First-Year Handbook Dear Je Spiders — Class of 2023!
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Yale University a Framework for Campus Planning a Framework for Campus Planning
FRAME WW ORK PLAN University Context ORK PLA N Structure Yale University A Framework for Campus Planning A Framework for Campus Planning FRAME W ORK PLAN Yale University A Framework for Campus Planning April 2000 Cooper, Robertson & Partners Architecture, Urban Design Copyright © 2000 by Yale University. All rights reserved, including the right to reproduce this document or portions thereof in any form whatsoever. For information contact: Yale University, Office of Facilities, University Planning. CONTENT S Foreword Introduction 1 Yale’s Urban Campus 7 New Haven Context 10 University Setting 16 Historic Development 16 Structure 26 Campus Systems 30 Uses 30 Built Form 33 Landscape and Open Space 36 Circulation 39 Pedestrian 39 Vehicular 42 Bicycles 45 Parking 46 Services 50 Signage 51 Lighting 56 Summary 58 Principles for the Future 61 Open Space and Development Opportunities 69 Core 72 Broadway/Tower Parkway 74 Hillhouse 76 Science Hill 78 Upper Prospect 80 Medical Center 82 Yale Athletic Fields 84 Additional Areas of Mutual Interest 86 Campus Framework Systems 89 Uses 92 Built Form 94 Landscape and Open Space 98 Circulation 115 Pedestrian 116 Vehicular 119 Bicycles 128 Parking 130 Signage 140 Lighting 144 Neighborhood Interface 148 Planning Considerations 153 Accessibility 156 A Perspective on Historic Preservation 158 Environmental Aspects 160 Direct Economic Impact of Yale 165 in New Haven and Connecticut Information Technology 170 Utilities 173 Major Initiatives 177 Glossary of Terms 184 Acknowledgments 185 FORE W ORD Thanks to the generosity of Yale’s alumni and friends, the University is in the midst of the largest building and renovation program since its transformation during the period between the World Wars. -
A Timeline of Women at Yale Helen Robertson Gage Becomes the first Woman to Graduate with a Master’S Degree in Public Health
1905 Florence Bingham Kinne in the Pathology Department, becomes the first female instructor at Yale. 1910 First Honorary Degree awarded to a woman, Jane Addams, the developer of the settlement house movement in America and head of Chicago’s Hull House. 1916 Women are admitted to the Yale School of Medicine. Four years later, Louise Whitman Farnam receives the first medical degree awarded to a woman: she graduates with honors, wins the prize for the highest rank in examinations, and is selected as YSM commencement speaker. 1919 A Timeline of Women at Yale Helen Robertson Gage becomes the first woman to graduate with a Master’s degree in Public Health. SEPTEMBER 1773 1920 At graduation, Nathan Hale wins the “forensic debate” Women are first hired in the college dining halls. on the subject of “Whether the Education of Daughters be not without any just reason, more neglected than that Catherine Turner Bryce, in Elementary Education, of Sons.” One of his classmates wrote that “Hale was becomes the first woman Assistant Professor. triumphant. He was the champion of the daughters and 1923 most ably advocated their cause.” The Yale School of Nursing is established under Dean DECEMBER 1783 Annie Goodrich, the first female dean at Yale. The School Lucinda Foote, age twelve, is interviewed by Yale of Nursing remains all female until at least 1955, the President Ezra Stiles who writes later in his diary: earliest date at which a man is recorded receiving a degree “Were it not for her sex, she would be considered fit to at the school. -
Factsheet 2001-02
Yale University -- Some Facts and Statistics Yale University is a private, independent institution founded in 1701. # of Solicited # of Alumni Semester system; 295-acre campus in New Haven, Connecticut. University Alumni Donors: Alumni Donors % Participation Yale University is a large research university with a wide array of programs, departments, 1994-95 110,153 49,410 45% Schools (Yale College, Graduate School of Arts & Sciences, and 10 Professional Schools), 1996-97 111,506 52,849 47% centers, museums, and many affiliated organizations. This summary addresses some 1998-99 114,642 50,314 44% frequently asked statistical questions about Yale, especially those concerning the 2000-01 117,265 47,891 41% undergraduate programs. Only a subset of Yale's resources are represented here. Fall, 2001 Enrollment: Male Female TOTAL Undergraduate Fees: Tuition Room & Board Total Yale College: 2,661 2,592 5,253 1994-95 $19,840 $6,510 $26,350 Special (Degree and Non-Degree) 17 16 33 1995-96 $21,000 $6,630 $27,630 1996-97 $22,200 $6,680 $28,880 Graduate School of Arts & Sciences: 1,270 1,064 2,334 1997-98 $23,100 $6,850 $29,950 1998-99 $23,780 $7,050 $30,830 Professional Schools: 1999-00 $24,500 $7,440 $31,940 Architecture 111 61 172 2000-01 $25,220 $7,660 $32,880 Art 52 67 119 2001-02 $26,100 $7,930 $34,030 Divinity 196 163 359 2002-03 $27,130 $8,240 $35,370 Drama 80 105 185 2000-01 Undergraduate Financial Aid: Forestry and Environmental Studies 128 157 285 All scholarships and grants are awarded on the basis of demonstrated financial need. -
2018-2019 Newsletter
2018-2019 Newsletter The YDA by the Numbers: Another Outstanding Year The Yale Debate Association continued to dominate both at 1 home and abroad this year. The The YDA’s US team snagged its tenth consecutive Ranking Club of the Year Award and broke three teams and five judges at the World Universities Debating Championships among a long list 10 of its other stellar accomplishments Years in a Row from this year. as Top US Team The team excelled once more at APDA Nationals, with one team reaching semifinals, and one team reaching quarterfinals. By stay- ing on top of the ranks throughout the season, Yale also keep its COTY status for the tenth year in a row, leading second place team 8 Harvard by over 40 points. Tournaments Won Yale also performed strongly at WUDC. Three of five teams broke to elimination rounds, with Yale B reaching quarterfinals, and Yale A and Yale C both reaching double-octafinals. All five Yale-affiliat- 5 ed judges also judge broke. Top Speaker Awards The YDA had another oustanding year, and is looking forward to the next! Excellence at APDA Nationals The YDA had another incredible year at APDA Nationals. Eleven 11 team members qualified, and five Debaters teams competed at Nationals, Qualified to including two novices. Yale's Nationals competitors performed very well. Three debaters earned top twenty speaker awards: Will Arnesen ('20), also 10th Speaker of the Year, was 2nd speaker, Ellie Singer ('21) was 6th speaker, and Jack Kelly ('21) was 16th speaker. Two teams also broke to elimination rounds. -
Joseph J. Fischel Curriculum Vitae [email protected]
joseph j. fischel curriculum vitae [email protected] ACADEMIC APPOINTMENTS WOMEN’S, GENDER, & SEXUALITY STUDIES, YALE UNIVERSITY associate professor (2017-present) assistant professor (2012-2017) director of graduate studies (2017-2018; 2019-present) director of undergraduate studies (2013-2015, 2016-2017) YALE UNIVERSITY COMMUNITY fellow, Whitney Humanities Center (2017-2018; 2019-2020) residential fellow, Silliman College (2013-2015; 2016-2018) VISITING APPOINTMENTS research affiliate, Gender & Sexuality Studies, Tulane University (2016, 2019) sabbatical visitor, Center for Gender & Sexuality Studies, Columbia Law School (2018) postdoctoral fellow, Pembroke Center, Brown University (2011-2012) EDUCATION POLITICAL SCIENCE doctor of philosophy, Department of Political Science, University of Chicago (2011) master of arts, Department of Political Science, University of Chicago (2007) bachelor of arts with honors, Government, Wesleyan University (2004) LAW master of studies in law, Yale Law School (2021) GENDER STUDIES graduate certificate, Center for Gender & Sexuality Studies, University of Chicago (2010) PUBLICATIONS BOOKS • Sodomitical Justice: A Solicitation (Sexuality Studies, Temple University Press, forthcoming) • Enticements: Queer Legal Studies (co-editor; NYU Press, forthcoming) • Screw Consent: A Better Politics of Sexual Justice (University of California Press, 2019) • Sex and Harm in the Age of Consent (University of Minnesota Press, 2016) 1 PUBLICATIONS (CONT’D) JOURNAL ARTICLES • “Capability without Dignity?” Contemporary -
CURRICULUM VITAE Name: Michele Barry, MD, FACP, FASTMH Spouse
CURRICULUM VITAE Name: Michele Barry, MD, FACP, FASTMH Spouse: Mark Cullen, MD Email: [email protected] Office: (650) 736-0336 Mailing address: 291 Campus Drive Children: Zoe B. Cullen Yale '06 Room LK3C02 Esme B. Cullen Brown '08 Stanford, CA 94305-5101 Education AB 1974 Bryn Mawr College, Bryn Mawr, PA (magna cum laude) MD 1977 Albert Einstein College of Medicine, New York, NY (AOA) DTM 1980 Diploma, Tropical Medicine, Walter Reed Hospital, Washington DC Career 1977-1978 Internship, Medicine Yale-New Haven Hospital, New Haven, CT 1977-1981 Residency, Medicine Yale-New Haven Hospital, New Haven, CT 1980-1981 Chief Resident, Ambulatory Care Yale-New Haven Hospital, New Haven, CT 1980 Diploma, Tropical Medicine Walter Reed Hospital, Washington DC 1980-1997 Director of Medicine, Southeast Asian Refugee Clinic Yale University School of Medicine, New Haven, CT 1981-1983 Fellow, Medicine, Rheumatology Section Yale University School of Medicine, New Haven, CT 1983 Hastings Center for Ethics Fellowship 1981-2009 Co-Director International Health Program Yale University School of Medicine, New Haven, CT 1981-1986 Assistant Professor of Medicine Yale University School of Medicine, New Haven, CT 1986-1994 Associate Professor of Medicine Yale University School of Medicine, New Haven, CT 1994-2009 Professor of Medicine and Global Health Yale University School of Medicine, New Haven, CT 1991-2012 Associate Editor: Travel Medicine Advisor Publisher: American Health Consultants 1993-1994 Medical Journalists: Condé Nast Publications 1995-2010 -
New York University the Residential College Program Goddard
New York University The Residential College Program Leadership and Public Service: Residential College Goddard Hall Spring 2019 COURSE ADMINISTRATOR: Briana Mathew ([email protected]) COURSE OVERVIEW The Residential College Program provides holistic learning experiences to our community members. These small, interconnected, student-driven residential communities are grounded in support through intentional interactions and reflective exploration. This form of learning emphasizes critical analysis and personal reflection while encouraging a heightened sense of community, civic engagement, and personal responsibility. The work you do for this course is aimed at enhancing your critical thinking and leadership skills. The course prepares you for active membership in the Residential College community by asking you to identify and engage directly with community needs, challenge your own assumptions, and integrate multiple points of view. A requirement of admission to The Residential College Program is the completion of the Residential College course in Leadership and Public Service. Active and successful participation in community events counts toward completion of this course. For successful completion of this course, participants must present demonstrable proof of their engagement in the various communities of which they are a part and must account for their personal development as a scholar-leader. By accepting admission to The Residential College Program, you have agreed to adhere to this requirement and to complete the associated evaluations. COURSE REGISTRATION All students living in the Residential College must be registered for the course for each semester they are in residence. Leadership and Public Service is a required zero-credit, pass/fail course. Students in the Residential College at Goddard will need to enroll in the class. -
How to Build a Residential College
Vi e w p o i n t How to Build a Residential Co l l e g e by Robert J. O’Hara ritics of higher education in the United States have been missing their proper target for many years. It Cmay be true on some large campuses that “tenured radicals” and trendy courses have politicized the curriculum and brought about a local collapse of Western civilization. But it is also true that radical professors have been annoy- ing the establishment since Peter Abelard disturbed the church fathers in medieval Paris and trendy courses have been objects of scorn since Harvard University first allowed its students to substitute French for Hebrew (in 1787). The real crisis in higher education today is not about the curriculum, it is about the poverty of student life. At most large universities in the last 40 years, the faculty have given up all responsibility for the lives of students outside the classroom and the resulting vacuum has been fil l e d with nonacademic residence life departments. For a gener- ation, troubles such as out-of-control dormitories, social iso- lation, alcohol abuse, institutionally promoted segregation, and a complete lack of connection between the classroom and life outside the classroom have plagued universities that nevertheless advertise themselves as “caring” and “ s t u d e n t - c e n t e r e d . ” The solution to the problem of the poverty of campus life is simple and radical: we must return the faculty to their proper place—not just as teachers in the classroom R o b e r t J. -
Class of 2022 Class of 2022 Welcome to Silliman!
silliman college class of 2022 class of 2022 welcome to silliman! ndergraduate life at Yale College is organized around fourteen residential colleges where students live, eat, Uattend seminars and workshops, and participate in intellectual, artistic, and social activities. Each college is a cohesive community with its own character and traditions. A Head and Dean live in each college with their families, and there are apartments where faculty members live as Resident Fellows. Silliman is the largest college at Yale, occupying most of a city block. Whereas other colleges house their first-year students on Old Campus, first-year students in Silliman College, Benjamin Franklin College, Pauli Murray College, and Timothy Dwight College enjoy the privilege of living in their own colleges. Silliman’s courtyard alternates as an informal Entryways: J, K, & L athletic field, a site for college festivities, and a place for quiet repose. Over one hundred members of the faculty, staff, and What to look forward to... administration are Fellows of Silliman, and they are invited to eat in the college dining hall and participate in college activities. This booklet contains information about the The aim is to promote interchange between faculty and accommodations, facilities, and activities in Silliman College. students. It also contains important practical information to keep in mind. You will find it a useful guide during the first days of Silliman offers a wide range of activities and is known for college. the enthusiasm of its students. It is a truth, universally acknowledged, that Silliman is the most awesome college at Silliman is a vibrant place, alive with diverse activities, Yale. -
JULY 29-AUGUST 1, 2013 ASPEN MEADOWS Ring RECEPTION CENTER F MARBLE Or KRESGE BUILDING K GARDEN Ri V E R
il RESNICK-MALEK ra HEALTH CENTER T CAMPUS Hiking l i a r DOERR-HOSIER T CENTER e d Meadows Trail an r eek (to Rio Grande Trail) MAP G tle Cr Rio Cas ACTION WALL R oa JULY 29-AUGUST 1, 2013 ASPEN MEADOWS ring RECEPTION CENTER F MARBLE or KRESGE BUILDING k GARDEN Ri v e r oad WN ASPEN O s R w WNT Bike Path MeadOo DO T ANDERSON PARK ASPEN MEADOWS RECEPTION CENTER Plato’s, Meadows Restaurant, Hefner Lounge, ACTION Hiking Trail Merrill Patio, Bernhard WALL Walking Path RESNICK-MALEK HEALTH CENTER DOERR-HOSIER CENTER GREENWALD Registration, McNulty, Kaufman, Catto, PAVILION Resnick Gallery, Isaacson History Room MARBLE GARDEN BUCKMINSTER FULLER DOME KRESGE BUILDING Hines KOCH SEMINAR BUILDING GREENWALD PAVILION MAYER PATIO KOCH SEMINAR BUILDING PAEPCKE Booz Allen Hamilton, Lauder, Stranahan MEMORIAL BUILDING BUCKMINSTER FULLER DOME PAEPCKE MEMORIAL BUILDING Auditorium, Adelson Gallery, Clarke Library BENEDICT MUSIC TENT MAYER PATIO BOETTCHER SEMINAR BUILDING Dingman, Hudson, Harris BOETTCHER SEMINAR WE CYCLE BUILDING SHUTTLE STOP eet WN ASPEN Bicycle Share See transportation tr HARRIS HALL O Station guide d S WNT hir T O DO T Aspen Club & Spa The Aspen Institute is an educational and policy studies organization based in Washington, DC. Its mission is to foster leadership based on enduring values and to provide a nonpartisan venue for dealing with critical issues. The Institute has campuses in Aspen, Colorado, and on the Wye River on Maryland’s Eastern Shore. It also maintains offices in New York City and has an international network of partners. ASPEN The Aspen Institute does this primarily in four ways: Gondola C Plaza Seminars, which help participants reflect on what they think makes a good society, thereby DEAN ST. -
Residential College in the Arts and Humanities Language Fellowship Program Call for Applications 2018-2019
Residential College in the Arts and Humanities Language Fellowship Program Call for Applications 2018-2019 The Residential College in the Arts and Humanities (RCAH), in collaboration with the Graduate School at Michigan State University (MSU), announces a language fellowship program in undergraduate teaching and learning for MSU graduate students. The RCAH is an interdisciplinary college with a strong commitment to social justice, civic engagement, the visual and performing arts, and world languages and cultures. A description of the program and information of the application process are detailed below. Program Description The RCAH provides its undergraduate students with opportunities to apply and strengthen their knowledge of world languages and cultures through a project-based Cultures and Languages Across the Curriculum (CLAC) program. Graduate students selected for this fellowship participate in different components of the CLAC Program; this includes: ● Facilitating weekly immersion, project-based sessions in a world language for all levels of language learners ● Collaborating with RCAH faculty to be a guest speaker in an RCAH course ● Participating in and lead weekly meetings with other RCAH language fellowship recipients, faculty, and staff ● Designing and implementing research projects in areas such as needs assessment, materials development, instructional delivery, and program evaluation ● Creating and coordinating CLAC events for RCAH students and the wider community Eligibility Eligible graduate students must be enrolled full-time in any MSU college, be in good academic standing, and be making progress toward a terminal degree in their field. Additionally, fellows have (near) native fluency in any language other than English. Each fellow receives a stipend of $8000 to help support CLAC research project expenses, professional development workshops, and/or travel to professional conferences. -
Notabene Fall 2018
Nota Bene News from the Yale Library volume xxxiii, number 1, summer/fall 2018 Yale librarY Honored for internsHi s and outreacH Yale University Library received the frst annual Ivy Award from New Haven Promise, a program that provides scholarships and career development sup- port to graduates of New Haven schools. The award, presented on August 16, recognizes the library’s strong support of the group’s career launch and civic engagement initiatives. “In the last year, Yale University Library has strengthened its commitment by hiring eleven paid interns in 2018,” noted New Haven Promise President Patricia Melton. Melton also praised the library’s public outreach, with special mention of the Beinecke Rare Book and Manuscript Library. “Because of your involvement and dedication, our organization, our internship program, and the greater New Haven community have prospered and continued to fourish,” she concluded. Yale libraries hosted fourteen of the ninety-eight Yale University Library is the The eleven Yale University Library interns worked Promise interns at Yale last summer. (See related frst recipient of New Haven in Library Information Technology, the Center for article, pp. 8-9.) Promise’s Ivy Award. Photo: Cristina Anastase Science and Social Science Information, the Stat Lab, “We are honored by this award, which refects User Experience and Assessment, and the Beinecke the commitment of many library staf to serve as Library. Two more Promise interns worked in the supervisors, mentors, and colleagues to the interns,” reference library of the Yale Center for British Art and said Susan Gibbons, the Stephen F. Gates ’68 one in the Lillian Goldman Law Library.