill Clinton went to Yale Law School and graduated in 1973.

Yale Law is also where Clinton would meet his future wife, Hillary Rodham.

George W. Bush (Class of 1968)

George W. Bush, the 43rd U.S. president, began attending Yale University in 1964. He would graduate in 1968 with a Bachelor of Arts degree in history.

Like his father, George H.W. Bush, and grandfather, George W. Bush was a cheerleader at Yale, having begun his cheer career in high school. He was also a member of the Skull and Bones secret society.

Rin Velasco is a trending reporter. She can be reached at [email protected]

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How Yale Propelled J.D. Vance’s Career

The G.O.P. vice-presidential nominee is remembered as a warm and personable student. But some are perplexed by what they see as his shift in ideology.

Share full article

A low-angle view of a gothic tower at Yale Law School.

By Stephanie Saul

When J.D. Vance applied to law school, he viewed it as a pathway out of his chaotic upbringing in working-class Middletown, Ohio.

Then he won a spot at his dream school. Yale Law not only accepted him for the fall of 2010, but also offered a nearly full ride the first year.

Over the next three years, Yale dramatically influenced the trajectory of his life, leading to important connections, a job in venture capital and marriage to a classmate.

Even his memoir, “ Hillbilly Elegy ,” was partly the outgrowth of a paper he wrote in a Yale class. And he leveraged the story, which chronicles his childhood and the alienation of the working class, into a best seller, a movie deal and a political career — winning election to the U.S. Senate in 2022, at age 38.

Despite Yale’s transformative role in his life, Mr. Vance’s relationship with the school could be summed up as conflicted.

Graduating from Yale was “the coolest thing” he had ever done, “at least on paper,” he wrote in his memoir. But he also portrayed himself as an outsider who flubbed law firm interviews and was baffled when asked whether he preferred chardonnay or sauvignon blanc — he had never heard of either. And his classmates remember his sarcasm and cynicism when discussing what he thought of as the school’s liberal bubble.

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Nation & World

J.D. Vance went to Yale Law School. Here's what to know about his time there.

Sen. J.D. Vance is former President Donald Trump's vice presidential pick for the 2024 election, as Trump announced on Truth Social on Monday, the same day the Republican National Convention kicked off.

Trump passed over established GOP politicians like Sen. Marco Rubio of Florida and Gov. Doug Burgum of North Dakota for the relatively young Senate newcomer, 39-year-old Vance.

While he is the junior senator from Ohio now, Vance graduated from Yale Law School in New Haven, Connecticut. Here's a little more about his time there.

When did J.D. Vance go to Yale?

Vance attended Yale Law School from 2010 to 2013 after graduating from Ohio State University with a degree in political science and philosophy.

He would go on to write and publish the best-selling memoir "Hillbilly Elegy" in 2016, later becoming the junior senator of the state of Ohio, where he grew up.

Did J.D. Vance mention Yale in Hillbilly Elegy?

Yes, a large part of his memoir is about his time at Yale Law.

According to Vance, he received a generous financial aid package to the prestigious law school due to his disadvantaged economic background.

Vance wrote in his memoir that he did appreciate his education at Yale Law and the people he met there. However, he said he felt the class disparity between him and the others at the school, explaining that many students came from middle class upbringings, whereas he came from a poor family with a parent struggling with substance use.

What did J.D. Vance do while at Yale Law School?

Vance met his wife Usha Chilukuri during their time at Yale Law and later got married in 2014.

According to his memoir, Vance became an editor of the Yale Law Journal , an accolade achieved by former Secretary of Labor Robert Reich , former National Security Advisor John Bolton and other notable individuals.

Vance had author, corporate lawyer and John M. Duff, Jr. Professor of Law Amy Chau as one of his law professors. She would give him some sage advice regarding clerkships and career opportunities.

Rin Velasco is a trending reporter. She can be reached at [email protected]

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Women’s Health Research at Yale Announces 2024 Pilot Project Program Awards

2024 women's health research at yale pilot project announcement.

2024 Women's Health Research at Yale Pilot Project Program Investigators W. Mark Saltzman, PhD, (left) and Sandra Springer, MD, (right).

Women’s Health Research at Yale today announced two research awards, one aimed at more effectively treating endometriosis and the second designed to help women who have been incarcerated improve their health outcomes. The research awards, “Long-Acting Degradable Implants for Endometriosis Treatment” and “Mobile Care for Women with a History of Justice Involvement,” are part of Women’s Health Research at Yale’s Pilot Project Program, initiated in 1998.

“Both of this year’s pilot projects have the potential to greatly improve the lives of women,” said Carolyn M. Mazure, PhD, Norma Weinberg Spungen and Joan Lebson Bildner Professor in Women’s Health Research, professor of psychiatry and psychology, and Director of Women’s Health Research at Yale. “I look forward to the progress our impressive investigators will make on two critical areas of women’s health through these year-long awards.”

Long-Acting Degradable Implants for Endometriosis Treatment

This year’s Wendy U. & Thomas C. Naratil Pioneer Award will provide W. Mark Saltzman, PhD, Goizueta Foundation Professor for Chemical and Biomedical Engineering, the opportunity to develop and test long-acting degradable implants designed to treat endometriosis – a painful condition that also can affect the capacity to become pregnant. This approach offers the novel delivery of an FDA-approved drug to treat this common disorder, affecting more than 6.5 million women in America alone.

Saltzman’s research team includes Hugh Taylor, MD, Anita O’Keeffe Young Professor and Chair, Department of Obstetrics and Gynecology and Reproductive Sciences, who has long studied endometriosis. Together, they will determine if a specific estrogen-blocking drug can treat endometriosis with delivery through a manufactured, degradable implantable device. The three phases of this pilot study include determining the proper dose of the estrogen blocker; discovering the optimum placement in the body for a degradable implant; and examining the intervention’s efficacy and safety.

“Funding from Women’s Health Research at Yale is a proven method to bring new technology, new solutions, and new innovation forward,” said Saltzman. “The goal of the program is to get you enough of a research runway so that you can prove to other funders the potential impact of your work, enabling you to continue to develop an intervention, with the ultimate goal of getting it to the women who need it most. This Pilot Project Program award gives me a tremendous advantage.”

Mobile Care for Women with a History of Justice Involvement

Sandra Springer, MD, Professor of Medicine, and Sheela Shenoi, MD, MPH, Associate Professor of Medicine, received this year’s second Pilot Project Program award. Leveraging Springer’s mobile medical unit and mobile retail pharmacy InMOTION, investigators will explore how a mobile model of healthcare can lead to improved outcomes as women rejoin the community from correctional institutions. Springer was awarded an Avant Garde Award by the National Institute of Drug Abuse (NIDA) in June 2022 that resulted in the development of the first legalized mobile retail pharmacy/mobile clinic combination in the United States. The goal of InMOTION is to increase healthcare access and remove barriers by bringing healthcare and medications directly to individuals.

The time of release from incarceration to transitional housing is a particularly difficult adjustment period, and obtaining medical care and medications is often overwhelming. Consequently, women returning to the community often forgo the care they need, despite having a significantly higher prevalence of chronic conditions, such as obesity, diabetes, hypertension, cardiovascular disease, addictive behaviors, and mental health conditions. Working closely with the Connecticut Department of Correction, InMOTION will offer primary and holistic care along with prescription fulfillment where women are living to test the feasibility of mobile medical care to prevent disruptions in care for this population and thus a better outcome.

“We hope this mobile retail pharmacy and clinic will improve access to whole person healthcare for women as they reenter the community after incarceration by overcoming barriers that they often face including lack of transportation and substantial stigma,” said Springer.

“Community-based approaches are important strategies to reach vulnerable women. With the support of the Women’s Health Research at Yale pilot program grant, we hope to demonstrate the feasibility of this model of care to reach at risk women during a tumultuous transition to improve their health outcomes,” said Shenoi.

To learn more about Women’s Health Research at Yale, visit medicine.yale.edu/whr .

About Women’s Health Research at Yale

Women’s Health Research at Yale is an interdisciplinary research center within Yale School of Medicine. Its mission is to improve the health and well-being of everyone. The center studies a wide breadth of topics from cardiovascular disease to cancers and the health of women, examining health differences between and among women and men. Since its inception in 1998, Women’s Health Research at Yale has been recognized as a national model for launching research, translating findings, sharing health information with the public and policymakers, and providing mentored training in interdisciplinary team science. Follow Women’s Health Research at Yale on LinkedIn , X , Facebook , and Instagram and subscribe to their newsletter, Innovations in Women’s Health.

Women's Health

Featured in this article

Carolyn M. Mazure, PhD Norma Weinberg Spungen and Joan Lebson Bildner Professor in Women's Health Research and Professor of Psychiatry and of Psychology
W. Mark Saltzman, PhD Goizueta Foundation Professor of Biomedical Engineering and Professor of Cellular and Molecular Physiology and of Chemical Engineering; Affiliated Faculty, Yale Institute for Global Health; Department Chair, Biomedical Engineering
Hugh Taylor, MD Anita O'Keeffe Young Professor of Obstetrics, Gynecology, and Reproductive Sciences and Professor of Molecular, Cellular, and Developmental Biology; Chair, Obstetrics, Gynecology & Reproductive Sciences; Chief , Obstetrics and Gynecology, Yale New Haven Hospital
Sandra Ann Springer, MD Professor of Medicine (AIDS) and Associate Clinical Professor of Nursing; Director, Infectious Disease Outpatient Clinic, Veterans Administration Healthcare Services, Newington
Sheela Shenoi, MD, MPH, FIDSA Associate Professor of Medicine (Infectious Diseases); Core Faculty, Connecticut AIDS Education & Training Center; Associate Director, Office of Global Health, Yale Medicine; Co-Director, Global Health & Equity Distinction Pathway, Medicine; South Africa Site Director, Global Health Scholars Program, Yale Medicine; Affiliated Faculty, Center for Interdisciplinary Research on AIDS, Yale School of Public Health; Affiliated Faculty, Center for Methods in Implementation and Prevention Science, Yale School of Public Health; Affiliated Faculty, Yale Institute for Global Health; Co-Lead, Medicine; Associate Professor on Term, Epidemiology of Microbial Diseases

White Paper Addresses Key Issues in Legal Battles over Gender-Affirming Health Care

Professor Anne Alstott of Yale Law School and Dr. Meredithe McNamara of the Yale School of Medicine, the co-founders of The Integrity Project at Yale Law School, have co-authored a white paper with a team of international scientists that takes an expert, evidence-based approach to discussing key issues at stake in current legal battles to preserve access to health care for transgender youth.

READ THE WHITE PAPER

Legal battles over transgender rights continue nationwide. From 2022 through 2024, 25 U.S. states have enacted legislation that bans gender-affirming health care for transgender youth. Litigation is ongoing in at least 10 states. A number of federal and state trial courts have enjoined these laws either temporarily or permanently, but some of these decisions have been reversed on appeal , with a 2024 Supreme Court ruling narrowing the legal remedies available to challengers of the bans. On June 24, the Supreme Court agreed to hear the federal government’s challenge to Tennessee’s ban on gender-affirming care, with a decision expected next year.

Central to all these cases is validity of the scientific evidence supporting gender-affirming care. (“ Gender-affirming care ” refers to the individualized treatments provided by medical professionals to trans youth with gender dysphoria. Treatments can include puberty-pausing medications and gender-affirming hormone therapy.) In prior work , The Integrity Project has reviewed the scientific evidence, which confirms that gender-affirming care is standard health care, well grounded in solid studies and authoritative clinical practice guidelines, and has shown that state bans often rest on scientific misinformation .

Critiquing the Cass Review

The new white paper provides an evidence-based critique of a recent independent review in the U.K ., known as the “Cass Review,” that has become central to U.S. litigation. The NHS recently cited the Cass Review in announcing its decision to deny puberty-pausing medications to those under age 18 outside of a research setting. In June 2024, the NHS Health Secretary cited the Review as the rationale for emergency regulations that criminalize the supply of puberty-pausing medications to new patients under 18 in England, Scotland, and Wales.

States and their amici , as well as conservative commentators , have cited these events as support for U.S. bans on gender-affirming care and have characterized the Cass Review as casting doubt on the scientific evidence base for gender-affirming care. Some academics have raised concerns about the Cass Review, but major news outlets have given the Review positive coverage , treating its findings as authoritative. The Cass Review has already been cited by states in preliminary filings with the Supreme Court.

Alstott, McNamara, and their co-authors evaluate the Cass Review and reach a very different conclusion. In fact, the Cass Review does not recommend a ban on gender-affirming medical care, the white paper states.

“It is vital that the national and international medical community, policymakers, and the media understand what the Cass Review is and what it is not,” Alstott said. “The Review will likely be cited by states attempting to ban gender-affirming care, but, in fact, it is does not recommend a ban on medical care for transgender youth.”

Although the Cass Review does criticize the evidence base for gender-affirming care, the Review’s conclusions in this regard are unsupported,” according to McNamara.

According to Dr. McNamara, “The Cass Review is an important document for those considering how to remedy the shortage of health services for transgender young people in the U.K. It is not an authoritative guideline or standard of care, nor is it an accurate restatement of the available medical evidence on the treatment of gender dysphoria.

Troublingly, according to the new white paper, the Cass Review “levies unsupported assertions about gender identity, gender dysphoria, standard practices, and safety of gender-affirming medical treatments, and it repeats claims that have been disproved by sound evidence.” Additionally, the white paper states that the systematic reviews the Cass Review relied on have serious methodological flaws, including the omission of key findings in the extant body of literature.

The new white paper is co-authored by a group of eight legal scholars and scientists. The scientists include M.D. and Ph.D. researchers, academics, and physicians; all have expertise in research and/or clinical practice in gender-affirming care; and their areas of specialty include adolescent medicine, pediatric endocrinology, child and adolescent psychiatry, and epidemiology.

In addition to Alstott and Dr. McNamara, the distinguished authors include Kellan Baker, Ph.D., Executive Director of the Whitman-Walker Institute; Kara Connelly, M.D., Associate Professor of Pediatrics, Division of Endocrinology, School of Medicine, Oregon Health & Science University; Aron Janssen, M.D., Associate Professor of Psychiatry and Behavioral Sciences, Northwestern University Feinberg School of Medicine; Johanna Olson-Kennedy, M.D., Professor of Clinical Pediatrics, Keck School of Medicine of USC; Ken C Pang, FRACP, Ph.D., NHMRC Leadership Fellow and Senior Principal Research Fellow, Murdoch Children’s Research Institute, VIC Australia; Ayden Scheim, Ph.D., Assistant Professor of Epidemiology, Drexel University Dornsife School of Public Health; Jack Turban, M.D., Assistant Professor, Psychiatry, University of California, San Francisco.

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The Department of Comparative Literature at Yale is proud of a long tradition of excellence. For fifty years, it has been a leading graduate program for the study of literature beyond linguistic or national boundaries, for the theory, interpretation and criticism of literature, and for their interactions with adjacent fields including history, philosophy, film, the visual arts, psychology, and ...
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For over 50 years, Yale's Comparative Literature department has been one of the preeminent sites, worldwide, for the comparative practice of literary history and analysis, and for the promulgation of literary theory. From its founding as a unique program for wide-ranging, cross-cultural, philologically and theoretically engaged studies of ...
Comparative Literature
The Department of Comparative Literature introduces students to the study and understanding of literature beyond linguistic or national boundaries; the theory, interpretation, and criticism of literature; and its interactions with adjacent fields like visual and material culture, linguistics, film, psychology, law, and philosophy. The comparative perspective invites the exploration of such ...
Graduate Education
The Yale English Department offers a broad-ranging program of graduate education, with courses that engage all periods of British literature, American literature since its inception, and many of the contemporary interdisciplines (feminism, media studies, post-colonialism, Black studies, LGBTQIA+ studies, and the environmental humanities). The ...
Classics and Comparative Literature
The joint PhD in Classics and Comparative Literature at Yale offers a range of coursework that combines the flexibility of comparative study with the challenge and rigor of classical philology. Yale is famous for its commitment to interdisciplinarity: this degree offers a first hand chance to see that in action. In the first two years of the ...
English Language and Literature < Yale University
Fields include English language and literature from Old English to the present, American literature, and Anglophone world literature. ... (for languages not tested elsewhere at Yale) by the English department; (b) passing an advanced literature course at Yale (graduate or upper-level undergraduate, with director of graduate studies [DGS] ...
PhD Requirements
PhD Requirements - Comparative Literature June 22, 2017 - 2:02pm ... Please enter your first and last name. Year Entered Yale Graduate Program . BA from (institution, year) MA from . If applicable, MA from (institution, year) Course Information. PhD Requirements (and dates completed). The same course(s) may count toward more than one ...
Applying to Comparative Literature at Yale
The McDougal Center serves as "information central" for incoming students. The Center can address new student questions about families, childcare, parking, travel, schedules, or other areas of life at Yale and in New Haven. Contact: (203) 432-BLUE, or [email protected]. Living in New Haven is a Yale-wide web page for all prospective ...
Graduate Program
Yale's graduate program in French literature offers both a rigorous grounding in French Literature and an interdisciplinary approach to French theory, thought, and culture. The graduate curriculum covers the Middle Ages to the present, and the literatures of Africa, the Caribbean, and the Maghreb. Our faculty are involved in programs outside ...
Recent Dissertations in Comparative Literature
Recent Dissertations in Comparative Literature. Dissertations in Comparative Literature have taken on vast number of topics and ranged across various languages, literatures, historical periods and theoretical perspectives. The department seeks to help each student craft a unique project and find the resources across the university to support ...
Combined PhD in Comparative Literature and Film and Media Studies
A. Requirements in Film and Media Studies: 6 courses. FILM 601 Films and Their Study (offered every other Fall term) Four additional seminars in Film Studies. B. Requirements in Comparative Literature: 6 courses. Proseminar in Comparative Literature (taken first term offered) One course in theoretical issues.
Faculty
Search this site. Department of Comparative Literature Home; About; Undergraduate; Graduate; People; Calendar; News
Comparative Literature
Course work Students are required to complete fourteen term courses, at least seven of these (including the Comparative Literature proseminar, CPLT 515) in the Department of Comparative Literature.Students must take at least four courses in Early Modern Studies (offered in several departments), including the core seminar (EMST 700/701); at least one of these courses must be taken outside ...
Dissertations
May 2022. Samuel Huber: "Every Day About the World: Feminist Internationalism in the Second Wave" directed by Jacqueline Goldsby, Margaret Homans, Jill Richards. Shayne McGregor: "An Intellectual History of Black Literary Discourse 1910-1956" directed by Joseph North, Robert Stepto. Brandon Menke: "Slow Tyrannies: Queer Lyricism ...
The Graduate Program in Film and Media Studies
Inaugurated in 2002, Yale's doctoral Program in Film and Media Studies quickly achieved the international stature it enjoys today. Building on a core faculty that had long overseen an impressive undergraduate major, the graduate program attracted incoming faculty who were eager to help shape it. The quality of the students who have applied ...
PhD/Master's Application Process
1) Identify the program and degree you want. 2) Verify the application deadline for your program. 3) Determine what standardized tests you need to take. Register early. 4) Complete your application. Decide whether you will apply for a PhD or a terminal Master's (MA, MS) in one of the programs available at the Graduate School of Arts and Sciences.
Graduate & Professional Study
Yale offers advanced degrees through its Graduate School of Arts & Sciences and 13 professional schools. Browse the organizations below for information on programs of study, academic requirements, and faculty research. ... The Faculty of Arts and Sciences is composed of the departments and academic programs that provide instruction in Yale ...
Graduate Program Information
The Ph.D. program in the Department of Spanish and Portuguese explores the dynamic fields of Latin American, Luso-Brazilian, Latinx, and Iberian studies in all their rich and diverse linguistic, literary, and cultural traditions, and adopting multiple intellectual approaches. The Ph.D. program encourages students to engage with related ...
Ph.D. Requirements
All graduate students pursuing the Ph.D. in Russian Literature and Culture must take "Proseminar: Theory and Methods" (RUSS 851). In addition to this one mandatory course, all students must fulfill the following distributional requirements through graduate-level coursework: Minimum of one course on Slavic literature or culture before the ...
PhD Program in German
Up to 2 credits may be awarded for prior graduate-level work, provided the student's first-year record at Yale is good and the total number of courses taken for credit at Yale are not fewer than 12. The German Literature Track: 4 courses may be taken outside the department. The German Studies Track: 7 courses may be taken outside the department.
Electrical and Computer Engineering < Yale University
Director of Graduate Studies Hong Tang ([email protected]) Professors Hui Cao,* Ronald Coifman,† James Duncan,* Anna Gilbert,† Jung Han, Liangbing Hu, Roman Kuc, Rajit Manohar, A. Stephen Morse, Kumpati Narendra ( Emeritus ), Daniel Prober,* Lawrence Staib,* Hong Tang, Leandros Tassiulas, J. Rimas Vaisnys ( Emeritus ), Fengnian Xia
Professional and Career Development
Yale supports your professional and career development through two complementary offices: the GSAS Assistant Dean for Professional Development and the Office of Career Strategy.Together, we offer one-on-one advising, a range of workshops, online resources, and varied experiential learning opportunities that will make you more successful during graduate school and better prepared for the job ...
Ambient heat during pregnancy linked to increased risk of childhood
Yale School of Public Health researchers evaluate the association between exposure to hot temperatures during pregnancy and the risk of cancer in children. ... "Our study is adding to a growing body of literature that underscores that high ambient temperature not only ... MD, PhD, the study's first author and assistant professor of ...
When did J.D. Vance go to Yale?
Former President Donald Trump has selected Yale Law School graduate and Ohio Republican Sen. J.D. Vance as his running mate for the 2024 presidential election.. If Trump and Vance do win this ...
How Yale Law School Paved JD Vance's Rise
The G.O.P. vice-presidential nominee is remembered as a warm and personable student. But some are perplexed by what they see as his shift in ideology. By Stephanie Saul When J.D. Vance applied to ...
Did Trump's VP pick, J.D. Vance, enjoy Yale Law School? What he said
Vance attended Yale Law School from 2010 to 2013 after graduating from Ohio State University with a degree in political science and philosophy.. He would go on to write and publish the best-selling memoir "Hillbilly Elegy" in 2016, later becoming the junior senator of the state of Ohio, where he grew up.
Women's Health Research at Yale Announces 2024 Pilot Project Program
2024 Women's Health Research at Yale Pilot Project Program Investigators W. Mark Saltzman, PhD, (left) and Sandra Springer, MD, (right). Women's Health Research at Yale today announced two research awards, one aimed at more effectively treating endometriosis and the second designed to help women who have been incarcerated improve their health ...
White Paper Addresses Key Issues in Legal Battles over Gender-Affirming
Professor Anne Alstott of Yale Law School and Dr. Meredithe McNamara of the Yale School of Medicine, the co-founders of The Integrity Project at Yale Law School, have co-authored a white paper with a team of international scientists that takes an expert, evidence-based approach to discussing key issues at stake in current legal battles to preserve access to health care for transgender youth.

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Ambient heat during pregnancy linked to increased risk of childhood cancer

ALL – a rare childhood cancer

Temperature increase linked to a higher risk

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