yale what constitutes an advanced level course

What are the attributes of Yale College?

An advanced language course with emphasis on developing vocabulary and grammar, practice reading comprehension, speaking on a variety of topics, and writing in both formal and informal styles. Use storytelling, discussion, peer group activities, audio and written journals, oral presentations, and supplemental audiovisual materials and texts in class.

What is an advanced language course?

On the intensive track, students achieve an advanced level by their second year. In L5 courses (GMAN 150-200) students deepen their background and proficiency in specific areas. Introductory Seminars. In the language sequence after the intermediate level, students take seminars on major texts from the German literary tradition by genre: poetry, drama, and prose.

How do I get a master’s degree at Yale College?

Students interested in obtaining the Certificate of Advanced Language Study in Vietnamese must take four (4) courses beyond L4 level (VIET 140 or VIET 142): At least two (2) of which must be Yale courses designated as L5 (VIET 150 and VIET 160). Up to two (2) non-L5 Yale courses conducted in Vietnamese and at the appropriate advanced level may ...

How often are graduate degrees awarded at Yale University?

This course provides students with advanced physiologic and pathophysiologic concepts central to understanding maintenance of health and the prevention and management of disease across the lifespan. Content on cellular function, genetics, immunology, inflammation, infection, and stress and adaptation provides the framework on which further specialty content knowledge is …

What is an advanced college course?

An Overview Advanced coursework refers to classes that provide students the opportunity to earn college credit in high school. Such courses include, but are not limited to, Advanced Placement, International Baccalaureate, and dual enrollment.

What do Yale course numbers mean?

Departments number their courses according to different schemes, and course numbers do not necessarily reflect whether courses are more or less advanced or more or less difficult. In some departments, courses are numbered in ascending order, going from introductory to intermediate and advanced.

What is credit D fail Yale?

The Credit/D/Fail option Any course in Yale College may be taken Credit/D/Fail rather than for a letter grade. If you take a course Credit/D/Fail, a grade of C– or above will be converted on your transcript to “CR.” Grades of D+, D, D–, or F will appear on the transcript as reported by the instructor.

What grade is an A at Yale?

Grading at YaleB+C+A = ExcellentB = GoodC = SatisfactoryA-B-C-

How many credits is a Yale course?

Yale College does not measure credit by credit hours, but by course credits—normally one credit for each term course. The course load of a Yale undergraduate is somewhat heavier than that of students in other colleges or universities, many of which require only thirty-two course credits for graduation.

How are Yale courses numbered?

In some departments, courses are numbered in ascending order from introductory to intermediate to advanced. In others, courses are grouped primarily by subject matter and thus the number of a course (usually with the exception of the 400 range) bears no particular relation to its level of difficulty.

How do you get Credit d at Yale?

Any course in Yale College may be taken Credit/D/Fail rather than for a letter grade. If you take a course Credit/D/Fail, a grade of C– or above will be converted on your transcript to “CR.” Grades of D+, D, D–, or F will appear on the transcript as reported by the instructor.

What is Credit D?

About Credit/D/Fail The Credit/D/Fail (Cr/D/F) grading policy was created to: Encourage exploration of other subjects outside their program of study, Emphasize learning and academic exploration of the new and unfamiliar, and. Expose students to a broader-based curriculum.

Can you fail out of Yale?

Failure in three classes A record that shows three grades of F in a term or over two or three successive terms will normally result in the student's dismissal from Yale College.

Is Yale on a 4.0 scale?

In truth, you need close to a 4.0 unweighted GPA to get into Yale. That means nearly straight As in every class.

What grade is H at Yale?

Students who receive one or more LP, F, or NC grades in a given term are subject to being placed on academic warning or academic probation (see section on Academic Deficiencies below)....Grading System.GradeDescriptionHonors (H)= ExemplaryHonors minus (H–)= ExcellentHigh Pass plus (HP+)= Very GoodHigh Pass (HP)= Good6 more rows

What GPA score is required for Yale?

4.14With a GPA of 4.14, Yale requires you to be at the top of your class. You'll need nearly straight A's in all your classes to compete with other applicants.

What is the first level of advanced learner sequence?

First level of the advanced learner sequence. Intended for students with some aural proficiency but very limited ability in reading and writing Chinese. Training in listening and speaking, with emphasis on reading and writing.

What is the Japanese anthropology course?

Taking an anthropological perspective, this course provides an introductory survey of Japan, which is designed to interest students who not only wish to learn about the different conditions of modern Japanese life but are also curious about the enormous global impact that this non-Western society has had over the last century. Japan currently faces a historically crucial moment as it fosters more international ties—both within and outside Asia—moving beyond its postwar relationship with the United States. In this seminar, we discuss topics of the workplace, schooling, youth culture, family matters, gender and feminism, religion and nationalism, social media, and demographic challenges. As such, the course draws on scholarship from across the social sciences as well as a broad range of perspectives about contemporary Japan, considering thematically coherent issues that inform students on how Japan’s complex society may be approached by anthropologists.

What is the study of childhood and domesticity in East Asia?

This course offers an overview of burgeoning studies of childhood and domesticity in East Asia to get us to think about childhood and domesticity as methodologies of studying East Asia and history in general. Instead of learning about children “as they were,” this course examines how childhood and domesticity were socially constructed. East Asia is our geographical focus, although this course also introduces students to relevant key works in studies of childhood in the United States and Europe. This course focuses on several key questions. How do studies of childhood and domesticity enhance, challenge, and/or broaden our understanding of East Asia? How were normative conceptions of childhood, domesticity, and family constructed and challenged throughout the 20th century? How does scholarship on childhood and domesticity help us understand our own experiences of childhood, family, and homes? How can we make connections between the familiar/mundane everyday life with more explicitly political issues, such as wars and economy? Through a transnational approach, we situate East Asia within the global, transnational circulation of ideas, people, money, and practices that continue to shape how we perceive and experience our childhood, family, and domesticity.

What is the history of Japan and Germany?

This course examines the histories of Japan and Germany from the founding of the two as modern nation states through the present. Relatively latecomers compared to supposedly “normal” nation states like the United States, France, and the United Kingdom, both societies followed similar, sometimes connected paths. The course introduces students to connections between East Asia and Europe through the nineteenth and twentieth centuries and explores how the specific parallels and entanglements between Japan and Germany shaped the histories of both regions. The course emphasizes themes of race, gender, and empire. Students engage with texts in history, sociology, and anthropology to answer key questions about Japanese and German history with particular emphasis on the question: is there something “peculiar” about their histories that led them to similar outcomes?

What is topics in Chinese?

Top­ics vary from year to year but in general include intellectual typologies and affiliations, relating received texts and excavated manuscripts, the role of Han editors in shaping pre- Han textual traditions, ruling ideology, and comparisons with other parts of the ancient world.

What is a reading from a selection of representative texts from modern to contemporary Japanese literature?

Readings from a selection of representative texts from modern to contemporary Japanese literature with a focus on comprehension, translation, critical reception, and close reading. Students have the opportunity to select a few texts of interest in consultation with the instructor.

What is a Chinese study course?

A research course in Chinese studies, designed for students with background in modern and literary Chinese. Exploration and evaluation of the wealth of primary sources and research tools available in Chinese. For native speakers of Chinese, introduction to the secondary literature in English and instruction in writing professionally in English on topics about China. Topics include the compilation and development of Chinese bibli­ographies; bibliophiles’ notes; editions, censorship, and textual variation and reliability; specialized dictionaries; maps and geographical gazetteers; genealogies and biographi­cal sources; archaeological and visual materials; and major Chinese encyclopedias and compendia.

What is a seminar in research?

Often open to both graduate students and undergraduates, these seminars typically focus on a narrower or more complex topic related to the specific research-interests of individual faculty members. These courses do not always have higher course numbers and only sometimes have specific prerequisites, but students should expect a higher level of conversation and a more freeform style in such seminars.

What are the German Modernities?

These courses are typically conceived in the context of wider trends and concerns of European and intellectual history, such as the Enlightenment and Romanticism. In addition to literature, the “German Modernities” sequence features other genres, such as philosophy, opera, film and the visual arts.

How often are Yale degrees awarded?

Graduate School degrees are awarded twice each year, at Commencement in May and in the fall (normally in December, depending on the schedule of the Yale Corporation). Degrees are not granted automatically. Students must file a petition for each degree by the appropriate date (see Schedule of Academic Dates and Deadlines ). Petitions that have received favorable recommendations from the student’s department are reviewed by the Degree Committee. When the degree committee has given its approval, the petition is forwarded to the faculty of the Graduate School and then to the Yale Corporation. If the petition is successful, the student will be notified in writing by the dean of the Graduate School.

What is a teaching fellow at Yale?

The Teaching Fellow Program (TFP) is the principal framework at Yale in which graduate students learn to become effective teachers. Learning to teach and to evaluate student work is fundamental to the education of graduate students. Teaching is required in many departments and is an expectation for all doctoral students. All graduate students teaching for the first time at Yale are required to attend a “Teaching @ Yale Day” (T@YD) orientation. The TFP provides opportunities for graduate students to develop teaching skills, under faculty guidance, through active participation in the teaching of Yale undergraduates. Teaching fellows who encounter problems or difficulties related to their teaching appointments are encouraged to meet with their associate dean. A student must be registered in the Graduate School, at least half-time, to be appointed as a teaching fellow (TF) or as a part-time acting instructor (PTAI). TFs assist faculty in teaching relatively large undergraduate courses. PTAIs are responsible for small undergraduate courses, subject to guidance and advice by department faculty. For a more detailed description of these types of appointments, see Teaching Fellow Levels in the Financial Aid section under Financing Graduate School.

How to write a prospectus for a dissertation?

The appropriate form and typical content of a prospectus inevitably vary from field to field. In most cases, however, a prospectus should contain the following information: 1 The name of the dissertation adviser. 2 A statement of the topic of the dissertation and an explanation of its importance. What in general might one expect to learn from the dissertation that is not now known, understood, or appreciated? 3 A concise review of what has been done on the topic in the past. Specifically, how will the proposed dissertation differ from or expand upon previous work? A basic bibliography should normally be appended to this section. 4 A statement of where most of the work will be carried out—for example, in a Yale library or another library or archive, in the laboratory of a particular faculty member, or as part of a program of fieldwork at specific sites in the United States or abroad. 5 If the subject matter permits, a tentative proposal for the internal organization of the dissertation—for example, major sections, subsections, sequence of chapters. 6 A provisional timetable for completion of the dissertation.

What is candidacy in graduate school?

Admission to candidacy indicates that the department and the Graduate School consider the student prepared to do original and independent research. Students will be admitted to candidacy when they have completed all predissertation requirements, including the dissertation prospectus and excluding any required teaching. Admission to candidacy will normally take place by the end of the third year of study. Any programmatic variations from this pattern that have been approved by the Executive Committee of the Graduate School are described in the individual department statements. Training in teaching can occur both before and after a student is admitted to candidacy. A student who has not been admitted to candidacy at the expected time will not be permitted to register for the following term. At the time of advancement to candidacy, students who have not petitioned for or received en route degrees (e.g., M.A., M.S., M.Phil.) will automatically be considered for such degrees. If a student advances to candidacy after the deadline to submit a petition for the degree in that term, the student will be considered for a degree in the following term.

How long does it take for a prospectus to be approved?

However, substantive deviation from the dissertation project outlined in a prospectus (as determined by the director of graduate studies and associate dean) will require that the student draft a new prospectus to be approved by the dissertation committee at least six months prior to the submission of the dissertation.

How many years do you have to do a dissertation?

The remaining time, typically two to three years, is devoted to conducting research and writing the dissertation.

What are the requirements for a doctoral degree?

Each course offered in the Graduate School counts for a single credit or, in rare cases, one-half credit. Only courses offered by the Graduate School and officially numbered on the graduate level (i.e., 500 or higher), and receiving a qualitative grade of Honors, High Pass, or Pass, can fulfill requirements for the doctoral degree, with the exception of certain undergraduate language courses or where specified in advance by the department or program. Although departments may set more stringent requirements, to meet the minimum Graduate School quality requirement for the Ph.D., students must achieve the grade of Honors in at least one full-year, two-credit graduate course or two one-credit graduate courses taken after matriculation in the Graduate School and during the nine-month academic year. The Honors requirement must be met in courses other than those concerned exclusively with dissertation research and preparation.

What is an advanced level Hebrew course?

An advanced level Modern Hebrew course which focuses on contemporary Israeli art, from 1948 until today. The course aims to expand student’s knowledge of the Hebrew language and refine their writing, reading, speaking, and listening skills through the exposure to authentic materials in the field of the visual arts. Students engage with diverse Israeli visual art productions—such as: paintings, drawings, sculpture, photography, new media etc.—and employ critical thinking to discuss and analyze a variety of art pieces. Prerequisite: Completion of L4 (Modern Hebrew) or a placement exam. L5 RP#N#MW 2:30pm-3:45pm

What is the second part of LiTR 348?

A sequel to LITR 348, The Practice of Literary Translation . Students apply to this workshop with a project in mind that they have been developing, either on their own or for a senior thesis, and they present this work during the class on a regular basis. Practical translation is supplemented by readings in the history of translation practice and theory, and by the reflections of practitioners on their art. These readings are selected jointly by the instructor and members of the class. Topics include the history of literary translation—Western and Eastern; comparative approaches to translating a single work; the political dimension of translation; and translation in the context of religion and theology. Class time is divided into student presentations of short passages of their own work, including related key readings; background readings in the history of the field; and close examination of relevant translations by accomplished translators. Students receive intensive scrutiny by the group and instructor. Prerequisite: LITR 348.#N#Th 3:30pm-5:20pm

What is the RP#N#TTH?

Instruction in the linguistic needs of students who have reading knowledge of Biblical Hebrew but cannot read or converse in Modern Hebrew. Concentration on reading comprehension of Modern Hebrew for research purposes, particularly scholarly texts tailored to students’ areas of interest. Two years of Biblical or Modern Hebrew studies, or permission of the instructor. RP#N#TTh 11:35am-12:50pm

What is emancipation politics?

A study of the various forms of emancipation politics in the nineteenth century. Conventional historiography has identified Haskalah (Jewish Enlightenment) and religious reform as the predominant forms of emancipation politics. This course explores neglected forms of emancipation politics including: the citizen intercessor, lawyers using law, organized community politics, cooperation with the state, opposition to the state, horizontal alliances, public protests, private diplomacy, etc.#N#Th 3:30pm-5:20pm