Yale University New Faculty Orientation Handbook Contents
3 New Faculty Orientation Agenda
7 Welcome to Yale
9 New Faculty Orientation Participants
12 New Faculty Biographies & Headshots
32 Get the Facts!
41 Titles IV Policies at Yale
78 Teaching at Yale: An Introduction to the Yale Center for Teaching and Learning
91 Understanding Review, Promotion and Leaves
132 Yale Faculty Handbook: Full Document
134 Research & Teaching Resources: Concurrent Sessions
135 Session A: Using Yale Library Resources in Your Research & Teaching
138 Session B: Managing Grants, Contracts, & External Funding at Yale
167 Session C: Using Yale’s Collections in your Research & Teaching
176 Session D: Teaching, Learning and Research with Technology
179 Session E: Environmental Health & Safety in your Lab/Research
190 Office of Post Doctorial Affairs
193 TEAL Classroom
Yale University
New Faculty Orientation Agenda 2014-2015 New Faculty Member Orientation Academic Year 2014 – 15
Tuesday, August 19th
5:30 pm Welcome BBQ with Provost (New Faculty & Guests, Deans, and Chairs invited) 35 Hillhouse Avenue Ben Polak Provost of Yale University; William C. Brainard Professor of Economics and Management
Wednesday, August 20th
8:00 am Registration and Breakfast Presidents Room, 2nd Floor of Memorial Hall
8:30 am Introductions & Overview of Agenda James Antony Associate Provost
8:45 am Welcome to Yale Peter Salovey President of Yale University; Chris Argyris Professor of Psychology
9:00 am Undergraduate and Graduate Students at Yale: An Overview Presidents Room, 2nd Floor, Memorial Hall Lynn Cooley Dean, Graduate School of Arts and Sciences; C. N. H. Long Professor of Genetics and Professor of Cell Biology and of Molecular, Cellular, and Developmental Biology
Jonathan Holloway Dean of Yale College; Professor of History, American Studies and African American Studies
10:00 am Break
10:15 am Title IX Policies at Yale Presidents Room, 2nd Floor of Memorial Hall David Post Professor of Ecology and Evolutionary Biology Chair, University-Wide Committee on Sexual Misconduct
Stephanie Spangler Deputy Provost for Health Affairs & Academic Integrity
11:00 am Teaching at Yale: An Introduction to the Yale Center for Teaching and Learning Presidents Room, 2nd Floor, Memorial Hall Jenny Frederick Executive Director, Yale Center for Teaching and Learning
Scott Strobel Deputy Provost for Teaching and Learning Henry Ford II Professor of Molecular Biophysics and Biochemistry
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Noon Lunch Presidents’ Room, 2nd Floor, Memorial Hall Welcome remarks by Ben Polak, Provost of Yale University; William C. Brainard Professor of Economics and Management
1:15 pm Understanding Review, Promotion, and Leaves Faculty will meet in the following major groupings:
FAS Departments in the Humanities and the Social Sciences Presidents Room, 2nd Floor, Memorial Hall Amy Hungerford Chair, Humanities Divisional Committee Professor of English and American Studies Master, Morse College
Alan Gerber Chair, Social Sciences Divisional Committee Charles C. & Dorathea S. Dilley Professor of Political Science, Institute of Social and Policy Studies, and School of Public Health
FAS Departments in the Biological Sciences and the Physical Sciences, and the School of Engineering and Applied Sciences
will joinon these in groups… three Warner House Room 309 Daniel DiMaio, Waldemar Von Zedtwitz Professor of Genetics Chair, Biological Sciences Divisional Committee
Jonathan Ellman Chair, Physical Sciences Divisional Committee Eugene Higgins Professor of Chemistry Professor of Pharmacology
Kyle Vanderlick
Tamar Gendler (Dean of Gendler Tamar FAS) Dean of the School of Engineering & Applied Science Thomas E. Golden, Jr. Professor of Chemical & Environmental Engineering
FAS Senior Faculty Members Warner House Room 108 Jack Dovidio Dean of Academic Affairs, Faculty of Arts and Sciences Carl Iver Hovland Professor of Psychology
Faculty Members from the Professional Schools . Divinity School faculty will meet with Humanities and Social Sciences Group, above . School of Forestry and Environmental Studies (Kroon Hall – Dean’s Conference Room – 2nd floor) . ROTC faculty will meet with Joe Gordon, Deputy Dean of Yale College (outside of Presidents Room) . School of Management faculty (TBA) . School of Public Health faculty will meet with Melinda Pettigrew (Associate Professor & Associate Dean of Academic Affairs, YSPH) to talk about teaching in YSPH (outside of Presidents Room)
2:30 pm Break: Refreshments provided in lobby area of TEAL
3:00 pm Research & Teaching Resources: Concurrent Sessions (Please choose two 30-minute sessions) 17 Hillhouse Avenue
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Session A: Using Yale Library Resources in your Research & Teaching 17 Hillhouse Avenue: TEAL Main Room
Emily Horning Elizabeth Frengel Director of Undergraduate Programs Research Services Librarian Yale University Library Beinecke Rare Book and Manuscript Library
Session B: Grants, Contracts, & External Funding at Yale 17 Hillhouse Avenue: Room 111
Laura Kozma Claudia Merson Assistant Director Director of Public School Partnerships Office of Grant and Contract Administration
Session C: Using Yale’s Collections in your Research & Teaching 17 Hillhouse Avenue: Room 107
Kate Ezra David Skelly Nolen Curator of Education and Academic Affairs Professor, School of Forestry and Environmental Studies & Professor, Ecology and Evolutionary Biology; Director, Peabody Museum
Session D: Teaching, Learning, and Research with Technology 17 Hillhouse Avenue: Room 110
Edward Kairiss Kiran Keshav Senior Director, Educational Technologies Director, Research Services Management Yale Center for Teaching and Learning & Information Yale Information Technology Services Technology Services
Session E: Environmental Health & Safety in your Lab/Research 17 Hillhouse Avenue: TEAL Main Room
Peter Reinhardt, Director Brenda Armstrong, Environmental Affairs Manager Office of Environmental Health & Safety Office of Environmental Health & Safety
4:15 pm Closing Comments & Adjournment
5:30 pm Pizza Making and Social Hour: Yale Farm (Guests Invited) 345 Edwards Street Opening Remarks by Mark Bomford, Director, Yale Sustainable Food Program
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Yale University
Welcome to Yale Welcome to Yale
“Yale is at once a tradition, a community of scholars, and a society of friends.” -George Pierson
“Students, ideally, should come to love learning, to feel confident in their capacity to engage new subject matters and approaches, and especially to have a zest for the empowerment and pleasure that learning enables.” -Yale NEASC Reaccreditation Report 2003
“Yale is a partnership between those who have gone before, those who are here now, and those who are yet to come. As partners in such a society we are the custodians of its character and purpose. As the wardens of its treasures we have the opportunity and the obligation not just to conserve them but to augment them for the future use if those who will enter into this partnership with us long after we have gone. And participation in such a compact confers a kind of immortality upon us, because it amplifies our energies and accomplishments while it protects them against the erosions of time and depredations of change.” -Martin Griffin Dean of Undergraduate Education 1976-1988
“The two great points to be gained in intellectual culture are the discipline and the furniture of the mind: expanding its power, and storing it with knowledge…The former of these is, perhaps, the more important of the two.” -Yale Report of 1828
“The objective of undergraduate education should be to help a student develop a central core of values, beliefs, strategies, and information that is integrated and coherent enough to enable him or her lead a productive and fulfilling life in an enormously disorienting universe, and at the same time sufficiently open and flexible to allow adequate opportunities for further growth and development…It is clear that knowledge, information, techniques, and technologies will continue to grow explosively and to change, that an adequate understanding of the world will involve a high and increasing degree of complexity…[Such being the case] the student must acquire early and sustain indefinitely a high capacity for acquiring knowledge by independent study, self-definition of goals, and self-directed research. A formal liberal education in college should provide a special opportunity for establishing certain kinds of intellectual foundations on which later learning may be built.”
-Study Group on the Future of Yale College, 1972 Yale University
New Faculty Orientation Participants New Faculty Orientation Participants Academic Year 2014 – 15 First Name Last Name Department Vanessa Agard-Jones Women's, Gender, and Sexuality Studies Asher Auel Mathematics Arielle Baskin-Sommers Psychology Craig Brodersen School of Forestry and Environmental Studies Daphne Brooks African American Studies & Theater Rosie Bsheer History Morgane Cadieu French Steve Chang Psychology Ted Cohen School of Public Health Liza Comita School of Forestry & Environmental Studies Todd Cort School of Management Henry Cowles History/History of Medicine Robyn Creswell Comparative Literature Rohit De History Joyee Deb School of Management Nicole Deziel School of Public Health Michal Beth Dinkler Divinity School Jose-Antonio Espin-Sanchez Economics Justin Farrell School of Forestry and Environmental Studies Thomas Fenn Anthropology Marta Figlerowicz Comparative Literature and English Abigail Friedman School of Public Health Ziad Ganim Chemistry Jose Gonzalez Mathematics Philip Haun ROTC Avram Holmes Psychology Kyle Jensen School of Management Jutta Joormann Psychology Amin Karbasi Electrical Engineering Vernon Kemper ROTC New Faculty Orientation Participants (continued) Academic Year 2014 – 15 First Name Last Name Department Paul Kockelman Anthropology Jonathan Kramnick English Vineet Kumar School of Management Keith Lanzer ROTC Roy Lederman Applied Mathematics Louisa Lombard Anthropology Elizabeth Mader Chemistry Jim Mayer Chemistry Isaac Nakhimovsky History Henry Parkes Institute of Sacred Music Michael Peters Economics Desiree Plata Chemical and Environmental Engineering You Qi Mathematics Chitra Ramalingam History of Science and Medicine Taly Reich School of Management Jill Richards English Nicholas Ryan Economics Sarah Slavoff Chemistry Joshua Smith ROTC David Sorkin History Carla Staver Ecology and Evolutionary Biology Stefan Steinerberger Mathematics Julia Stephens History Nicola Suthor History of Art Giulio Tiozzo Mathematics Claudia Valeggia Anthropology Hailiang Wang Chemistry Joshua Warren Biostatistics Anna Zayaruznaya Music Yale University
New Faculty Biographies & Headshots
Vanessa Agard-Jones is Assistant Professor of Women’s, Gender, and Sexuality Studies. She received a joint PhD in anthropology and French studies from New York University, an MA in African American Studies from Columbia University, and a BA in political science at Yale. A political anthropologist doing research in the Caribbean, she is currently writing a book about pesticides, (sexual) politics, and postcoloniality in Martinique. With late historian Manning Marable she is co-editor of Transnational Blackness: Navigating the Global Color Line (Palgrave Macmillan, 2008), and her work has also appeared in Small Axe: A Caribbean Journal of Criticism, GLQ: A Journal of Gay and Lesbian Studies, the Caribbean Review of Gender Studies, Somatosphere, and the volume Sex and the Citizen: Interrogating the Caribbean (University of Virginia Press, 2011).
Her research has been supported by Columbia University’s Society of Fellows in the Humanities, the Bourse Chateaubriand of the Embassy of France, the Mellon Mays Fellowship, and the National Science Foundation. Outside of academe, she is the former coordinator of Oakland’s Prison Activist Resource Center and the former Board Chair of New York City’s Audre Lorde Project.
Before joining the Yale faculty, Asher Auel was an NSF Postdoctoral Research Fellow at Emory University and the Courant Institute of Mathematical Sciences at New York University, as well as a visiting researcher at the Max-Planck- Institut für Mathematik in Bonn, Germany. His research makes accessible deep structures relating quadratic forms and central simple algebras to wide-ranging problems in algebraic geometry and derived categories. In his free time, he enjoys cooking, gardening, and bicycle mechanics.
Arielle Baskin-Sommers is joining the Yale faculty as an Assistant Professor in Psychology. She received her Sc.B. from Brown University (2007), a Ph.D. from the University of Wisconsin-Madison (2013), and completed her pre- doctoral internship and fellowship at McLean Hospital. Substantively, her research is concentrated on understanding individual differences in cognitive and affective processes as they relate to vulnerability for disinhibitory psychopathology.
Methodologically, she is interested in integrating a wide range of techniques and technologies to explore this issue. Overall, her professional career goals are based on a desire to develop both innovative theory and research in service of increasing the efficacy of clinical intervention.
As a physiological ecologist, Craig Brodersen’s goal is to identify the key adaptions of successful plant biology, understand the underlying physiological mechanisms, and explore the implications of those relationships in an ecological context. These adaptations are part of beautiful, complex systems that actively respond to changing environmental conditions and confer competitive advantages necessary for survival in the many varied climates on Earth.
A thorough understanding of the mechanisms behind plant adaptations will lead to rational strategies for improving crop performance and a comprehensive knowledge of the determinants of ecosystem productivity. His research focuses on the structure and function of plant organs, with a particular interest in how plants efficiently utilize two of the most limiting resources on Earth: water and light.
Daphne A. Brooks is professor of African-American Studies, Theater, and American Studies. For the past 13 years she has been based at Princeton University where she where she taught courses on African-American literature and culture, performance studies, critical gender studies, and popular music culture. She is the author of two books: Bodies in Dissent: Spectacular Performances of Race and Freedom, 1850-1910 (Durham, NC: Duke UP), winner of the The Errol Hill Award for Outstanding Scholarship on African American Performance from ASTR and Jeff Buckley's Grace (New York: Continuum, 2005). Brooks is currently working on a new book entitled Subterranean Blues: Black Women Sound Modernity (Harvard University Press, forthcoming).
She is the author of numerous articles on race, gender, performance and popular music culture. such as "Nina Simone's Triple Play" in Callaloo and “‘All That You Can't Leave Behind’: Surrogation & Black Female Soul Singing in the Age of Catastrophe” in Meridians. Brooks is also the author of the liner notes for The Complete Tammi Terrell (Universal A&R, 2010), winner of the 2011 ASCAP Deems Taylor Award for outstanding music writing and Take a Look: Aretha Franklin Complete on Columbia (Sony, 2011). She is also the editor of The Great Escapes: The Narratives of William Wells Brown, Henry Box Brown, and William Craft (New York: Barnes & Noble Classics, 2007) and The Performing Arts volume of The Black Experience in the Western Hemisphere Series, eds. Howard Dodson and Colin Palmer (New York: Pro-Quest Information & Learning, 2006).
Rosie Bsheer is a social, cultural, and intellectual historian of the modern Middle East, with interests in historiography, archive theories, petro- modernity, comparative colonialism, and material culture. Bringing into conceptual view the intersection of socio-intellectual movements, the discursive and material registers of state making, and imperial formation, her current research focuses on the ways in which the imperatives of oil (Rosie Bsheer continued) infrastructure shaped the production of political subjectivities, archives, and the built environment in Saudi Arabia.
Professor Bsheer teaches courses on oil and empire, social and intellectual movements, petro- modernity, urban history and theory, historiography, Ottoman Arabia, and the making of the modern Middle East. She is Associate Producer of the 2007 Oscar-nominated film "My Country, My Country," an intimate portrait of Iraqis living under US occupation and the tragic narrative of how this occupation unfolds. She is co-editor of Jadaliyya E-zine and Dawn of the Arab Uprisings: End of an Old Order? (Pluto Press, 2012) and Associate Editor of Tadween Publishing. Professor Bsheer received her Ph.D. in History from Columbia University and comes to Yale University from Swarthmore College, where she was a 2013-2014 visiting professor.
Morgane Cadieu was born in Normandy; she received her M.A. from Université Rennes 2 in France, and her Ph.D. from Cornell University in 2014. She specializes in modern and contemporary French literature. Her research interests include theories of fiction, history and memory narratives, space studies, and materialism in art, science, and feminism. Her first book project, Random Walks, maps out the interaction of randomness and prose in literary texts from Surrealism to the present by focusing on the emplotment of chance within the practice of perambulation, and on a specific type of atomist randomness: the clinamen. She started researching a new project centered on women vagabonds resisting spatial modes of domination by staring back at flâneurs and staging their errancy through visual materials (Colette, Akerman, Varda, Bouraoui, Ernaux, Calle). Morgane Cadieu gave talks and published articles on literature and illness, the representation of cities, and the rhetoric of enumeration and intertextuality in Beckett, Perec, Vasset, and Modiano. She teaches courses on literary walks, the aesthetics of trains, subways, and supermarkets, and the narratives of social emancipation.
Steve Chang is joining the Yale faculty as an Assistant Professor in Psychology. He received his A.B. in Psychology, from Washington University in Saint Louis (2003), and a Ph.D. in Neurosciences from Washington University in Saint Louis (2009). Prior to joining Yale, Chang was a Post- Doctorial Associate at Duke University.
Ted Cohen is an infectious disease epidemiologist with training in clinical medicine and epidemiology. He will be joining Yale as an Assistant Professor in the School of Public Health. Cohen’s studies aim to develop a better understanding of the transmission dynamics of pathogens in order to identify more effective strategies for disease control. The majority of his research (Ted Cohen continued) focuses on tuberculosis and HIV and he has current field studies in South America, southern Africa, and Eastern Europe. Cohen uses a variety of methodological approaches to investigate these transmission dynamics including epidemiological analysis and mathematical modeling.
Liza Comita earned her B.A. in Biology and M.A. in Conservation Biology from the University of Pennsylvania. She went on to earn my Ph.D. in Plant Biology from the University of Georgia, followed by a postdoctoral research position at the University of Minnesota and postdoctoral fellowships at the Earth Institute at Columbia University and the National Center for Ecological Analysis and Synthesis in Santa Barbara, CA. From 2011-2014, she was an Assistant Professor in the Department of Evolution, Ecology and Organismal Biology at Ohio State University in Columbus, OH. Comita is also a Research Associate at the Smithsonian Tropical Research Institute.
At Yale, she will be an Assistant Professor in the School of Forestry and Environmental Studies. Her research focuses on tropical forest ecology and diversity, including how these ecosystems respond to global change. Much of her research takes place in Panama, where she has several long-term projects looking at how high levels of diversity are maintained in tropical forests and how tropical tree species respond to drought.
Todd Cort joins Yale as a lector in the School of Management. He works at the intersection of sustainability and investor value. Over the course of 15 years, in consulting and academia, he has applied a scientific and economic lens to corporate social and environmental responsibility in order to identify the tools, mechanisms, metrics and indicators that create the greatest value for investors, businesses and society. Currently, his research focuses on two areas: identifying sustainability indicators that generate demonstrable value to investors and assessing the credibility of corporate sustainability communications and programs.
Henry Cowles is an historian of science and medicine in the modern United States. His research and teaching focus on the history of the human sciences and scientific medicine, and in particular on how scientific authority has been brought to bear on social, moral, and political questions in the last two centuries. His current book project explores the emergence of evolutionary explanations of mind and behavior in the nineteenth century and the ways those explanations changed how the scientific process itself was understood within the medical community and beyond. The book is an attempt to account for the simultaneous authority and naturalness that have been accorded to science and its method since the turn of the twentieth century. (Henry Cowles continued) Beyond this project, his research interests include the histories of mental disorders, the temperance movement, literary modernism, and human-caused extinction. He teaches the history of the human sciences, the history of mind and brain, and the history of “experiment” across science, medicine, and the arts.
Trained in the life sciences at Harvard (where he received an A.B. in 2008) and with a Ph.D. in history from Princeton, he joins the Section of the History of Medicine in the School of Medicine and the Program in the History of Science and Medicine in the History Department in the fall of 2014.
Robyn Creswell is Assistant Professor of Comparative Literature at Yale University and poetry editor of The Paris Review. He is the translator of Abdelfattah Kilito’s The Clash of Images (New Directions, 2010), and Sonallah Ibrahim’s That Smell and Notes from Prison (New Directions, 2013). His essays and reviews have been published in Harper’s Magazine, The New York Times Book Review, and The Nation, among other publications. A former fellow of the Cullman Center at the New York Public Library, he is the recipient of the 2013 Roger Shattuck Prize for Criticism.
Rohit De is an Assistant Professor of History at Yale University. Rohit’s research engages in the ways in which law and legal institutions affect the everyday lives of people in South Asia. He is working on a book that explores how the Indian constitution, despite its elite authorship and alien antecedents, came to permeate everyday life and imagination in India during its transition from a colonial state to a postcolonial republic. This builds on his research on colonial India, where he has examined the role played by lawyers and legal networks in shaping debates over diverse subjects like Islamic law, divorce reform and civil liberties. At Yale, he will be teaching classes on legal history and modern South Asian history.
Rohit comes to Yale from the University of Cambridge, where he was a Mellon Postdoctoral Research Fellow at the Centre for History and Economics and at Trinity Hall. Rohit received his PhD in History from Princeton University, and has law degrees from Yale Law School and the National Law School of India University, Bangalore.
Joyee Deb joins Yale School of Management as an Assistant Professor of economics. Before this, she was Assistant Professor at New York University’s Stern School of Business. Joyee’s research interests are in microeconomic theory and game theory, where her primary focus is in the area of repeated
(Joyee Deb continued) games. She studies long-term relationships between communities and how community enforcement arises. She also works on firm reputation, and studies how reputation concerns affect firm behavior in strategic settings. Joyee has a Ph.D. in Economics from Northwestern University’s Kellogg School of Management, and an undergraduate degree in Mathematics from Delhi University. In her life before academia, she worked as a management consultant in India.
Nicole C. Deziel Assistant Professor, Department of Environmental Health. Professor Deziel’s research seeks to evaluate and improve environmental exposure assessment methods for application in epidemiologic studies. She examines the relative contribution of different exposure pathways and studies how well indirect exposure measures, such as questionnaire or GIS-based metrics, compare to biological or environmental measurements. She investigates several classes of pollutants, including pesticides, polycyclic aromatic hydrocarbons, and persistent organic pollutants. Dr. Deziel is particularly interested in women’s and children’s health outcomes and cancer. She is affiliated with the Center for Perinatal, Pediatric, and Environmental Epidemiology (CPPEE). M.H.S. Johns Hopkins University; Ph.D. Johns Hopkins University.
Michal Beth Dinkler joins the Yale Divinity School faculty after teaching at Loyola Marymount University, Harvard University, Salem State University, and San Jose Christian College. A recent graduate of the New Testament and Early Christian History doctoral program at Harvard Divinity School, Dinkler also holds a B.A. and M.A. in English Literature from Stanford University, and a M.Div. from Gordon-Conwell Theological Seminary. She specializes in literary approaches to New Testament narratives, and is the author of Silent Statements: Narrative Representations of Speech and Silence in the Gospel of Luke. Dinkler is a candidate for ordination in the Presbyterian Church (USA). She is moving to New Haven with her husband and two young children.
JOSÉ-ANTONIO ESPÍN-SÁNCHEZ is joining the Yale faculty as an Assistant Professor in Economics. He received his B.A. in Economics, from the University of Murcia (2006), M.A. in Economics and Finance from CEMFI (2008) and a Ph.D. in Economics from Northwestern University (2014). Prior to joining Yale, Espin-Sanchez was a Teaching Assistant at Northwestern University.
Thomas (Tom) Fenn has joined the Council on Archaeological Studies (CAS) at Yale University as the Director of the newly established Center for the Study of Ancient Pyro-Technology. Tom received a doctorate degree (PhD) in Anthropology (subfield: Archaeology; minor: Geosciences) from the School of Anthropology, The University of Arizona. He also has a Master of Science degree (MSc) in Geosciences (minor: Anthropology) and a Bachelor of Arts degree (BA) in Anthropology (double minors: Geology and Classics). Tom has diverse educational, laboratory, and field backgrounds in scientific and anthropological (archaeological) training and research.
His recent and current researches cover a wide range of materials, regions and time periods with common threads of examining socio-economic and technological aspects of pyro-technology and the derivative products. His research themes include long-distance trade, provenance studies, invention and innovation in ancient technologies, and the development and transfer of technological knowledge and materials. In his new role at CAS, Tom will develop the Center for the Study of Ancient Pyro-Technology, while also working to improve existing laboratory facilities within CAS and the Department of Anthropology. Additionally, he will be collaborating with CAS and Department of Anthropology faculty as well as assisting students, in both field and laboratory settings, on the development, execution and publication of research relating to ancient pyro-technology. He also will be teaching courses, such as Introduction to Archaeological Laboratory Sciences (ARCG 316), which support the goals of the Council and Department.
Justin Farrell is Assistant Professor of Sociology in the School of Forestry and Environmental Studies. He completed his Ph.D. in Sociology at the University of Notre Dame. Using a mixture of methods including network science, text analysis, machine learning, and traditional qualitative fieldwork, his research focuses on formulating a better account of humanity's relationship to the natural environment. His published work includes articles on topics such as social movements, philanthropy, social conflict, political polarization, and climate change denial. He recently completed a book with Princeton University Press about the moral dimensions of environmental conflict in Yellowstone and the American West.
Marta Figlerowicz is an Assistant Professor of Comparative Literature and English at Yale, and a member of the Harvard Society of Fellows. She works on eighteenth- and twentieth-century American, British, and French poetry and fiction, as well as film, philosophy, theories of emotion, and critical theory. She received her PhD from UC Berkeley in 2013 and her BA from Harvard in 2009. Figlerowicz’s first book project, Irrelevant Protagonists: A Theory of Novel Character (under review), discusses French and British early modern and modernist novels that highlight the limitations of a particular person’s capacity to engage with her environments. Her second book, entitled Eyebread: Representing Feelings (in (Marta Figlerowicz continued) progress), studies representations of emotional states and their relationship to philosophical thought or political action in mid-twentieth-century British, American, and French poetry and fiction. She occasionally reviews contemporary novels for Boston Review. She has also contributed to the Oxford Encyclopedia of Aesthetics, and written essays on Avrom Sutzkever and Cyprian Kamil Norwid (co-authored), Samuel Beckett, Lorine Niedecker, Alfred Hitchcock, Lars von Trier, and Joan Didion. In 2012 she edited a special issue of Qui Parle devoted to affect theory. She is currently working on a third book project about problems of scale in represented first-person experience.
Abigail Friedman is an Assistant Professor in the Yale School of Public Health’s Department of Health Policy and Management. Her research applies behavioral and health economics to better understand why individuals engage in costly health behaviors and health-related decision-making, with particular attention to the role of mental health as well as implications for population level disparities. Ranging from studies of risky health behaviors to the behavioral economics of Medicare plan choice, her work seeks to both clarify the underpinnings of such decisions and identify mechanisms of influence, thereby informing policies to improve population health and reduce inequality. She received her Ph.D. in the economics concentration of Harvard University’s Ph.D. Program in Health Policy, and her B.A. from Columbia University.
Ziad Ganim is a physical chemist who joined Yale as an assistant professor in July. He earned his B.S. degree from the University of California at Berkeley in 2003 and his Ph.D from the Massachusetts Institute of Technology in 2010. Prior to Yale, he was working as an Alexander von Humboldt Postdoctoral Fellow at the Technical University of Munich. This fall, Ziad will launch a research group aimed at developing new spectroscopic approaches to study chemical reactions at the single molecule level.
José González is a Gibbs Assistant Professor in the Department of Mathematics at Yale University. He is interested in Algebraic Geometry and its interactions with Commutative Algebra, Combinatorics and Topology. From July 2011 to July 2014, González was a Postdoctoral Fellow in the Department of Mathematics of the University of British Columbia. He received his doctoral degree from the Department of Mathematics at the University of Michigan.
Colonel Phil Haun joins Yale as Professor (Adjunct) of Aerospace Studies and Commanding Officer of the AFROTC detachment. Prior to coming to Yale, Haun was the Alan P. Shepard Professor of Air and Space Warfare teaching in the Strategy and Policy Dept at the Naval War College, Newport Rhode Island. He is an A-10 pilot with numerous overseas tours. Phil has a PhD in Political Science from MIT, an MA in Economics from Vanderbilt and a BA in Engineering Science from Harvard.
Avram Holmes is an Assistant Professor of Psychology at Yale University. He earned a Bachelors degree in psychology from Pennsylvania State University (1998), a PhD in Clinical Psychology from Harvard University (2009), and received his clinical training at the Warren Alpert Medical School of Brown University (2008-2009). Prior to joining the faculty at Yale Holmes completed a postdoctoral fellowship at the Harvard University Center for Brain Science (2009-2012) and served as an Instructor in Psychiatry at Harvard Medical School (2012-2014).
Holmes’ research program explores the biological pathways that give rise to individual variability in emotional reactivity, with a particular focus on the intersection of emotion and cognition. A core motivation that drives his work is the identification of specific neurogenetic signatures associated with individual variations in emotional experience and risk for onset of anxiety and affective illnesses such as major depressive disorder.
Kyle Jensen is an entrepreneur, developer, and scientist. As a graduate student at MIT, Jensen co-founded Agrivida, a venture-backed agricultural biotechnology company creating novel corn varieties for producing animal feed that now has over 40 employees. He then worked at PIPRA, a Gates & Rockefeller-funded nonprofit where he helped universities in emerging economies start technology licensing programs. Later, Jensen founded PriorSmart, which provided patent and patent litigation analytics services to major technology companies and which was acquired by RPX Corp (Nasdaq: RPXC). His most recent endeavor, Pit Rho Corporation, was established in New Haven and creates real-time analytics software for NASCAR teams. Jensen has been working actively with Yale entrepreneurs since 2012, when he joined the Yale Entrepreneurial Institute as a mentor and, later, entrepreneur-in-residence. In his research, Kyle studies how technical and commercial innovation is supported by the interactions between scientists, entrepreneurs, and the intellectual property they create. He has a Ph.D. from MIT and B.S. from the University of Illinois Urbana-Champaign, both in chemical engineering.
Jutta Joormann received her Ph.D. from the Freie Universitaet Berlin in Germany in 2000 and after working at Stanford University, the University of Miami, and Northwestern University joined Yale University this July. Her research investigates how basic cognitive processes and emotion regulation are related to risk for the onset of depression and anxiety disorders, and how they hinder recovery from these disorders. Her current projects include studies that investigate risk factors of depression in daughters of depressed mothers, the role of cognitive inhibition in depression, and mechanisms underlying the comorbidity between anxiety disorders and depression. Her research uses a multitude of methods including brain imaging, genetics and cognitive paradigms.
Amin Karbasi is currently an assistant professor in the School of Engineering and Applied Science as well as a faculty member of the Yale Institute for Network Science (YINS). He leads the Inference, Information and Decision (I.I.D) Systems Group. His research lies at the intersection of learning theory, large-scale networks, and optimum information processing.
Amin obtained his PhD from EPFL in 2012, and spent a year as a post doctoral scholar at ETH Zurich. He is the recipient of Patrick Denantes Memorial Prize 2013 for the best Ph.D. thesis in the School of Computer and Communication Sciences at EPFL, and the winner of the ETH Zurich Research Fellowship Grant 2013. He also received ICASSP Best Student Paper Award 2011, ACM SIGMETRICS Best Student Paper Award 2010, and was nominated for ISIT Best Student Paper Award 2010.
Captain Vernon Kemper graduated from the Missouri University of Science and Technology in 1986 with a Bachelor of Science degree in Chemical Engineering. His sea-going assignments have included duty aboard both attack and ballistic missile nuclear submarines in the Atlantic and Pacific Fleet. He most recently served as commanding officer of Officer Training Command, Newport from February 2012 to May 2014, where he was responsible for the training and development of approximately 3,100 naval officers annually.
Captain Kemper also holds a Master of Science degree in Financial Management from the Naval Postgraduate School, where he was designated a Conrad Scholar and received the 1993 Department of Defense Award for Excellence in Financial Management.
Paul Kockelman is a linguistic anthropologist who works on topics like interjections, spam filters, and poultry husbandry. He is the author of Agent, Person, Subject Self: A Theory on Ontology, Interaction and Infrastructure (OUP 2013), and Language, Culture, and Mind: Natural Constructions and Social Kinds (CUP 2010). His forthcoming book is about the relationship (Paul Kockelman continued) between meaning, measurement, materiality and money. It is based on over three years of ethnographic and linguistic fieldwork among speakers of Q'eqchi'-Maya living in the cloud forests of highland Guatemala. His current research focuses on the relation between computation and interpretation, focusing on the interaction of sieving and serendipity.
Jonathan Kramnick received his BA from Cornell University and his MA and PhD from Johns Hopkins University. Before coming to Yale, he taught for seventeen years at Rutgers University and for a year and half at Johns Hopkins. His research and teaching is in eighteenth-century literature and philosophy, philosophical approaches to literature, and cognitive science and the arts. His first book—Making the English Canon: Print Capitalism and the Cultural Past, 1700-1770 (Cambridge, 1999)—examined the role of criticism and aesthetic theory in the creation of a national literary tradition. His second—Actions and Objects from Hobbes to Richardson (Stanford, 2010)—considered representations of mind and material objects along with theories of action during the long eighteenth century. Building on this study, Professor Kramnick's current book project asks what distinctive knowledge the literary disciplines and literary form can contribute to discussions of such topics as perceptual consciousness, created and natural environments, and skilled engagement with the world. Portions have appeared in Critical Inquiry and elsewhere. He is the recipient of fellowships from the Stanford Humanities Center, the National Endowment for the Humanities, the Huntington Library, and the William Andrews Clark Memorial Library.
Before coming to Yale School of Management, Vineet Kumar was a faculty member at Harvard Business School, where he taught in the core MBA program, as well as in a variety of executive education programs, including Digital and Social Strategy, and Strategic Marketing Management. Vineet received his undergraduate degree from the Indian Institute of Technology, and completed his masters and doctoral studies at Carnegie Mellon University. His doctoral thesis research, which used structural econometric modeling to unravel the drivers of value creation for social products, was awarded the William W. Cooper Doctoral Dissertation Award. Vineet has held positions in the technology industry, working at established as well as start-up companies prior to his doctoral studies.
Commander Keith A. Lanzer has served in the U.S. Navy for the past 23 years; six years as an enlisted Machinist Mate and 17 years as a commissioned officer in the Submarine Force. Lanzer received his bachelors of Mechanical Engineering from Auburn University and his Masters of Arts in Organizational Management at The George Washington University. Prior to arriving at Yale, Lanzer served as a Submarine Technical Representative for Advanced Undersea Technologies Office.
Roy Lederman is a Gibbs Assistant Professor in the Department of Mathematics at Yale University, working in the field of Applied Mathematics. He is interested in numerical analysis, big-data and machine learning, and developing fast algorithms for large scale computational biology problems. Lederman holds a PhD in Applied Mathematics from Yale, as well as a BSc in Physics and a BSc in Electrical Engineering from Tel Aviv University. He has been a co-founder of a start-up, served as an officer in the Israeli Defense Forces, and worked as an Algorithms Engineer.
Louisa Lombard is beginning her first year at Yale, where she is an assistant professor of sociocultural anthropology. Before coming to Yale, she was a Ciriacy-Wantrup postdoctoral fellow in the department of geography at the University of California at Berkeley. She earned her PhD in cultural anthropology from Duke University in 2012. She is currently working on two book manuscripts, one of which takes a historical and ethnographic perspective to questions of how armed actors in eastern Central African Republic (CAR) make claims to livelihoods and authority, and the other of which focuses on the crisis the country has faced since the end of 2012. She first conducted research in CAR three months after former President Bozizé's coup in 2003. Since then she has worked in CAR as a field consultant to several international organizations, including Human Rights Watch, Small Arms Survey, and Refugees International, in addition to her academic research.
Elizabeth A. Mader joins the Department of Chemistry at Yale as a Research Scientist in August 2014. Mader, born and raised in Canada, is an Honors graduate of the University of Ottawa. She earned her Ph.D. in Inorganic Chemistry at the University of Washington in Seattle, graduating in 2007. Her work focused on the proton-coupled electron transfer reactions of metal di-imine complexes, where she used Marcus theory to relate the thermodynamics to both the kinetic and the mechanistic properties of systems. From 2008 to 2013 she worked at Argonne National Laboratory, outside of Chicago, first as a Director’s Postdoctoral (Elizabeth A. Mader continued) Fellow and then as a staff member of the Catalysis group. There, she developed her expertise in X-ray absorption spectroscopy, catalyst development and testing, and the adaptation of a wide variety of instrumentation for use with air-sensitive samples. Her research interests are focused on understanding the fundamental catalytic properties of metal oxides and nitrides, and developing soluble and supported molecular catalysts for water oxidation. The former is part of the Center for Enabling New Technologies Through Catalysis (CENTC), a National Science Foundation Phase II Center for Chemical Innovation, and the latter is part of the Center for Molecular Electrocatalysis, a US Department of Energy – Energy Frontier Research Center.
Jim Mayer attended the United Nations International School (UNIS) which fostered his passion for science. Dr. Mayer was an undergraduate at Harvard University from 1975-78. His research explored the origin of the visible spectrum of diffuse clouds in interstellar space, and he published a paper that contains the optical spectrum of a Heineken beer bottle. He received his PhD in 1982 from the California Institute of Technology for work on organometallic chemistry of tantalum hydride complexes. He then spent two years as a visiting scientist in the Central Research Department of the DuPont Company.
In 1984, Dr. Mayer was appointed to the faculty at the University of Washington where he was Alvin L. and Verla R. Kwiram Professor of Chemistry. Prof. Mayer’s research interests span coordination chemistry, catalysis and electrocatalysis, bioinorganic chemistry, organometallic chemistry, physical organic chemistry, electron transfer, and reactions of nanoscale materials. His focus is on discovering and understanding new reaction chemistry, particularly the involvement of protons in all sorts of redox reactions that make or break chemical bonds.
Isaac Nakhimovsky received his Ph.D. in Political Science from Harvard University in 2008 and went on to hold two postdoctoral fellowships in History at the University of Cambridge. His research focuses on the history of political thought, and examines long-eighteenth-century European debates about political economy and international law. He is particularly interested in debates about the moral and political viability of commercial society, the future of the European states system, and the relationship between Europe and other parts of the world. Isaac’s first book, The Closed Commercial State: Perpetual Peace and Commercial Society from Rousseau to Fichte, was published by Princeton University Press in 2011, and he has also collaborated on a new edition of Johann Gottlieb Fichte's Addresses to the German Nation, released by Hackett Publishing Company in 2013. His current work examines the relationship between cosmopolitanism and imperialism in the history of international legal thought.
Henry Parkes is a specialist in the music and liturgy of the central Middle Ages (c.800-1200), with particular interests in the performance and experience of religious ritual, the history of religious communities (monastic and clerical), reform movements, manuscripts and material culture, and wider trends in medieval intellectual history. After graduating with a first class degree in Music from the University of Oxford, he gained a PhD in Musicology at the University of Cambridge, where he was subsequently appointed as a post-doctoral Research Fellow at Gonville and Caius College. Prior to coming to Yale in 2014, he also served as a visiting lecturer at the University of Cambridge and at Royal Holloway, University of London. While his teaching interests encompass the major musical repertories of the Middle Ages, both monophonic and polyphonic, Henry’s recent publications traverse the disciplines of theology, history, musicology, canon law, and liturgy. Forthcoming from Cambridge University Press is his first book, entitled The Making of Liturgy in the Ottonian Church, which narrates a strikingly original history of religious life in early medieval Germany by means of its surviving liturgical books. Away from research and teaching, Henry holds the FRCO diploma in organ, he has held organist positions at a number of the UK’s leading Anglican choral foundations, and until his move to Yale he regularly shared the concert platform with the London Philharmonic
Michael Peters is joining the Yale faculty as an Assistant Professor in Economics. He received his degree in Economics, from the University of Mannheim (2005), and his PhD in Economics at MIT. Prior to joining Yale, Peters was an assistant professor at the London School of Economics.
Desiree Plata's research seeks to maximize technology's benefit to society while minimizing environmental impacts in industrially important practices through the use of geochemical tools and chemical mechanistic insights. Plata joins the Yale faculty after serving 3 years at Duke University in the Department of Civil and Environmental Engineering, and two years as a Visiting Assistant Professor at MIT in the Departments of Aeronautics and Astronautics and Civil and Environmental Engineering. Plata earned her doctoral degree in Chemical Oceanography and Environmental Chemistry from the MIT/ Woods Hole Oceanographic Institution's Joint Program in Oceanography and her bachelors degree in Chemistry from Union College in Schenectady, NY. Plata is a National Academy of Engineers Frontiers of Engineering Fellow and a two-time National Academy of Sciences Kavli Frontiers of Science Fellow.
You Qi obtained his undergraduate degree in 2006 from Tsinghua University in Beijing, China. He studied for his MPhil degree in Hong Kong University of Science and Technology from 2006–2008. Qi then moved to New York City as a graduate student at Columbia University from 2008–2013. Before coming to Yale in 2014, he was a Morrey Assistant Professor at the University of California, Berkeley from 2013–2014. His main interest in mathematics is on higher representation theory, algebraic geometry, and their applications to low dimensional topology. Currently, he is working on categorification of small quantum groups–a special kind of finite dimensional Hopf algebra, and trying to construct a four-dimensional topological quantum field theory out of them. He is also looking into the algebro-geometric meaning behind the small quantum groups.
Chitra Ramalingam completed her PhD in History of Science at Harvard in 2009 and then was a research fellow at the University of Cambridge until arriving at Yale this year. Her research and teaching focus on the cultural history of the physical sciences in the modern period, and on connections between science and visual culture. Ramalingam is especially interested in visualization in physics and the place of photography as a form of evidence and experimentation in the modern sciences. Her book, To See a Spark: Experiment and Visual Experience in Victorian Science, is forthcoming with Yale University Press in 2015, and a volume she co-edited, William Henry Fox Talbot: Beyond Photography, was published by YUP in 2013.
Taly Reich holds a PhD in marketing from the Stanford Graduate School of Business. She has a M.Sc. in Industrial Psychology from the Technion, Israel Institute of Technology, where her research focused on the conflicting effects of certainty on risk-taking behavior. She obtained a B.A. in Psychology from the University of Haifa. Her research interests include consumer decision making as well as the beneficial outcomes of contradictions within self and in others. Taly has published articles in leading journals such as Nature, Psychological Science and the Quarterly Journal of Economics.
Jill Richards will be joining the Department of English as an Assistant Professor this fall. She received her PhD from UC Berkeley this summer and did her undergraduate work at NYU. Her research focuses on women’s rights, human rights, and 20th century avant-garde movements. She is originally from Lubbock, Texas.
Nicholas Ryan is joining Yale University as a Cowles Foundation Fellow for 2014-15 and an Assistant Professor of Economics from 2015 onwards. He has been a Prize Fellow in Economics at Harvard University from 2012-2014. He received a PhD in Economics from the Massachusetts Institute of Technology in 2012 and a BA in Economics summa cum laude from the University of Pennsylvania. He previously worked as a Research Associate in the Capital Markets group at the Federal Reserve Board of Governors in Washington, D.C. Nick’s research concerns environmental regulation and energy markets in developing countries.
Sarah Slavoff is joining the Yale faculty as an Assistant Professor in Chemistry and Chemical Biology Institute. She received her B.S. in Biochemistry at the University of Maryland, Collage Park (2005) and her PhD in Chemistry at Massachusetts Institute of Technology (2010). Prior to joining Yale, Slavoff worked at Harvard as a Ruth L. Kirchstein Postdoctoral Fellow.
Captain Joshua L. Smith, enlisted in the Marine Corps in 1999 and reported to MCRD Parris Island in 2000. In 2002 Smith deployed with the 24th MEU (SOC), where he participated in Operation Dynamic Response in Kosovo, Operation Southern Watch in the Persian Gulf, and Operation Iraqi Freedom. In 2004 Sergeant Smith deployed to Haiti in support of Operation Secure Tomorrow.
Staff Sergeant Smith graduated from Virginia Tech in 2009 where he obtained a Bachelor of Arts in Political Science and a minor in the Russian language. In 2011, First Lieutenant Smith deployed to Afghanistan in support of Operation Enduring Freedom and subsequently served as Aide-de-Camp to the Commanding General. From 2012 to 2014 Captain Smith served as the Deputy Director of Public Affairs for Marine Corps Installations East and Marine Corps Base Camp Lejeune.
David Sorkin is Professor of History and Judaic Studies at Yale University. He is the author of The Transformation of German Jewry, 1780-1840 (1987), which won the Present Tense/Joel H. Cavior Literary Award for History; Moses Mendelssohn and the Religious Enlightenment (1996), which was translated into French, German and Italian; The Berlin Haskalah and German Religious Thought (2000), which was first delivered as the Sherman Lectures at Manchester University (UK); and The Religious Enlightenment: Protestants, Jews and Catholics from London to Vienna (2008), which was featured in the New York Times
(David Sorkin continued) (“Exploring Religion, Shaped by the Enlightenment,” October 11, 2008, A21). He is co-editor of Profiles in Diversity: Jews in a Changing Europe, 1750-1870 (1998); New Perspectives on the Haskalah (2001); and AWhat History Tells@: George L. Mosse and the Culture of Modern Europe (2004), and Associate Editor of The Oxford Handbook of Jewish Studies (2002), which won the National Jewish Book Award. He has received grants from the British Academy, the National Endowment for the Humanities and the John Simon Guggenheim Memorial Foundation. He has twice been a Visiting Professor at the École des Hautes Études en Sciences Sociales (Paris) and has taught at the Scuola Normale Superiore (Pisa). He has also been a Visiting Fellow at the Max Planck Institut für Geschichte (Göttingen); All Souls College, Oxford; the Center for Advanced Judaic Studies at the University of Pennsylvania; and the Swedish Collegium for Advanced Study, Uppsala. He previously taught at Brown (1983- 86), Oxford (1986-92), the University of Wisconsin-Madison (1992-2011) and the City University of New York-Graduate Center (2011-14). He is currently writing a history of Jewish emancipation in Europe (from 1550).
Carla Staver is an incoming Assistant Professor in Ecology and Evolutionary Biology. She works on the interaction between fire and rainfall, and how it determines savanna and forest distributions globally. She is moving from New York, where she did a postdoc at Columbia, following a PhD at Princeton. She was born in Peru and speaks Spanish, but spent most of her upbringing in the Midwest.
Stefan Steinerberger is joining the Yale faculty as Gibbs Assistant Professor in Mathematics. He received his B.Sc. and M.Sc. in Mathematics at Johannes Kepler University in Linz, Austria and his PhD in Mathematics from the Mathematical Institute of Bonn Germany. Prior to joining Yale, Steinerberger was a Postdoc at University of Bonn. He is widely interested in the interplay between Analysis, Geometry, Fourier Analysis, Spectral Theory and Partial Deferential Equations and applications.
Julia Stephens is a historian of modern South Asia with particular interests in law, religion, and the family. She is currently working on a book manuscript tentatively entitled Governing Islam: Law and Secularism in Colonial India. Her book looks at how the legal regulation of Islam in colonial India worked to divide religion, economy, and politics. She is also starting a new project on inheritance and Indian diasporic families. She has published articles in Modern Asian Studies, History Workshop Journal, and Law and History Review. At Yale she will teach classes on South Asian history, Islam, diaspora, and empire. She holds an AB (2005) in Social Studies from Harvard College, an MPhil in Oriental Studies (2007) from
(Julia Stephens continued) Trinity College, Cambridge, and a PhD (2013) in History from Harvard University. Most recently she was a Mellon post-doctoral research fellow at Cambridge University.
Nicola Suthor is joining the Yale faculty as a Professor in History of Art. She received her M.A. from Freie Universität Berlin in 2008 and her PhD from Freie Universität Berlin in 2001. Her area of studies includes art history, German literature and philosophy. Prior to joining Yale, Suthor was a visiting Associate Professor at Freie Universität Berlin.
Giulio Tiozzo is joining the Yale faculty as Gibbs Assistant Professor in Mathematics. He received his M.A. in Mathematics at University a di Pisa, Italy (2008) and his PhD in Mathematics from Harvard (2013). Tiozzo’s research interests include Dynamical systems: real and complex dynamics, ergodic theory, random walks, Teichmueller theory.
Hailiang Wang joined the Department of Chemistry and the Energy Sciences Institute as an Assistant Professor on July 1st, 2014. Before that Hailiang was a postdoctoral fellow at the University of California at Berkeley with Prof. Gabor Somorjai and formerly a doctoral student at Stanford University with Prof. Hongjie Dai. He will be setting up a laboratory focused on material design and synthesis for electrochemical energy storage and conversion, as well as molecular-level study of surface chemistry in heterogeneous catalysis.
Joshua Warren’s research focuses on statistical methods in the public health setting with an emphasis on environmental health problems. Much of his work involves introducing spatial and spatiotemporal models in the Bayesian setting to learn more about associations between environmental exposures, such as air pollution, and various health outcomes including preterm birth, low birth weight, and congenital anomalies. He also has interest in developing and applying spatiotemporal models in collaborative settings such as epidemiology, geography, nutrition, and glaucoma research. His theoretical and methodological interests include multiple topics in spatial/spatiotemporal modeling and Bayesian nonparameterics.
Anna Zayaruznaya received her Ph.D. in historical musicology from Harvard University in 2010. She taught at New York University (2010–2011) and Princeton University (2011–2013) before coming to Yale in 2014. Her work focuses on French and northern Italian music of the fourteenth and fifteenth centuries, bringing the history of musical forms and notation into dialogue with literature, iconography, and the history of ideas. Her forthcoming book, The Monstrous New Art: Form and Idea in the Late-Medieval Motet (Cambridge University Press, 2014), explores the roles played by monstrous and hybrid imagery in 14th-century musical aesthetics. A second book will focus on poet, composer, and public intellectual Philippe de Vitry (1291–1361).
Zayaruznaya has published articles and reviews in the Journal of the American Musicological Society, the Journal of Musicology, Early Music History, and Speculum, and serves on advisory and editorial boards for the Journal of Musicology and Music Theory Spectrum. In 2011 she was awarded the Van Courtlandt Elliott Prize from the Medieval Academy of America for her article “She has a Wheel that Turns…’: Crossed and Contradictory Voices in Machaut’s Motets” (Early Music History, 2009). Zayaruznaya has also received awards and fellowships from the American Musicological Society, the Institute of Advanced Study at Princeton University, and the Radcliffe Institute of Advanced Studies at Harvard University, where she spent the academic year 2013–14 as a fellow.
Yale University
Get the Facts! GET THE FACTS!
Q: What does FAS stand for?
A: Faculty of Arts and Sciences—as distinguished from the Graduate School of Arts and Sciences (GSAS) Q: What are Yale’s professional schools? and the professional schools.
A: Divinity, Forestry & Environmental Studies, Law Nursing, Management, Medicine and four schools of the arts: Art, Architecture, Drama, and Music. The school of Public Health and the School of Engineering & Applied Science are formally a part of the School of Medicine and the Faculty or Arts & Sciences, respectively, although both have deans and are considered Schools for all publication and accreditation purposes.
Q: Who are “ladder faculty?”
A: Those referred to as “ladder faculty” at Yale are those who carry the title of professor: i.e., assistant professors, associate professors and professors comprise the “ladder faculty.” At some other schools these faculty are called “tenured track.” Although some may be very distinguished, the following are not ladder faculty: Adjunct Professor; Lectors (those who teach language), lecturers (this title holds a host of different kind of faculty, from visitors to administrators who teach, to a host of other people), instructors, or research faculty. Q: What is the Blue Book?
A: The Yale course catalogue, fondly known by this nickname. Students treasure the Blue Book, which is a compendium of roughly 2,000 courses to be offered in Yale College in 2014– 2015. The Blue Book represents the heart and soul of what the Yale faculty holds in promise to students. Freshmen received a copy of the Blue Book during orientation, and upperclassmen could pick up a free copy at the Yale Bookstore . The site can be accessed through the following website: https://ybb.yale.edu/ GET THE FACTS!
Residential Colleges Defined Far more than dormitories, Yale’s residential The colleges also bring together faculty and colleges have been called “little paradises,” each students in a way that is virtually unmatched in with its own distinctive architecture, courtyard, American collegiate education. With programs of dining hall, and library as well as activity spaces formal advising, seminars, and academic prizes as such as a movie theater, recording studio, well as activities that encourage students’ printing press, dance studio, and gym. With their extracurricular interests, the colleges are a unique resident deans and masters, legendary intramural bridge between academic and social life. sports teams, Master’s Teas hosting world leaders, and spirit of allegiance and community, A Master and Dean oversee each residential Yale’s residential colleges provide an college, setting the cultural tone and atmosphere unparalleled undergraduate experience. of the college. The Master of each college is responsible for its academic, intellectual, social, Before arriving as a freshman each student is athletic, and artistic life. Masters work with randomly assigned to one of the twelve colleges, students to shape each residential college giving Yalies a built-in community from the community, bringing their own distinct social, moment they arrive. Most Yale students quickly cultural, and intellectual influences to the become convinced that their residential college is colleges. Residential college Deans are a primary the best residential college. Each college is home academic and personal advisor to students in their to a microcosm of our undergraduate student residential college. The Dean is a full-time mentor body as a whole, allowing students to have the for students as they consider majors, courses, cohesiveness and intimacy of a small school projects and college life. while still enjoying the vibrancy and resources of a world-class university. In addition to fulfilling their role in the residential college, both the Master and Dean are also The colleges give students a chance to meet and distinguished professors and tenured faculty, or learn from other students with different interests serve as senior university administrators. Masters – people they might not otherwise meet in and Deans live among students in the colleges, classes or extracurricular activities. While many which enables them to get to know students not students form their closest and most enduring just in a formal capacity, but also at dinner, in friendships through their college, students can class, at social events and performances, and in choose to engage in residential college life as the college’s hallways and courtyards. much as they like. Each of the colleges has its own history and traditions. GET THE FACTS!
According to former Calhoun College Master stud•y break n. College Masters and Deans make Jonathan Holloway, an important part of what sure students take plenty of breaks from studying, makes the residential colleges “home” is that so during finals time they host nightly study “adults live alongside the students, celebrating breaks in their homes with plenty of food. their successes and helping them navigate their challenges.” din•ing hall n. Each college has its own dining hall where students eat. In addition, each college Now more than 70 years old, Yale’s residential has its own library, gym, TV room, music practice college system is perhaps the most distinctive room, and other facilities like theaters. feature of undergraduate life here. dean’s ex•cuse n. If you get sick at Yale there is mas•ter and dean n. The Master and Dean are no need to stress and run around to each professor professors who live in the college, eat meals with begging for extensions on assignments: your Dean students in the dining hall, and serve as the will give you extensions for all your work until college’s leaders. The Master plans college social you feel better. events like subsidized trips to Broadway shows, and the Dean is the college’s academic adviser. “say what? say•brook!” The cheer of Saybrook College, the best residential college. (Note: this but•ter•y n. In the basement of each college is a glossary was written by a Saybrook student.) Each buttery that sells cheap food late at night. It often college has a cheer to show its spirit. Most serves as a gathering place for students in the students think their college is the best college. college to take a break from working. tyng cup n. Each college competes against all mas•ter’s tea n. Each college Master hosts others in over thirty sports, ranging from soccer to afternoon teas throughout the year at which ping pong. The college that performs the best gets students can gather in small groups to interact the coveted Tyng Cup. with a guest speaker. Some recent guests include actor Denzel Washington, journalist Brian Williams, author R.L. Stein, rapper Chris “Ludacris” Bridges, and talk show host Whoopi Goldberg.
http://admissions.yale.edu/residential-colleges-defined GET THE FACTS!
Q: What should I do if I do not know where my class is meeting on the first day, or if I want to know where another class is meeting?
A: This website will tell you it all: www.yale.edu/courseinfo.
Q: Where can I find additional help with teaching? A: Go to the Classes*v2 gateway at http://classesv2.yale.edu/p ortal/. With your Net ID you can do much on line through the classes server – Send e-mails to your whole class, or a portion of it, receive and return papers—and at the end of term you can access your teaching evaluations there. (More to come on classes*v2)
Q: What should I do if during the first day of class, there are 20 fewer seats than students in the room, or if I am teaching in a large room with not so many students?
A: Nothing right away, unless the proportions are wildly off (if you are teaching ten students in an auditorium designed for 200; if there are 400 people in a room designed for 50). This is “shopping period” and some students in the room are likely “shopping.” Hold on until the third or fourth class when enrollment settles down. New faculty can generally – not always – expect lower enrollment in classes, except for required courses in the sciences. GET THE FACTS! Q: What should I do on the 3rd or 4th day of class if there are twenty extra students or if the room is gigantic for the number enrolled?
A: At that time send and e-mail to [email protected]. Please contact her only with problems having to do with classrooms used for courses. Room requests for all other functions (film screening, discussions sections, meetings, etc.) should be sent to [email protected].
Q: I’ve been assigned a classroom, but I want to find out what media is in that room. How do I find that out, other than actually going to the room and looking? A: Media Services maintains a website for most regularly used classrooms at http://amtapp.yale.edu/classroom// search.faces that will allow you to search for your room and get details.
Q: What should I do about students who try to get into a course restricted in size by you or by the department?
A: Students will often try to get into a stared course. Whether they can or not is ultimately up to you, and your department. Do not allow people into a class if enrollment is over the maximum set by your department (usually 21), no matter how they beg and plead (and they will). GET THE FACTS! Q: What is “Shopping Period?”
A: “Most universities require students to pre- register for courses, meaning that students create their schedule far in advance of each semester by relying on written descriptions, on- line evaluations, and hearsay. Yale does not do this. Instead, each semester kicks off with a seven-to-ten-day Course Selection period uniformly known as “Shopping Period.” During this period students “shop” for courses by attending lectures, perusing syllabi, and scrutinizing instructors. Only at the end of the time must they submit completed course schedules (approved by an academic advisor).
Q: How can I find out what technology is available in my assigned classroom(s)?”
A: Contact Classroom Technology Services at 2-2650 or try using the Classroom Search tool: http://amtapp.yale.edu/classroom/search.faces
Q: Are there support specialists that can help me with the use of technology in the classroom?
A: Yes! For assistance, e-mail [email protected] or call 2-2650 to arrange for a support specialist to meet with you in the classroom.
Q: Where can I learn more about tools for creating websites, blogs, wikis, podcasts and databases for teaching and learning?
A: Contact the Instructional Technology Group at 2- 7800 or visit the Yale Digital Commons http://commons.yale.edu/ GET THE FACTS! yaleclasses*v2
Contact Classes*v2: [email protected] What is it? Yale’s online environment for teaching, learning and sharing. Manage your courses, collaborate, and communicate Powerful and customizable http://classesv2.yale.edu
Course site creation Classes*v2 gets its course information from the registrar’s system If the course is listed on the OCI site, it will be on Classes*v2 http://students.yale.edu/oci/
Students – How students find their courses on Classes*v2 Shopping Period http://help.classesv2.yale.edu/shopping-period See pictures of your students with the photo roster tool http://help.classesv2.yale.edu/view-roster GET THE FACTS! yaleclasses*v2
Contact Classes*v2: [email protected] Syllabi Posting your syllabus on Classes*v2 automatically displays it on OCI, making it accessible to students who are shopping for courses
Uploading your syllabus http://help.classesvs.yale.edu/uploading-a-syllabus
Using Tools Customize your site and choose the tools that are most useful for your class
Getting started tips & instructions http://help.classesv2yale.edu/instructors-and-teaching-fellows
More Tools
New tools: Tools not on the standard list: Messages Course Reserves Media Gallery Statistics Gradebook Yale University
Title IX Policies at Yale
Yale Promoting a Campus Free of Sexual Misconduct Yale University is committed to maintaining and strengthening educational, working, and living environments founded on civility and mutual respect in which students, faculty, and staff are connected by strong bonds of intellectual dependence and trust. Sexual misconduct is antithetical to the standards and ideals of our community and will not be tolerated.
What is sexual misconduct? To read the full version of Yale’s sexual misconduct policies and University resources for dealing definitions, visit http://smr.yale.edu. with sexual misconduct:
Sexual misconduct incorporates a range of behaviors including sexual assault (which includes any kind of nonconsensual sexual • SHARE Center contact), sexual harassment, intimate partner violence, stalking, Sexual Harassment & Assault Response & Education voyeurism, and any other conduct of a sexual nature that is 203-432-2000, 24/7 availability nonconsensual, or has the purpose or effect of threatening, Confidential or anonymous intimidating, or coercing a person. Much sexual misconduct http://sharecenter.yale.edu includes nonconsensual sexual contact, but this is not a necessary component. For example, threatening speech that is sufficiently • University-Wide Committee on serious to constitute sexual harassment will constitute sexual Sexual Misconduct (UWC) misconduct. 203-432-4449, 9am – 5pm weekdays http://provost.yale.edu/uwc Definition of sexual harassment Sexual harassment consists of nonconsensual sexual advances, • Title IX Coordinators requests for sexual favors, or other verbal or physical conduct of a 203-432-4446, 9am – 5pm weekdays sexual nature on or off campus, when: (1) submission to such To see the full list of Title IX Coordinators, conduct is made either explicitly or implicitly a condition of an visit http://provost.yale.edu/title-ix individual's employment or academic standing; or (2) submission to or rejection of such conduct is used as the basis for employment • Yale Police Department (YPD) decisions or for academic evaluation, grades, or advancement; or (3) 203-432-4400, 24/7 availability such conduct has the purpose or effect of unreasonably interfering http://publicsafety.yale.edu with an individual's work or academic performance or creating an intimidating or hostile academic or work environment. Sexual harassment may be found in a single episode, as well as in persistent For more information and resources, behavior. Both men and women are protected from sexual harassment, and sexual harassment is prohibited regardless of the sex visit http://smr.yale.edu of the harasser. If you have experienced sexual misconduct...
Every situation is unique, but you might consider taking the following steps: Title IX Coordinator • Ensure your own safety. If you are in danger or feel unsafe, the Yale Police Department is available 24/7. for Yale University
• Seek medical help. SHARE counselors are prepared to help and Stephanie Spangler to offer information on where to go and what to do. They can help you coordinate medical treatment and evidence collection. Deputy Provost for Health Affairs & Academic Integrity • Seek emotional support. Whether you talk to a friend, family [email protected] | (203) 432-4446
member, loved one, or SHARE counselor, talking can help
you sort through your situation, emotions, and response.
• Consider taking action. Any of the resources listed on this
brochure can assist you.
Yale University August 2014
Yale Know Your Rights and Options
If you are dealing with sexual misconduct and need help understanding your options or simply need to talk to someone, the SHARE Center can offer support.
SHARE Center • Professional, expert help for members of the Yale community who have experienced sexual misconduct 203-432-2000 • Coordinates medical treatment and evidence collection Confidential or anonymous hotline, • Assists with contacting police and/or initiating a complaint 24-hour availability • Assists with accessing campus and community resources (see Accommodations, Interim http://sharecenter.yale.edu Measures, and Additional Resources below) • Strictly confidential services – anonymous if desired
If you are considering filing a report or complaint, below are your Yale resources.
University-Wide • Yale’s internal disciplinary committee for complaints of sexual misconduct; handles both formal and informal complaints Committee on Sexual • Members include faculty, staff and students; supported by professional, independent fact- Misconduct finders • Complainants can discuss options and seek resolution, remedies, and disciplinary action 203-432-4449 • Confidential – shares limited information with the University Title IX Coordinator 9am – 5pm weekdays http://provost.yale.edu/uwc
Title IX Coordinators • Reporting to the University Title IX Coordinator, Deputy Title IX Coordinators assigned to Yale College, the Graduate School, each professional school, and faculty and staff 203-432-4446 • Inform complainants of criminal and disciplinary options, investigate complaints, and 9am – 5pm weekdays assist with interim measures and remedies http://provost.yale.edu/title-ix • Take institutional action when necessary • Confidential – with limited exceptions
Yale Police Department • Sworn police officers; Sensitive Crimes & Support Coordinator • Any member of the community may bring a complaint of sexual misconduct to the YPD; 203-432-4400 the YPD consults on potential complaints without requiring a police report to be filed 24-hour availability • Conducts criminal investigations http://publicsafety.yale.edu • Offers assistance and services to victims, including helping to contact the New Haven Police or other law enforcement agencies and providing information about obtaining and/or enforcing a protective/restraining order through the criminal justice system • Confidential – shares limited information with the University Title IX Coordinator
Accommodations, Interim Measures, and Additional Resources
If you have experienced sexual misconduct, Yale will take steps to minimize the impact of the incident and to provide a safe educational and work environment. Yale can provide accommodations and interim measures that are responsive to your needs and reasonably available, such as no-contact orders, temporary suspensions, or changes to working, academic, or living arrangements. A Title IX Coordinator will facilitate these measures in collaboration with the UWC, the YPD, SHARE, and Human Resources as applicable. SHARE staff members and Title IX Coordinators can also assist you with accessing the following campus and community resources: • Mental Health & Counseling (for students): Yale Health, 203-432-0290. • Counseling and Support Services (for employees): Magellan Health Services, 1-800-327-9240. • Sexual assault crisis services: Women & Families Center, 1-888-999-5545. • Domestic violence services: The Umbrella Center, 203-736-2601. • Legal services: New Haven Legal Assistance, 203-946-4811. • Visa and immigration assistance: Yale Office of International Students & Scholars, 203-432-2305.
Guidance for Faculty, Staff & Administrators: Dealing with a Student Report of Sexual Misconduct
NOTE: Faculty, staff, and administrators who receive reports from students of alleged sexual misconduct must promptly share that information with one of the Title IX Coordinators (listed on the reverse). The information shared will be treated as confidentially as possible. The Title IX Coordinator may need to consult with other administrators, particularly in cases that involve a risk to campus safety, and may need to take immediate action. In planning any response, the wishes of the complainant are given full consideration.
Strategies for responding to a student report of sexual misconduct
• First, feel free to call a Title IX Coordinator or SHARE for assistance before or during your meeting with the student. • Recognize that the student is likely in need of support as well as information. Listen attentively and non- judgmentally. Affirm the student’s choice to disclose the incident. To the extent you can, allow the student to make decisions about what happens next. • Assure the student that Yale treats sexual misconduct as a serious matter and that University policy prohibits retaliation against anyone who reports sexual misconduct. • Describe the available resources. o SHARE’s 24-hr hotline is usually the best place to start. SHARE’s services are entirely confidential. SHARE will help the student make informed decisions and, if the student wishes, will coordinate additional services and action. o The student can also go directly to the UWC, the Yale Police, or the Title IX Coordinators. All of these entities will coordinate with one another—the student can start wherever he or she feels most comfortable. o Inform the student that there are internal disciplinary procedures for sexual misconduct (both formal and informal), as well as the option for a criminal investigation with the Yale Police. o Offer to make the connection if the student would like. E.g., you can call SHARE, start the conversation, and hand over the phone. • Inform the student about the fact that you are required to report the incident to one of the Title IX Coordinators. The student may be concerned about the loss of confidentiality and/or control. Assure the student that the Coordinators are mindful of these concerns; they will not take action or share information without the student’s knowledge and (except in rare cases) consent. • If appropriate, arrange a time for a follow-up meeting with the student to offer ongoing support. RESOURCES (for more details, see http://smr.yale.edu/ ) SHARE: Information, Advocacy, and Support Yale Police Department 203-432-2000 (24-hr availability) 203-432-4400 (24-hr availability) • Professional, expert help for people who have experienced sexual • Sworn police officers; Sensitive Crimes & Support Coordinator misconduct, their friends and family • Conducts criminal investigations • Coordinates medical treatment, evidence collection • Provides assistance and services to victims • Assists with contacting police and/or initiating a complaint • Will consult without requiring a report to be filed • Strictly confidential services – anonymous if desired • Confidential – shares limited information with University Title IX Coordinator
University-Wide Committee on Sexual Misconduct Title IX Coordinators (see list on reverse) Business hours: 203-589-0142 Business hours: 203-432-4446 • Yale’s internal disciplinary committee for cases of sexual • University Title IX Coordinator, Deputy Coordinators assigned to misconduct Yale College, the Graduate School, each professional school, and • Members include faculty, staff, and students; supported by faculty and staff professional, independent fact-finders • Responsible for policies, programs, coordination of resources, • Complainants can discuss options and seek resolution, remedies, tracking and investigating complaints and disciplinary action • Inform complainants of criminal and disciplinary options, and • Handles both informal and formal complaints assist with interim measures and remedies • Confidential – shares limited information with University Title IX • Take institutional action when necessary Coordinator • Confidential, with limited exceptions
IS THIS AN EMERGENCY? Call 911. Rev. 8/19/2014 Guidance for Faculty, Staff & Administrators: Dealing with a Student Report of Sexual Misconduct
24-HOUR ASSISTANCE SHARE Center Confidential or anonymous information, advocacy, support 203-432-2000 Yale Health Medical treatment, mental health and counseling 203-432-0123 Yale Police Consultation, victims’ assistance, full investigations 203-432-4400
IMPORTANT UNIVERSITY CONTACTS University-Wide Committee on Sexual Aley Menon, Secretary [email protected] 203-432-4441 Misconduct
University Title IX Coordinator Stephanie Spangler [email protected] 203-432-4446
Deputy Title IX Coordinators for 2014-15 For Faculty and Staff Valarie Stanley [email protected] 203-432-0853 School of Architecture Peggy Deamer [email protected] 203-432-2626 School of Art Michelle Lopez [email protected] 203-432-2600 Divinity School Lisabeth Huck [email protected] 203-432-5312 School of Drama Joan Channick [email protected] 203-436-9048 School of Engineering & Applied Science Vince Wilczynski [email protected] 203-432-4221 School of Forestry & Environmental Studies Joanne DeBernardo [email protected] 203-432-6286 Graduate School of Arts & Sciences Carl Hashimoto [email protected] 203-432-6814 Law School Muneer Ahmad (fall ‘14) [email protected] 203-432-4716 Claire Priest (spring ’15) [email protected] 203-432-4851 School of Management Rebecca Udler [email protected] 203-432-7501 School of Medicine Merle Waxman [email protected] 203-737-4100 Rosemarie Fisher [email protected] 203-688-1449 School of Music Melvin Chen [email protected] 203-436-8935 School of Nursing Lois Sadler (fall ’14) [email protected] 203-737-2561 Heather Reynolds (spring [email protected] 203-737-2370 ’15) School of Public Health Melinda Pettigrew [email protected] 203-737-7667 Yale College Angela Gleason [email protected] 203-432-2502
Note: The Title IX Coordinator within your own school or unit may be best able to help you, but you may contact any of them; sometimes, privacy concerns may make one of the others a better choice.
IS THIS AN EMERGENCY? Call 911. Rev. 8/19/2014 Preventing and Responding to Sexual Misconduct: Building a Climate of Safety and Respect at Yale
1 yale resources
SHARE: Information, Advocacy, and Support Yale Police Department http://sharecenter.yale.edu/ http://publicsafety.yale.edu/ 203.432.2000 (24-hr availability) 203.432.4400 (24-hr availability) Professional, expert help for people who have experienced Sworn police officers; Sensitive Crimes & Support sexual misconduct, their friends and family Coordinator Coordinates medical treatment, evidence collection Conducts criminal investigations Assists with contacting police and/or initiating a complaint Provides assistance and services to victims Strictly confidential services–anonymous if desired Will consult without requiring a police report to be filed Confidential–shares certain information with the University University-Wide Committee on Sexual Misconduct Title IX Coordinator http://provost.yale.edu/uwc 203.432.4441 (9 am–5 pm weekdays) Title IX Coordinators Yale’s internal disciplinary committee for cases of sexual http://provost.yale.edu/title-ix/coordinators misconduct 203.432.4446 (9 am–5 pm weekdays) Members include faculty, staff, and students; supported by University Title IX Coordinator; Deputy Coordinators professional, independent fact-finders assigned to Yale College, the Graduate School, each Complainants can discuss options and seek resolution, professional school, and faculty and staff remedies, and disciplinary action Responsible for policies, programs, coordination of resources, Handles both informal and formal complaints tracking and investigating complaints Confidential–shares certain information with the University Inform complainants of criminal and disciplinary options, Title IX Coordinator and assist with interim measures and remedies. Take institutional action when necessary Confidential–with limited exceptions
photos: Michael Marsland, University Photographer
2 introduction
This guide provides an overview of the University’s policies and the broad range of resources available to prevent and respond to sexual misconduct at Yale. For detailed information, please see the Sexual Misconduct Response website (http://smr.yale.edu).
The most important thing that you need to know is:
You should expect to feel safe and respected at all times at Yale. If for any reason you do not, Yale will provide resources to support you and help you take action.
1 yale sexual misconduct policies and related definitions
Yale University is committed to maintaining and strengthening educational, working, and living environments founded on civility and mutual respect in which students, faculty, and staff are connected by strong bonds of intellectual dependence and trust. Sexual misconduct is antithetical to the standards and ideals of our community and will not be tolerated.
Yale aims to eradicate sexual misconduct through education, training, clear policies, and serious consequences for violations of these policies. The University Title IX Coordinator has responsibility for ensuring compliance with Yale’s policies regarding sexual misconduct. The University-Wide Committee on Sexual Misconduct (UWC) and the Title IX Coordi- nators address allegations of sexual misconduct.
These policies apply to all members of the Yale community as well as to third parties (i.e., individuals who are neither students nor employees, including but not limited to guests and consultants) for con- duct directed toward University students, faculty, or staff members. Conduct that occurs in the process of application for admission to a program or selection for employment is also covered by these policies.
Many forms of sexual misconduct are prohibited by Connecticut and federal law (including Title IX of the Education Amendments of 1972) and could result in criminal prosecution or civil liability.
2 Definition of Sexual Misconduct verbal or physical conduct of a sexual nature on or off campus, when: (1) submission to such conduct is Sexual misconduct incorporates a range of behaviors made either explicitly or implicitly a condition of an including sexual assault, sexual harassment, intimate individual’s employment or academic standing; or (2) partner violence, stalking, voyeurism, and any other submission to or rejection of such conduct is used as conduct of a sexual nature that is nonconsensual, the basis for employment decisions or for academ- or has the purpose or effect of threatening, ic evaluation, grades, or advancement; or (3) such intimidating, or coercing a person. conduct has the purpose or effect of unreasonably Much sexual misconduct includes nonconsensual interfering with an individual’s work or academic sexual contact, but this is not a necessary performance or creating an intimidating or hostile component. For example, threatening speech that is academic or work environment. Sexual harassment sufficiently severe or pervasive to constitute sexual may be found in a single episode, as well as in per- harassment will constitute sexual misconduct. sistent behavior. Both men and women are protected Making photographs, video, or other visual or from sexual harassment, and sexual harassment is auditory recordings of a sexual nature of another prohibited regardless of the sex of the harasser. person without consent constitutes sexual misconduct, even if the activity documented was Definition of Sexual Assault consensual. Similarly, sharing such recordings or Sexual assault is any kind of nonconsensual sexual other sexually harassing electronic communications contact, including rape, groping, or any other without consent is a form of sexual misconduct. nonconsensual sexual touching. Both men and women are protected from sexual misconduct, and sexual misconduct is prohibited Definition of Sexual Consent regardless of the sex of the harasser. Sexual activity requires consent, which is defined as Violations of Yale’s Policy on Teacher-Student Consen- positive, unambiguous, and voluntary agreement sual Relations and its Policy on Relationships between to engage in specific sexual activity throughout Staff Members are also forms of sexual misconduct. a sexual encounter. Consent cannot be inferred from the absence of a “no”; a clear “yes,” verbal or Definition of Sexual Harassment otherwise, is necessary. Consent to some sexual acts Sexual harassment consists of nonconsensual does not constitute consent to others, nor does past sexual advances, requests for sexual favors, or other consent to a given act constitute present or future
3 yale sexual misconduct policies and related definitions
consent. Consent must be ongoing throughout a Definition of Intimate Partner Violence sexual encounter and can be revoked at any time. Intimate partner violence (IPV) occurs when a current Consent cannot be obtained by threat, coercion, or or former intimate partner uses or threatens physical force. Agreement under such circumstances does not or sexual violence. IPV also may take the form of a constitute consent. pattern of behavior that seeks to establish power and control by causing fear of physical or sexual Consent cannot be obtained from someone who violence. Stalking may also constitute IPV. is asleep or otherwise mentally or physically incapacitated due to alcohol, drugs, or some other condition. A person is mentally or physically Definition of Stalking incapacitated when that person lacks the ability to Stalking is repeated or obsessive unwanted attention make or act on considered decisions to engage in directed toward an individual or group that is sexual activity. Engaging in sexual activity with a likely to cause alarm, fear, or substantial emotional person whom you know—or reasonably should know distress. Stalking may take many forms, including —to be incapacitated constitutes sexual misconduct. following, lying in wait, monitoring, and pursuing contact. Stalking may occur in person or through a medium of communication, such as letters, email, text messages, or telephone calls. In some Guidance Regarding Sexual Consent circumstances, two instances of such behavior may Consent can be accurately gauged only through be sufficient to constitute stalking. direct communication about the decision to engage in sexual activity. Presumptions based Yale Policy on Teacher-Student Consensual upon contextual factors (such as clothing, alcohol Relations consumption, or dancing) are unwarranted, and The integrity of the teacher-student relationship should not be considered as evidence for consent. is the foundation of the University’s educational Although consent does not need to be verbal, verbal mission. This relationship vests considerable trust communication is the most reliable form of asking in the teacher, who, in turn, bears authority and for and gauging consent. Talking with sexual part- accountability as a mentor, educator, and evaluator. ners about desires and limits may seem awkward, The unequal institutional power inherent in but serves as the basis for positive sexual experienc- this relationship heightens the vulnerability of es shaped by mutual willingness and respect. the student and the potential for coercion. The
4 pedagogical relationship between teacher and student must be protected from influences or activities that can interfere with learning and personal development.
Whenever a teacher is or in the future might reasonably become responsible for teaching, advising, or directly supervising a student, a sexual relationship between them is inappropriate and must be avoided. In addition to creating the potential for coercion, any such relationship jeopardizes the integrity of the educational process by creating a conflict of interest and may impair the learning environment for other students. Finally, such situations may expose the University and the teacher to liability for violation of laws against or expects to have any pedagogical or supervisory sexual harassment and sex discrimination. responsibilities over that student.
Therefore, teachers must avoid sexual relationships Teachers or students with questions about this policy with students over whom they have or might are advised to consult with the University Title IX reasonably expect to have direct pedagogical or Coordinator, the Title IX Coordinator of his or her supervisory responsibilities, regardless of whether school, the department chair, the appropriate dean, the relationship is consensual. Conversely, a teacher the Provost, or one of his or her designees. A student must not directly supervise any student with whom or other member of the community may lodge a he or she has a sexual relationship. Undergraduate formal or informal complaint regarding an alleged students are particularly vulnerable to the unequal violation of this policy with the University Title IX institutional power inherent in the teacher- Coordinator, with the Title IX Coordinator of his or student relationship and the potential for coercion, her school, or with the University-wide Committee because of their age and relative lack of maturity. on Sexual Misconduct. Therefore, no teacher shall have a sexual or amorous relationship with any undergraduate student, Violations of the above policies by a teacher will regardless of whether the teacher currently exercises normally lead to disciplinary action. For purposes of this policy, “direct supervision” includes the following
5 yale sexual misconduct policies and related definitions
activities (on or off campus): course teaching, whom they have or might reasonably expect to have examining, grading, advising for a formal project supervisory or reporting responsibilities. such as a thesis or research, supervising required Under no circumstances can a supervisor directly research or other academic activities, serving in such supervise or evaluate any employee or trainee with a capacity as Director of Undergraduate or Graduate whom he or she has a romantic or sexual relation- Studies, and recommending in an institutional ship. If such a relationship exists or develops, the capacity for admissions, employment, fellowships or supervisor and employee must promptly disclose it awards. “Teachers” includes, but is not limited to, all to the Department Head or the Human Resources ladder and non-ladder faculty of the University. Generalist. Arrangements, which may include reas- It also includes graduate and professional students signment or relocation, will be made to address any and postdoctoral fellows and associates only when issue of conflict of interest. Any decision affecting they are serving as part-time acting instructors, any aspect of employment (for example, transfer, teaching fellows or in similar institutional roles, with promotion, salary, termination) must be made by respect to the students they are currently teaching disinterested and qualified supervisory personnel. or supervising. “Students” refers to those enrolled Violations of this policy will normally lead to in any and all educational and training programs disciplinary action, up to and including termination. of the University. Additionally, this policy applies to members of the Yale community who are not Individuals with questions about this policy or staff teachers as defined above, but have authority over concerned about a romantic or sexual relationship in or mentoring relationships with students, including violation of this policy are encouraged to speak with athletic coaches, supervisors of student employees, their supervisor, Human Resources Generalist, or any advisors and directors of student organizations, Title IX Coordinator. Residential College Fellows, as well as others who advise, mentor, or evaluate students. See Personnel Policies and Practices Manual.
Yale Policy on Relationships Between Please also see “Appendix: Related Federal and State Laws and Staff Members Definitions” at the end of this guide for definitions of these offenses under state and federal law. Staff are expected to avoid romantic or sexual relationships with employees and trainees for
6
primary resources
The SHARE Center Information, Advocacy, and Support 55 Lock Street, Lower Level Office hours: 9 am–5 pm weekdays 203.432.2000 (24/7 availability) http://sharecenter.yale.edu
SHARE, the Sexual Harassment and Assault Response and Education Center, has trained counselors available at any time of day or night via its direct hotline, as well as drop-in counseling on weekdays during regular business hours. SHARE is available to members of the Yale community who wish to discuss any experience of sexual misconduct involving themselves or someone they care about. SHARE services are confidential and can be anonymous when desired. SHARE can provide professional help with medical and health issues (including accompanying students to the hospital), as well as assistance with contacting police and/or initiating a formal or informal complaint, and it offers ongoing counseling and support. SHARE works closely with the University-Wide Committee on Sexual Misconduct, the Title IX Coordinators, the Yale Police Department, and other campus resources.
If you wish to make use of SHARE’s services, you can call the crisis number (203.432.2000) at any time for a phone consultation or to set up an in-person appointment. You may also drop in on weekdays during regular business hours. Some legal and medical options are time-sensitive, so if you have been assaulted, we encourage you to call SHARE 7 primary resources
and/or the Yale Police as soon as possible. Counselors sexual discrimination and sexual misconduct. In can talk with you over the telephone or meet you keeping with this responsibility, the University Title in person at Yale Health or the Yale-New Haven IX Coordinator and Deputy Title IX Coordinators Hospital Emergency Room. conduct periodic assessments of Yale’s campus climate to seek input from the campus community on how things are working and what might be Title IX Coordinators improved. 203.432.4446 (9 am–5 pm weekdays) http://provost.yale.edu/title-ix Yale College, the Graduate School of Arts and See the inside back cover of this guide for additional Sciences, and the professional schools have each contact information. designated a senior administrator or faculty member as Deputy Title IX Coordinator, and the Director of Title IX of the Education Amendments of 1972 (see the Office for Equal Opportunity Programs serves as Appendix) protects people from sex discrimination the Senior Deputy Title IX Coordinator for faculty and in educational programs and activities at institutions staff. The Deputy Title IX Coordinators report to the that receive federal funding. Sex discrimination University Title IX Coordinator. The coordinators also includes sexual harassment, sexual assault, and work closely with the SHARE Center, the University- other forms of misconduct. The University is Wide Committee on Sexual Misconduct, and the Yale committed to providing an environment free from Police Department. discrimination on the basis of sex.
The University Title IX Coordinator and the Deputy University-Wide Committee (UWC) Title IX Coordinators are responsible for the 203.432.4441 (9 am–5 pm weekdays) design and implementation of relevant policies, http://provost.yale.edu/uwc development and implementation of educational programs, development and maintenance of The University-Wide Committee on Sexual support processes, investigation and resolution of Misconduct (UWC) is an internal disciplinary board complaints, coordination with law enforcement, and available to students, faculty, and staff across the identification and implementation of measures to University for complaints of sexual misconduct, address patterns of discrimination and/or systemic as described in the committee’s procedures. The problems. One of the central responsibilities of UWC is an accessible, representative, and trained the University under Title IX is to conduct ongoing body established to fairly and expeditiously reviews to identify and develop measures to address address formal and informal complaints of sexual
8 misconduct. UWC members can answer informal inquiries about procedures and the University definition of sexual misconduct. In cases where formal resolution is sought, investigations are conducted by professional, independent fact finders.
Yale Police 101 Ashmun Street 203.432.4400 (24/7 availability) http://publicsafety.yale.edu/police/sensitive-crimes- support
The Yale Police Department (YPD) operates 24/7 and is comprised of highly-trained sworn police officers, including a Sensitive Crimes & Support Coordinator. The YPD has the capacity to perform full criminal investigations. In addition, the YPD can provide information on available victims’ assistance services, safety planning, and other related issues. The YPD works closely with the New Haven Police Department, the New Haven State’s Attorney, the SHARE Center, the University’s Title IX Coordinators, and various other departments within the University.
Contact information for additional resources is provided at the end of this guide.
9 prevention
General Strategies
• Surround yourself with people who respect each other. You’re safest in communities that share values of mutual respect. Don’t tolerate disrespect or pressure in your communities; even small incidents can contribute to a negative climate.
• Look out for people around you. Simply stepping in to act when you see a troubling situation can make a big difference. If you see something that causes you concern—even if you’re not sure—check in. Call on friends, allies, and authority figures to help if necessary.
• R espond to even minor issues. Serious situations can often be averted by response at the first sign of trouble. SHARE, the Title IX Coordinators, and the Yale Police are always available to discuss such incidents. If you are in a position of authority, you have a responsibility to establish and maintain a respectful environment. If you are a supervisor, you must report any sexual misconduct that comes to your attention to a Title IX Coordinator.
• Be alert to patterns, not just isolated actions. Preventing sexual misconduct is a community- Sometimes, sexual misconduct can take the wide effort. Everyone can play a role in making form of patterns of behaviors that might not our campus safer and more respectful. be worrying in isolation, but that together constitute a problem. Take repeated disrespect,
10 intimidation, and threats seriously, even if they • Be safe. In an emergency, you should always seem small alone. call 911. If you need to make a longer-term plan for your safety, SHARE and the Yale Police Strategies for Specific Forms of Misconduct can help.
Sexual Harassment Intimate Partner Violence • Be a role model. A community free from sexual • Look out for your friends. Sometimes, people harassment requires effort from all of us. worry that expressing concern about a friend’s Engage respectfully with your peers and col- relationship will be perceived as meddling. If leagues, and think carefully about how words you’re worried about a friend, SHARE can guide or actions that may seem insignificant to you you on how to help. could hurt someone else. If you are a teacher or • Be alert to patterns. Relationships are supervisor, set high standards for your commu- complicated, and IPV can be difficult to nity and model the behavior you expect. identify. Individual actions may not seem • R emember: we are all entitled to study and troubling in isolation, but may work together work in a respectful environment. If there in dangerous ways. Be on the lookout for are elements of an environment that feel patterns of isolation, control, and intimidation. hostile, seek ways to intervene. Call on friends, Sexual Assault colleagues, and other allies, as well as authority figures including Title IX Coordinators, • Take sexual pressure seriously. Many sexual supervisors, deans, and professors, who should assaults begin with low-level sexual pressure. be able to help you. Though sexual pressure and disregard don’t always lead to assault, you deserve to have Stalking your boundaries respected, not pushed. • Take repeated, unwanted attention seriously. • Hold out for enthusiasm. In general, it’s easy Stalking can sometimes seem merely annoying to tell if someone is enthusiastic about an or even flattering, especially if it is happening encounter or not. Take any signs of reluctance primarily online or via phone. But the intrusive or refusal, including nonverbal signs, very nature of stalking must be taken seriously, and seriously. If the signs are ambiguous, be sure to it can escalate to a pressing threat quickly. Don’t stop, and then check in or ask questions. dismiss concerns—either your own or others’.
11 prevention
• Be wary of extreme drunkenness. While the person you’re aiming to help—but if you drunkenness does not cause or excuse sexual can’t, trust your instincts. misconduct, drunk people are more likely to • Mak e a plan: fit your intervention to the disregard other people’s signals. situation. Determine who is in the best • C ommunicate with your sexual and romantic position to act. You can call on friends, allies, partners. Open discussion of desires and limits hosts, and authority figures, or you can do is a critical part of building a positive sexual something yourself. culture. • Mak e it happen: Follow your plan, and be ready to get help if you need it. Look for allies, Bystander Intervention and be alert for others trying to help. Start Sexual violence is often permitted by cultural with the smallest possible intervention. Act patterns of disrespect and pressure—patterns that even if you feel awkward or nervous. let aggression pass unchecked. However, you can Techniques to Try: interrupt these patterns. Interventions don’t have to be large or dramatic. Small interventions—asking • De-escalate. Be calm and respectful. Shift the a friend to leave a party with you, redirecting a focus away from the problem. conversation with a joke, or pushing in as a third • O ffer help. Signal your concern and willingness wheel—are very effective. to act. It’s okay if you are turned down at first Steps to Action: or altogether: simply offering to help can change the dynamics. • P ay attention: be alert to things that make you uncomfortable. In particular, look out for • Slo w things down. Give people time to signs of sexual pressure, unwanted attention, extricate themselves, if that’s what they want. or disrespect, extreme drunkenness, or signs of • Disrupt the situation. Intrude. Make a joke. fear and confusion. Keep an eye on anything Change the topic. Spill something. Be a third worrying: don’t ignore “little” things. wheel. • Decide: should someone intervene? Is the • Above all—Be safe. If you think you are in situation heading in a bad direction? Does danger, step back and get help. someone need help? If you can, check in with
12 Communication and Consent Educators (CCEs) teams often collaborate with other student groups to change the campus environment, reimagining Yale College traditional events and practices to maximize http://yale.edu/cce opportunities for our ideals to flourish. [email protected] CCEs run workshops for all freshmen and The CCEs are a diverse group of undergraduates sophomores on consent and bystander intervention. working together to foster a more positive sexual Most of their work, though, takes place within their and social climate on the Yale College campus. The own communities and residential colleges. The CCEs CCEs aim to end sexual violence by transforming are always happy to collaborate with student groups, our community into one where respect, mutuality, so get in touch with your college CCEs if you have and mindfulness are the norms. A safe campus is ideas. critically important, but the CCEs aim higher: for Yale to be a place where everyone can thrive.
Through workshops, trainings, and conversations, the CCEs help students identify troubled dynamics, develop skills for effective interventions, and work on strategies for avoiding problems altogether. CCE
13 response
Your Options and Rights if You Experience Sexual Misconduct
Sexual assault, harassment, and other forms of sexual misconduct can have profound impacts on personal, professional, and academic life. If you have experienced sexual misconduct of any kind, the University urges you to take action to seek the help and support that you need, which may include filing a report and pursuing criminal and disciplinary sanctions.
Individual experiences of sexual misconduct vary widely, as do people’s needs. At Yale, you have choices about what to do and when – and people who can explain the options, answer your questions, and support you along the way.
Steps you should consider taking:
• Get support. You should not have to cope with this experience alone. There are many places to turn, but SHARE offers particular expertise – the SHARE staff can provide information and advocacy as well as support, all with strict confidentiality. SHARE can also help you take any of the steps below.
• Seek medical treatment. If you have experi- enced physical or sexual violence, it’s import- ant to get care as soon as possible. Even if you feel okay, you may be injured or at risk of contracting a sexually transmitted infection
14 or becoming pregnant. If you were sexually At the time you make a report, you will receive assaulted within the past 72 hours, you should written materials outlining the services, strongly consider having physical forensic options, and rights available for those who evidence collected at the time of your medical have experienced sexual misconduct. Making examination. SHARE will coordinate with the a report does not ordinarily commit you hospital ER and the police to make arrange- to pursuing a complaint; in rare situations ments and guide you through this process. where there is an acute threat to individual or community safety, a Title IX Coordinator may • C ollect and preserve evidence. Prompt take independent action. collection of physical forensic evidence is particularly important, as discussed above. • Pursue a complaint. Individuals come to the Other pieces of evidence are also important complaint process with different needs and to save. Voicemail, emails, and text messages, goals, so it is important that there is a range for example, can be very powerful in building of options for pursuing a complaint: criminal a strong case. Even if you don’t initially plan to and disciplinary; formal and informal; and via pursue a disciplinary or criminal complaint, it is the UWC, the Title IX Coordinators, and the good to keep those options open by retaining YPD. These three groups work hard, along with evidence. SHARE can help you to work with the SHARE, to streamline and coordinate complaint Title IX Coordinators and the police to identify processes, so it does not matter where you evidence and understand collection processes. begin. The options are not mutually exclusive; you can pursue any or all of them as you wish. • R eport the incident. If you have experienced Whenever possible, the choices are left up (or learned about) sexual misconduct involving to you. a member of the Yale community, you may file a report with a Title IX Coordinator, the UWC, See pages 18-19 for more details on reporting and or the Yale Police. (See the Resources section complaint processes. These details are also available at for contact information.) By reporting the http://smr.yale.edu. incident, you alert the University and enable • Continue to get support. The impact of sexual administrators to respond appropriately misconduct will likely ebb and flow over time both to your case and to broader patterns of as different challenges arise. You deserve concerning behavior. Reporting also allows support at every stage, helping you thrive you to discuss your options and gives you despite this experience. immediate access to various accommodations.
15 response
UNDERSTANDING CONFIDENTIALITY official roles—such as CCEs or freshman counselors— are also required to make such reports. If a Title IX Privacy concerns are often at the forefront when someone Coordinator receives information about an incident of has experienced sexual misconduct. It is useful to know the sexual misconduct, he or she may reach out to you to offer degree of confidentiality that individuals can expect from to explain options and accommodations, and to assess each of the University resources. University officials are the situation. In cases of sexual assault or other criminal trained in the importance of confidentiality and the protocols conduct, the Title IX Coordinator will share information for maintaining that confidentiality. with the YPD, and will advise you about the resources and SHARE is strictly confidential and can be anonymous. assistance the police can provide.
Except in rare, extreme circumstances, SHARE staff will not If you decide to pursue remedies and/or a complaint, reveal any information without explicit permission. (This level a few more people may become involved in your case, of confidentiality is also provided by other mental health but your privacy will still be respected and safeguarded providers, physicians, and clergy when consulted in their to the fullest extent possible. You can also ask that a professional capacities.) complaint not be pursued, or that a complaint be pursued only if you remain anonymous—your request will be Other University services are mostly confidential. accommodated to the extent possible, balanced against The other people listed in the Additional Yale Resources the need to maintain campus safety. In situations where a section are committed to protecting your privacy, but they confidentiality request limits an investigation or prevents also have an obligation to protect campus safety. They the University from taking direct disciplinary action, it will will share information with the Title IX Coordinators. Other take other reasonable steps to minimize the effects of the administrators may learn some limited information on a reported misconduct and to prevent its recurrence. “need to know” basis. • Information shared with YPD • Information shared with Title IX Coordinators The YPD may receive reports from a Title IX Coordinator, As part of the University’s general monitoring process, or directly from you. The YPD can offer confidential all information about incidents of sexual misconduct are consultations regarding possible criminal investigation. shared with the University Title IX Coordinator, who is They are subject to state requirements for investigating charged with taking steps to end the sexual misconduct, and responding to reports of crime, but ordinarily the prevent its recurrence, and repair the harms. Students in decision about whether or not to press criminal charges is up to you. In cases of sexual misconduct, the YPD
16 will share information with the Title IX Coordinator, and Publications will advise you about the resources and assistance the The University issues regular publications—such University can provide. as the semi-annual Report of Complaints of Sexual Misconduct and the annual Campus Safety The confidentiality of a police report shifts over time. Once Report—to inform the community and the public a case is closed, it becomes a matter of public record. in general about complaints of sexual misconduct This does not mean it is widely released, but it will be brought to the University’s attention. These reports available upon request. It is the practice to redact (black are written with great care to preserve the privacy out) the names of victims, along with any other identifying of the individuals involved by omitting names and information. So while it is not “confidential,” your name providing only minimal descriptions or statistical would not be public. summaries. • Information shared with the broader community
Timely Warnings (aka “Messages from the Chief”) Under the Clery Act, the University is responsible for issuing “timely warnings” in response to some reports. Only specific crimes, such as sexual assault, trigger a warning; the crime must have occurred within the officially-designated campus area; and there must be a serious or ongoing threat to the community. If you report an incident of misconduct that meets these strict criteria, a message will be sent out from the Yale Chief of Police. The warning message will contain a brief description of the crime, and may indicate the location where the incident occurred. It will not include any information that would identify you or other individuals involved. In all but exceptional circumstances, you would be informed in advance of distribution of the message.
17 response
Seeking Accommodations, Remedies, when determining interim measures; and and Protective Measures appropriate criminal and disciplinary sanctions. These officials coordinate closely to streamline If you have experienced sexual misconduct, there complaint processes. In the absence of an acute are steps the University can take to help minimize threat to individual or community safety, you may the impact of the incident, decrease the chance decide which among the available options you wish of recurrence, and provide a safe educational and to pursue. These options are not mutually exclusive. work environment. Many steps can be taken regardless of whether or not you chose to pursue Whichever path(s) you choose, you have the right to a complaint. Usually, a Title IX Coordinator will have an advisor present at every stage. SHARE staff organize accommodations, remedies, and protective members are commonly chosen as advisors, but measures; SHARE, the YPD, and Human Resources you may select whomever you wish to fill this role. are often involved too. As always, your privacy will Respondents also have the right to an advisor of be safeguarded as these arrangements are made. their choice. All proceedings are designed to be fair, The steps taken will be determined on a case-by- prompt, and impartial. case basis, responding to your needs, the nature of • Yale Police the incident, and other contextual factors, including the need to ensure individual and community The Yale Police Department has sworn police safety. Measures can include steps such as no officers with full powers of law enforcement contact orders, residential reassignments, changes and arrest who receive advanced training in to employment or academic assignments, and crimes of interpersonal violence. They can temporary suspensions. assist in determining whether the conduct experienced was criminal in nature, and launch Pursuing a Complaint an investigation accordingly. If an incident occurs outside the YPD’s jurisdiction, the YPD can assist Complaints may be pursued with the Yale Police, in contacting the appropriate alternative law the Title IX Coordinators, and the University-Wide enforcement agency. Criminal proceedings use Committee–all of whom receive comprehensive “beyond a reasonable doubt” as the standard of annual training on relevant laws, regulations, and evidence. disciplinary codes; the dynamics and patterns of sexual misconduct; the importance of confidentiality, fair process, and impartiality; safety considerations
18 • Title IX Coordinators Normally, the formal complaint process takes Any Title IX Coordinator can resolve complaints about 60 days. The chair may extend the and assist with informal remedies. The Title IX process if necessary due to illness, holidays, Coordinators do not conduct formal hearings the absence of witnesses from campus, the but may investigate complaints and work complexity of the case, or competing demands with the complainant and the respondent to on UWC members or decision makers. UWC achieve resolution of the complaint. In cases sanctions can include mandated training, involving faculty and staff respondents, a reprimand, probation, suspension, and Title IX resolution may result in reassignment, termination/expulsion. employment limitations, warning, reprimand, The full UWC procedures are available online probation, suspension, and termination as at http://provost.yale.edu/uwc/procedures. possible sanctions. The standard used for There is also a set of videos made by and determinations is the “preponderance of the for undergraduates that offer an accessible evidence” (i.e., if it is more likely than not that overview for anyone in the community; these misconduct occurred). are available at http://yale.edu/cce.
• University-Wide Committee: Formal Complaint • University-Wide Committee: Informal As the primary disciplinary board for Complaint addressing complaints of sexual misconduct, At the request of the complainant, the UWC the University-Wide Committee utilizes an can instead conduct an informal resolution of independent fact-finder to gather evidence the complaint, which does not include formal and then holds a hearing to determine investigation or a formal hearing. Informal whether a violation of University policy has UWC resolution will not result in a formal occurred, based on the “preponderance of finding or discipline, but can result in other the evidence” standard (i.e., if it is more likely remedial actions. The pursuit of an informal than not that such a violation occurred). resolution does not preclude the option of Advisers may accompany the complainant and pursuing a formal complaint in the future, respondent at every stage, but they may not should the complainant so wish. speak during interviews with a fact-finder or during a formal hearing. All notifications from the UWC will be provided in writing to both parties at the same time.
19 appendix: related federal and state laws and definitions
The following summary of federal and state laws related to sexual misconduct is provided for reference only. For the Yale policies and definitions, please see the Yale Sexual Misconduct Policies and Definitions section in this guide. For additional information on Yale’s policies and resources, see the Sexual Misconduct Response website at http://smr. yale.edu.
Title IX of the Education Amendments of 1972 (20 USC §1681)
No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.
Connecticut Public Act 14-11
An Act Concerning Sexual Assault, Stalking, and Intimate Partner Violence on Campus
Campus SaVE Act
Section 304 of the Violence Against Women Reauthorization Act of 2013
20 Sexual Assault of his/her age or because of his/her temporary or permanent mental or physical incapacity. Federal Definition 42 U.S.C.A. § 13925. The term “sexual assault” means C. Sexual Assault With An Object—To use an any nonconsensual sexual act proscribed by Federal, object or instrument to unlawfully penetrate, tribal, or State law, including when the victim lacks however slightly, the genital or anal opening capacity to consent. of the body of another person, without the consent of the victim, including instances 20 U.S.C.A. § 1092. The term“sexual assault” means where the victim is incapable of giving consent an offense classified as a forcible or nonforcible sex because of his/her age or because of his/her offense under the uniform crime reporting system of temporary or permanent mental or physical the Federal Bureau of Investigation. incapacity.
Sex Offenses Definitions From the National D. Fondling—The touching of the private body Incident-Based Reporting System Edition of the parts of another person for the purpose of Uniform Crime Reporting Program sexual gratification, without the consent of the victim, including instances where the victim Sex Offenses—Any sexual act directed against is incapable of giving consent because of his/ another person, without the consent of the her age or because of his/her temporary or victim, including instances where the victim is permanent mental incapacity. incapable of giving consent. Sex Offenses—Nonforcible Unlawful, nonforcible A. Rape—The carnal knowledge of a person, sexual intercourse. without the consent of the victim, including instances where the victim is incapable of A. Incest—Nonforcible sexual intercourse giving consent because of his/her age or between persons who are related to each because of his/her temporary or permanent other within the degrees wherein marriage mental or physical incapacity. is prohibited by law.
B. Sodomy—Oral or anal sexual intercourse B. Statutory Rape—Nonforcible sexual with another person, without the consent intercourse with a person who is under the of the victim, including instances where the statutory age of consent. victim is incapable of giving consent because
21 appendix: related federal and state laws and definitions
Connecticut Definition member or organ of the victim’s body, such person C.G.S. Sec. 53a-70. Sexual assault in the first degree: causes such injury to such victim, (3) under circum- Class B or A felony. (a) A person is guilty of sexual stances evincing an extreme indifference to human assault in the first degree when such person (1) com- life such person recklessly engages in conduct which pels another person to engage in sexual intercourse creates a risk of death to the victim, and thereby by the use of force against such other person or a causes serious physical injury to such victim, or (4) third person, or by the threat of use of force against such person is aided by two or more other persons such other person or against a third person which actually present. No person shall be convicted of sex- reasonably causes such person to fear physical injury ual assault in the first degree and aggravated sexual to such person or a third person, or (2) engages in assault in the first degree upon the same transaction sexual intercourse with another person and such but such person may be charged and prosecuted for other person is under thirteen years of age and the both such offenses upon the same information. actor is more than two years older than such person, C.G.S. Sec. 53a-71. Sexual assault in the second or (3) commits sexual assault in the second degree as degree: Class C or B felony. (a) A person is guilty provided in section 53a-71 and in the commission of of sexual assault in the second degree when such such offense is aided by two or more other persons person engages in sexual intercourse with another actually present, or (4) engages in sexual intercourse person and: (1) Such other person is thirteen years of with another person and such other person is men- age or older but under sixteen years of age and the tally incapacitated to the extent that such other per- actor is more than three years older than such other son is unable to consent to such sexual intercourse. person; or (2) such other person is mentally defective C.G.S. Sec. 53a-70a. Aggravated sexual assault in to the extent that such other person is unable to the first degree: Class B or A felony. (a) A person is consent to such sexual intercourse; or (3) such other guilty of aggravated sexual assault in the first degree person is physically helpless; or (4) such other person when such person commits sexual assault in the is less than eighteen years old and the actor is such first degree as provided in section 53a-70, and in the person’s guardian or otherwise responsible for the commission of such offense (1) such person uses or general supervision of such person’s welfare; or (5) is armed with and threatens the use of or displays or such other person is in custody of law or detained represents by such person’s words or conduct that in a hospital or other institution and the actor has such person possesses a deadly weapon, (2) with in- supervisory or disciplinary authority over such other tent to disfigure the victim seriously and permanent- person; or (6) the actor is a psychotherapist and such ly, or to destroy, amputate or disable permanently a other person is (A) a patient of the actor and the
22 sexual intercourse occurs during the psychotherapy (A) by the use of force against such other person or session, (B) a patient or former patient of the actor a third person, or (B) by the threat of use of force and such patient or former patient is emotionally against such other person or against a third person, dependent upon the actor, or (C) a patient or former which reasonably causes such other person to fear patient of the actor and the sexual intercourse physical injury to himself or herself or a third person, occurs by means of therapeutic deception; or (7) the or (2) engages in sexual intercourse with another actor accomplishes the sexual intercourse by means person whom the actor knows to be related to him of false representation that the sexual intercourse or her within any of the degrees of kindred specified is for a bona fide medical purpose by a health care in section 46b-21. professional; or (8) the actor is a school employee C.G.S. Sec. 53a-72b. Sexual assault in the third degree and such other person is a student enrolled in a with a firearm: Class C or B felony. (a) A person is school in which the actor works or a school under guilty of sexual assault in the third degree with a the jurisdiction of the local or regional board of firearm when such person commits sexual assault in education which employs the actor; or (9) the actor the third degree as provided in section 53a-72a, and is a coach in an athletic activity or a person who in the commission of such offense, such person uses provides intensive, ongoing instruction and such or is armed with and threatens the use of or displays other person is a recipient of coaching or instruction or represents by such person’s words or conduct that from the actor and (A) is a secondary school student such person possesses a pistol, revolver, machine and receives such coaching or instruction in a gun, rifle, shotgun or other firearm. No person shall secondary school setting, or (B) is under eighteen be convicted of sexual assault in the third degree years of age; or (10) the actor is twenty years of age and sexual assault in the third degree with a firearm or older and stands in a position of power, authority upon the same transaction but such person may be or supervision over such other person by virtue of the charged and prosecuted for both such offenses upon actor’s professional, legal, occupational or volunteer the same information. status and such other person’s participation in a program or activity, and such other person is under C.G.S. Sec. 53a-73a. Sexual assault in the fourth eighteen years of age. degree: Class A misdemeanor or class D felony. (a) A person is guilty of sexual assault in the fourth degree C.G.S. Sec. 53a-72a. Sexual assault in the third degree: when: (1) Such person intentionally subjects another Class D or C felony. (a) A person is guilty of sexual person to sexual contact who is (A) under thirteen assault in the third degree when such person (1) years of age and the actor is more than two years compels another person to submit to sexual contact older than such other person, or (B) thirteen years
23 appendix: related federal and state laws and definitions
of age or older but under fifteen years of age and of education which employs the actor; or (7) such the actor is more than three years older than such person is a coach in an athletic activity or a person other person, or (C) mentally defective or mentally who provides intensive, ongoing instruction and incapacitated to the extent that such other person subjects another person to sexual contact who is a is unable to consent to such sexual contact, or (D) recipient of coaching or instruction from the actor physically helpless, or (E) less than eighteen years and (A) is a secondary school student and receives old and the actor is such other person’s guardian or such coaching or instruction in a secondary school otherwise responsible for the general supervision setting, or (B) is under eighteen years of age; or of such other person’s welfare, or (F) in custody of (8) such person subjects another person to sexual law or detained in a hospital or other institution and contact and (A) the actor is twenty years of age or the actor has supervisory or disciplinary authority older and stands in a position of power, authority or over such other person; or (2) such person subjects supervision over such other person by virtue of the another person to sexual contact without such actor’s professional, legal, occupational or volunteer other person’s consent; or (3) such person engages status and such other person’s participation in a in sexual contact with an animal or dead body; or program or activity, and (B) such other person is (4) such person is a psychotherapist and subjects under eighteen years of age. another person to sexual contact who is (A) a patient of the actor and the sexual contact occurs Sexual Harassment during the psychotherapy session, or (B) a patient or former patient of the actor and such patient Federal Definition or former patient is emotionally dependent upon 29 C.F.R §1604.11. (a) Harassment on the basis of sex the actor, or (C) a patient or former patient of the is a violation of section 703 of title VII. 1 Unwelcome actor and the sexual contact occurs by means of sexual advances, requests for sexual favors, and therapeutic deception; or (5) such person subjects other verbal or physical conduct of a sexual nature another person to sexual contact and accomplishes constitute sexual harassment when (1) submission the sexual contact by means of false representation to such conduct is made either explicitly or implicitly that the sexual contact is for a bona fide medical a term or condition of an individual’s employment, purpose by a health care professional; or (6) such (2) submission to or rejection of such conduct by person is a school employee and subjects another an individual is used as the basis for employment person to sexual contact who is a student enrolled decisions affecting such individual, or (3) such in a school in which the actor works or a school conduct has the purpose or effect of unreasonably under the jurisdiction of the local or regional board interfering with an individual’s work performance
24 or creating an intimidating, hostile, or offensive (f) Prevention is the best tool for the elimination working environment. of sexual harassment. An employer should take all steps necessary to prevent sexual harassment (b) In determining whether alleged conduct from occurring, such as affirmatively raising the constitutes sexual harassment, the Commission will subject, expressing strong disapproval, developing look at the record as a whole and at the totality of appropriate sanctions, informing employees of the circumstances, such as the nature of the sexual their right to raise and how to raise the issue of advances and the context in which the alleged harassment under title VII, and developing methods incidents occurred. The determination of the legality to sensitize all concerned. of a particular action will be made from the facts, on a case by case basis. (g) Other related practices: Where employment opportunities or benefits are granted because of (c) [Reserved] an individual’s submission to the employer’s sexual (d) With respect to conduct between fellow advances or requests for sexual favors, the employer employees, an employer is responsible for acts of may be held liable for unlawful sex discrimination sexual harassment in the workplace where the against other persons who were qualified for but employer (or its agents or supervisory employees) denied that employment opportunity or benefit. knows or should have known of the conduct, unless Connecticut Definition it can show that it took immediate and appropriate corrective action. C.G.S. Sec. 46a-60. Discriminatory employment practices prohibited. (a) It shall be a discriminatory (e) An employer may also be responsible for the practice in violation of this section: acts of non-employees, with respect to sexual harassment of employees in the workplace, (8) For an employer, by the employer or the where the employer (or its agents or supervisory employer’s agent, for an employment agency, by employees) knows or should have known of itself or its agent, or for any labor organization, by the conduct and fails to take immediate and itself or its agent, to harass any employee, person appropriate corrective action. In reviewing these seeking employment or member on the basis of cases the Commission will consider the extent of the sex. “Sexual harassment” shall, for the purposes of employer’s control and any other legal responsibility this section, be defined as any unwelcome sexual which the employer may have with respect to the advances or requests for sexual favors or any conduct conduct of such non-employees. of a sexual nature when (A) submission to such
25 appendix: related federal and state laws and definitions
conduct is made either explicitly or implicitly a term whom the victim shares a child in common, or condition of an individual’s employment, by a person who is cohabitating with or has cohabitated with the victim as a spouse or (B) submission to or rejection of such conduct by intimate partner, by a person similarly situated an individual is used as the basis for employment to a spouse of the victim under the domestic or decisions affecting such individual, or (C) such family violence laws of the jurisdiction receiving conduct has the purpose or effect of substantially grant monies, or by any other person against interfering with an individual’s work performance or an adult or youth victim who is protected from creating an intimidating, hostile or offensive working that person’s acts under the domestic or family environment. violence laws of the jurisdiction.
Intimate Partner Violence Connecticut Definition “Intimate partner violence” Federal Definition C.G.S. Sec. 10a-55m. means any physical or sexual harm against an 42 U.S.C.A. § 13925. The term “dating violence” means individual by a current or former spouse of or person violence committed by a person— in a dating relationship with such individual that (A) who is or has been in a social relationship of a results from any action by such spouse or such romantic or intimate nature with the victim; and person that may be classified as a sexual assault (B) where the existence of such a relationship shall under section 53a-70, 53a-70a, 53a-70b, 53a-71, be determined based on a consideration of the 53a-72a, 53a-72b or 53a-73a, stalking under section following factors: 53a-181c, 53a-181d or 53a-181e, or family violence as designated under section 46b-38h. (i) The length of the relationship.
(ii) The type of relationship. Stalking
(iii) The frequency of interaction between the Federal Definition persons involved in the relationship. 42 U.S.C. § 13925. The term “stalking” means engaging in a course of conduct directed at a specific (i) The term “domestic violence” includes person that would cause a reasonable person to-- felony or misdemeanor crimes of violence committed by a current or former spouse or (A) fear for his or her safety or the safety of others; or intimate partner of the victim, by a person with (B) suffer substantial emotional distress.
26 Connecticut Definition C.G.S. Sec. 53a-181c. Stalking in the first degree: Class D felony. (a) A person is guilty of stalking in the first degree when he commits stalking in the second degree as provided in section 53a-181d and (1) he has previously been convicted of this section or section 53a-181d, or (2) such conduct violates a court order in effect at the time of the offense, or (3) the other person is under sixteen years of age.
C.G.S. Sec. 53a-181d. Stalking in the second degree: Class A misdemeanor. (a) A person is guilty of stalking in the second degree when, with intent to cause another person to fear for his physical safety, he wilfully and repeatedly follows or lies in wait for such other person and causes such other person to reasonably fear for his physical safety.
C.G.S. Sec. 53a-181e. Stalking in the third degree: Class B misdemeanor. (a) A person is guilty of stalking in the third degree when he recklessly causes another person to reasonably fear for his physical safety by wilfully and repeatedly following or lying in wait for such other person.
27 Human Resource Generalists Resource Office on Disabilities can assist staff with matters related to facilitates individual accommodations policy, administration and employee for all students with disabilities. relations. 203.432.2324 203.432.5552 http://yalecollege.yale.edu/student- www.yale.edu/hronline/hrgeneralist/ services/resource-office-disabilities
Mental Health & Counseling provides care related to the Resources Beyond Yale psychological concerns of Sexual Assault Crisis Services undergraduate, graduate, and offers support services and support professional school students. groups for survivors of sexual violence 203.432.0290 and their loved ones. www.yalehealth.yale.edu/mentalhealth 1.888.999.5545 (English) Office for Equal Opportunity Programs www.womenfamilies.org/Content/ can assist with concerns related to Sexual_Assault_Crisis_Services.asp affirmative action, equal opportunity, RAINN Hotline sexual harassment, racial harassment, is the nation’s largest anti-sexual or fairness in admissions or assault organization. employment at Yale. Additional Yale Resources 800.656.4673 (hotline) or 202.544.1034 203.432.0849 (see inside front cover for www.rainn.org/ primary resources) http://www.yale.edu/equalopportunity New Haven Police Department Office of International Students Communication & Consent Educators works closely with the Yale Police. and Scholars are a large, diverse group of 203.946.6333 serves as a resource on immigration undergraduates working together to www.cityofnewhaven.com/police foster a more positive sexual and social matters and is Yale’s liaison to the U.S. climate in Yale College. federal agencies that are concerned The Umbrella Center for Domestic http://cce.yalecollege.yale.edu with matters related to international Violence Services students and scholars studying and provides services for victims and their Counseling and Support Services working at Yale. children. is a free, confidential program provided 203.432.2305 203.736.2601 to employees and their families by www.yale.edu/oiss www.bhcare.org/page/16596--Center- Magellan Health Services. for-Domestic-Violence-Services 1.800.327.9240 www.yale.edu/hronline/benefits/ employeeAssistance.html
28 University Title IX Coordinator Divinity School School of Medicine Stephanie Spangler, Deputy Provost for Lisabeth Huck, Registrar Merle Waxman, Associate Dean Health Affairs and Academic Integrity [email protected] [email protected] [email protected] 203.432.5312 203.737.4100 203.432.4446 School of Drama Rosemarie Fisher, Professor & Associate Senior Deputy Title IX Coordinators Joan Channick, Associate Dean Dean for Graduate Medical Education For Faculty and Staff Prof. (Adj.) Theater Management [email protected] Valarie Stanley, Director, Office of Equal [email protected] 203.688.1449 Opportunity Programs 203.436.9048 [email protected] School of Music 203.432.0849 School of Engineering and Applied Melvin Chen, Deputy Dean Science [email protected] Jason Killheffer, Director, Academic Vince Wilczynski, Deputy Dean 203.436.8935 Integrity Programs [email protected] [email protected] 203.432.4221 School of Nursing 203.436.8411 Lois Sadler, Professor (fall) School of Forestry & Environmental [email protected] Deputy Title IX Coordinators Studies 203.737.2561 Graduate School of Arts and Sciences Joanne DeBernardo, Assistant Dean, Carl Hashimoto, Professor and Student Affairs Heather Reynolds, Associate Professor Assistant Dean [email protected] (spring) [email protected] 203.432.6286 [email protected] 203.432.6814 203.727.2370 Law School School of Architecture Muneer Ahmad, Clinical Professor (fall) School of Public Health Margaret Deamer, Professor and [email protected] Melinda Pettigrew, Associate Professor Assistant Dean 203.432.4716 and Associate Dean of Academic Affairs [email protected] [email protected] 203.432.2626 Claire Priest, Professor of Law (spring) 203.737.7667 [email protected] School of Art 203.432.4851 Yale College Michelle Lopez, Lecturer, Sculpture Angela Gleason, Assistant Director, [email protected] School of Management Specialized and Interdisciplinary 203.432.2600 Rebecca Udler, Deputy Director, Language Programs Academic Affairs & Student Life Center for Language Study [email protected] [email protected] 203.432.7501 203.432.2502 rev. 8/14
30 Yale University
Teaching at Yale: An Introduction to the Yale Center for Teaching and Learning Teaching at Yale: An Overview of Resources
Scott Strobel Jenny Frederick August 20, 2014 Have you ever taught before?
A. Yes B. No Have you ever taught your own course? A. Yes B. No C. Yes, co‐taught Choose the item that best reflects your attitude about teaching at Yale: A. Excited & confident B. Excited & nervous C. Neutral D. Anxious E. Terrified F. Other Have you ever used teaching center resources? A. Yes B. No C. I’m not sure Did teaching come up during interview conversations? A. Yes, quite a bit B. Yes, a little C. Not at all D. I don’t remember Can you think of reasons you might use teaching center resources at Yale? A. Yes B. No C. What are teaching center resources? Select the workshop title you would be likely to attend: A. Course & syllabus design B. Active learning C. Instructional technology D. Grading and feedback E. Would not attend 5 reasons you might contact the CTL
1. Guidance on course design 2. Consult an expert in your class 3. Make sense of student evaluations 4. Training & professional development 5. Support for a teaching innovation Yale Center for Teaching and Learning New Faculty Workshops
Office Hours: stop by with teaching questions! Friday, August 22 10‐12 in the TEAL Classroom 17 Hillhouse
Course & Syllabus Design Friday, August 22 12‐1:30 in the TEAL Classroom 17 Hillhouse
Grading & Feedback Friday, August 29 11‐12:30 in Rosenkranz Hall 115 Prospect Street, Room 01
*see blue handout for details & registration contact Questions? Center for Teaching & Learning
Visit our website: http://ctl.yale.edu
Contact Jenny: [email protected] or 203.432.3515 or HGS 113 (soon) Yale University
Understanding Review, Promotion, and Leaves
Reviews, Promotions, Leaves and Mentoring in the Faculty of Arts and Sciences New Faculty Orientation: 19 August 2014
Standard Timeline
Additional details about the Tenure and Appointments system adopted by Yale in 2007 can be found in “The Report of the Faculty of Arts and Sciences Tenure and Appointments Policy Committee” (often referred to as “FASTAP”), which is available at http://www.yale.edu/gateways/fas_tenure_report.pdf and in the Yale Faculty Handbook, which is available online at http://provost.yale.edu/faculty-handbook.
Italicized passages in the text below are taken from these documents.
Appointments and Reviews
(1) Initial appointment as assistant professor • Timing: The initial appointment as assistant professor is made for four years, with a term beginning July 1 or (in some cases) January 1. • Process: Departments and appointing programs engage in a rigorous international search “with the objective of appointing the finest and most promising faculty.” • Criteria: Candidates for assistant professorships at Yale should “exhibit potential for significant research and scholarly publication, and demonstrate excellent prospects for creative teaching and effective student mentoring.”
(2) Review for reappointment as assistant professor • Timing: This review is conducted in the penultimate year of the initial appointment – that is: in year three of the initial appointment as Assistant Professor. • Process: The appointing department(s) “assess(es) the progress of the faculty member’s research/scholarship, teaching, and service to the University and profession in an internal review.” The review process is conducted with the aim of providing feedback and mentoring. • Criteria: This reappointment is usually granted unless “evident and substantial problems warrant terminating the appointment in the fourth year.” Poor teaching can be one such problem.
New Faculty Orientation 2014 Page 1 of 4 [email protected]
(3) Review for promotion to associate professor on term (untenured associate) • Timing: This review must be conducted no later than, and preferably before, the penultimate year of the second assistant professor appointment (year 6). • Process: o The candidate submits a portfolio of materials for review. o The FAS dean and chair of the area committee work with the chair(s) of the appointing department(s) and departmental review committee(s) to choose experts in the candidate’s field to serve as external reviewers. Referees “will be asked to comment on the quality and impact of the candidate’s accomplishments to date and the prospects of future accomplishment.” A minimum of six letters is required. o The department faculty review the file (including written work by the candidate and outside letters) and vote on the promotion. o If the departmental vote is positive, the chair presents the case to the relevant Tenure and Appointments Committee (TAC), consisting of the dean of the FAS, the chair of the TAC, and faculty members from the candidate’s area (Humanities; Social Sciences; Biological Sciences; or Physical Sciences and Engineering). o If the TAC approves the case, the promotion moves on to votes of the Joint Board of Permanent Officers of the FAS (all FAS full professors) and the Fellows of the Yale Corporation. • Criteria: The criteria for promotion are “significant published research and scholarship representing early demonstrations of disciplinary or interdisciplinary leadership; excellent teaching and mentoring of students; and engaged university citizenship.”
(4) Review for promotion to associate professor without term (tenured associate) or full professor • Timing: This review must be conducted no later than the penultimate year of the candidate’s appointment to the non-tenured ranks, that is, no later than year 8. • Process: o The candidate submits a portfolio of materials for review. o The department determines whether the review will be for the rank of associate professor without term (tenured associate) or full professor. “Criteria for promotion to associate professor with tenure or promotion to full professor differ in degree, rather than in kind. Tenured associate professors are expected to have shown evidence of exceptional accomplishments and future promise that makes the sponsoring department confident that within five years they will merit promotion at Yale to the rank of full professor.” o As above, the FAS dean and chair of the area committee work with the chair(s) of the appointing department(s) and departmental review committee(s) to choose experts in the candidate’s field to serve as external reviewers. Referees will be asked to assess whether the candidate “stands in competition with the foremost leaders in their fields in the world,” and will also be asked to make explicit comparisons between the candidate and a list of three or more leading tenured faculty in their discipline. A minimum of eight letters is required. (Tenured associate professors are reviewed for promotion to full professor in a similar fashion but without comparison candidates.) o As above, the department faculty review the file (including written work by the candidate and outside letters) and vote on the promotion. o As above, if the departmental vote is positive, the chair presents the case to the relevant Tenure and Appointments Committee (TAC), consisting of the dean of the FAS, the chair of the TAC, and faculty members from the candidate’s area (Humanities; Social Sciences; Biological Sciences; or Physical Sciences and Engineering). o As above, if the TAC approves the case, the promotion moves on to votes of the Joint Board of Permanent Officers of the FAS (all FAS full professors) and the Fellows of the Yale Corporation. • Criteria: “A candidate for appointment or promotion to a tenure position, whether at the rank of professor or associate professor, must have attained scholarly or creative distinction of high quality as demonstrated by both research and teaching. Consideration for tenure emphasizes the impact and continuing promise, at the very highest levels, of the candidate’s research and scholarship, as well as excellent teaching and engaged University citizenship within and beyond a department or program…Tenured faculty at Yale are expected to stand among the foremost leaders in their fields in the world.” New Faculty Orientation 2014 Page 2 of 4 [email protected]
Mentoring
• Each junior faculty member receives regular mentoring following their department’s explicit mentoring plan. • Departmental practices differ, but at the very least each junior faculty member should expect to have one or more senior faculty mentors to provide regular guidance and advice about each reappointment/promotion review • More detailed mentoring guidance and resources can be found at: http://provost.yale.edu/faculty/mentoring.
Leaves and opportunities for teaching relief
Junior faculty leaves are granted to benefit teaching and scholarship leading to promotion. Leaves are requested during the fall semester preceding the year of the leave. Junior faculty leaves require a research proposal, which is reviewed by a committee of departmental faculty and representatives from the office of the FAS dean.
Junior Faculty Fellowship (Sciences)/ Morse Fellowship (Humanities and Social Sciences) • One-year fully paid leave taken in year 2, 3, or 4 of the initial Assistant Professor appointment • In the sciences and engineering and in some social science departments, one semester of the leave may be taken, upon request, during year 1 of the initial appointment, if the faculty member wishes extra time to set up his/her lab.
Associate Professor Leave • One-year fully paid leave typically taken in year 1 or 2 following promotion to Associate Professor on Term
Triennial Leave of Absence • Following successful promotion to tenure, a faculty member may request a fully-paid, one-semester leave after five additional semesters of regular teaching following the last leave of absence, under the following conditions: o No more than four semesters of leave may be taken in any seven-year period o At least two semesters of teaching must occur between any two leaves
Teaching Relief for Child Rearing (TRC) • Faculty may request one semester of relief from teaching within one year from birth or adoption of a child, if they will serve as the primary caregiver during the term of the relief and their spouse or partner, if there is one, works at least half time. • TRC is not a leave, and faculty receiving teaching relief are still responsible for their research program, advising and other departmental duties during the semester of teaching relief. • If TRC is granted, faculty are typically offered a two-semester extension of their tenure clock and maximum time in the non-tenured ranks. This extension is granted in most cases.
New Faculty Orientation 2014 Page 3 of 4 [email protected]
Office of the FAS Dean New Faculty Orientation: 19 August 2014
Core staff Area committee chairs
Please direct all questions for core staff of the Please direct all questions for area committee chairs FAS dean’s office to [email protected]. to the chairs themselves.
Tamar Szabó Gendler Amy Hungerford Dean of the Faculty of Arts and Sciences; Chair of the Humanities Advisory Committee; Vincent J. Scully Professor of Philosophy; Professor of English and American Studies; Professor of Psychology and Cognitive Master of Morse College Science [email protected]
Jack Dovidio Alan Gerber Dean of Academic Affairs of the FAS (half- Chair of the Social Sciences Advisory time); Carl Iver Hovland Professor of Committee; Charles C. & Dorathea S. Dilley Psychology Professor of Political Science, Economics, School of Public Health, Institution for Social Emily Bakemeier and Policy Studies and Cowles Foundation Dean of Faculty Affairs of the FAS; Deputy [email protected] Provost Daniel DiMaio Robert Burger Chair of the Biological Sciences Advisory Associate Dean of the FAS Committee; Waldemar Von Zedtwitz Professor of Genetics and Professor of John Mangan Molecular Biophysics and Biochemistry and Associate Dean of the FAS of Therapeutic Radiology; Scientific Director, Yale Cancer Center; Deputy Director, Yale Alison Macdonald Cancer Center Project Manager [email protected]
Jonathan Ellman Chair of the Physical Sciences and Engineering Advisory Committee; Eugene Higgins Professor of Chemistry; Professor of Pharmacology [email protected]
Additional deans involved in Tenure and Appointments Committees
Robert J. Alpern, Dean of the Yale School of Medicine and Ensign Professor of Medicine, sits on all Biological Sciences promotion and tenure cases.
T. Kyle Vanderlick, Dean of the School of Engineering & Applied Science (SEAS) and Thomas E. Golden, Jr. Professor of Chemical & Environmental Engineering, sits on Physical Sciences and Engineering promotion and tenure cases involving SEAS faculty.
New Faculty Orientation 2014 Page 4 of 4 [email protected] The Report of the Faculty of Arts and Sciences Tenure and Appointments Policy Committee
Committee Members
Jon Butler and Peter Salovey, Co-chairs; Howard Bloch, Jonathan Holloway, Marcia Johnson, Alvin Klevorick, Anna Marie Pyle, A. Douglas Stone, Meg Urry
Sta≠ to the Committee Penelope Laurans
Yale University • 5 February 2007 The Report of the Faculty of Arts and Sciences Tenure and Appointments Policy Committee
The tenure and appointments procedures of the Faculty of Arts and Sciences at Yale establish the essential processes through which outstanding professors are named in every rank. The procedures also animate the high standards for scholar- ship and research, for teaching students, and for university citizenship that have long placed Yale among the great universities. For these reasons, they must be rigorous, clear, and fair, and must be perceived as such.
Committees appointed from the Faculty of Arts and Sciences have reviewed its tenure and appointments procedures several times in the past half-century. In 1965 a commit- tee chaired by Professor Robert Dahl described standards for excellence in scholarship and teaching to guide faculty appointments and underwrite criteria for tenure. Profes- sor James Tobin chaired a committee in 1981 that confirmed the principles established in the Dahl report and delineated search and evaluation procedures for appointments to the Faculty of Arts and Sciences. A committee chaired by Professor John Hartigan in 1996 recommended procedural changes, especially in the conduct of searches.
In April 2005 Provost Andrew Hamilton appointed a new committee—the fourth since 1950—to review the Faculty of Arts and Sciences tenure and appointments system. As the Provost wrote, “shifts in national tenure and appointment patterns, generational shifts within the professoriate, the desire to have a faculty as varied as the student body we recruit, tensions between the demands of an academic position and those of family and personal life, plus a desire to know more about the actual workings of our own current methods—all make it appropriate to assess our appointments and tenure pro- cess again as we enter the twenty-first century.”
Provost Hamilton had expected, and the committee initially believed, that the com- mittee’s work might be completed in the fall of 2005 or the spring of 2006. But the complexities of tenure and appointments demanded a deliberateness, care, and wide consultation that have required fifteen months of meetings and discussion.
The committee believes it is important to think anew and comprehensively about tenure and appointments. An e≠ective modern tenure and appointments system has one goal—to develop, nurture, and sustain a faculty so widely acknowledged as distin- guished that both the faculty and the means of its appointment are taken as measures of excellence in modern university research and scholarship. In making its report, the committee recommends a new tenure and appointments system for the Faculty of Arts and Sciences that responds a∞rmatively to the unfolding realities of twenty-first-
Tenure and Appointments Policy Committee Report 5 February 2007 • page century academic life, just as the Dahl, Tobin, and Hartigan reports established tenure and appointments systems for the last decades of the twentieth century.
The changes recommended in this report are critical to sustaining Yale’s exceptional standards for faculty appointments in all ranks. The faculty’s intellectual leadership, scholarly stature, engaged teaching, and committed citizenship constitute the heart of the University. The force of Yale’s long-held standard for tenure appointments—that faculty must “stand in competition with the foremost leaders in their fields throughout the world”—must be reasserted and reinvigorated for a new century and in an increas- ingly international setting. Attaining this goal is the primary purpose of this report.
The appointment, mentoring, and assessment of non-tenured faculty, including their possible promotion to tenure, and the recruitment of outstanding new senior faculty, are essential to the vitality of a great university. At all ranks, appointments meeting the highest standards must continue to distinguish the faculty if Yale is to secure and enhance its stature among the world’s preeminent universities in the next half-century. Accordingly, the report recommends important changes in the recruitment, mentor- ing, and evaluation of non-tenured faculty, and in the conduct of external searches, to enhance the University’s ability to appoint and retain the world’s foremost scholars.
The following points summarize the essential features that the committee recom- mends in the Faculty of Arts and Sciences tenure and appointments system:
* Consideration for promotion to tenure will be detached from resource issues. All new non-tenured appointments to the ladder faculty will be understood to carry the resources required for tenure, should tenure be warranted on the basis of merit.
* Internal candidates for tenure will be evaluated comparatively with others in their field rather than standing as candidates in open searches.
* The Committee a∞rms the tenure standard described in the current Yale University Faculty Handbook: “Professors are expected to stand in competition with the foremost leaders in their fields throughout the world.” Evaluations for tenure rightly emphasize the impact and continuing promise of a candidate’s research and scholarship, as well as excellent teaching and engaged university citizenship within and beyond his or her department or program, all necessarily intertwined.
* The size, configuration, and resources of each department and program should be discussed regularly, at occasions such as the annual fall meetings of the department chair with members of the Provost’s o∞ce and in meetings with the divisional advisory committees whenever vacancies occur or incremental positions are requested.
Tenure and Appointments Policy Committee Report 5 February 2007 • page * A slightly shorter “clock,” earlier leave eligibility, and alert, vigorous mentoring will assist younger faculty in achieving the scholarly distinction they and the University seek.
* A ladder faculty member may serve up to seven years as a non-tenured assistant profes- sor—an initial four-year appointment that includes an internal third-year review with the expectation of a three-year reappointment.
* Preferably in the fifth year and no later than in the sixth year, every non-tenured ladder faculty member will be evaluated for promotion to associate professor on term. The standard for promotion to associate professor on term will be: significant published research and scholarship representing early demonstrations of disciplinary or inter- disciplinary leadership; excellent teaching and mentoring of students; and engaged university citizenship. These will be assessed by the relevant Yale departments and programs and by experts outside Yale. Departments are urged to bring strong promo- tion cases forward in the fifth year or even earlier, but all non-tenured faculty must be reviewed for promotion to associate professor on term by the sixth year.
* By the end of the eighth year, all ladder faculty promoted to associate professor on term will be reviewed for tenure through assessments that include appraisals by expert refer- ees outside Yale, unless the faculty member waives this review.
* Normally, only those faculty members promoted to associate professor on term will be reviewed for tenure. However, in exceptional cases and upon application by the department, assistant professors not promoted to associate professor on term may be reviewed for tenure with the approval of the Faculty of Arts and Sciences Steering Committee in concert with the appropriate divisional advisory committee.
* All assistant professors will be eligible for a one-year, paid leave to be taken at any time within their second to fourth year at Yale, after submitting a research plan approved by the department chair and the cognizant dean, that is, the Dean of Yale College or the Dean of the Graduate School of Arts and Sciences.
* All faculty promoted to associate professor on term will be eligible for a one-year, paid leave in the first or second year following promotion, after submitting a research plan approved by the department chair and the cognizant dean.
* All departments will create a mentoring program for assistant and associate professors on term. Mentoring will be overseen by the Deputy Provost for Faculty Development and the cognizant dean.
* The committee a∞rms the imperative of diversifying the faculty as central to its intel- lectual leadership in the world, and endorses the announced initiatives to increase fac- ulty diversity. The current search and appointment processes must evolve further to achieve faculty diversity.
Tenure and Appointments Policy Committee Report 5 February 2007 • page * The committee a∞rms the recent changes to Yale policies that encourage the appoint- ment of women and underrepresented minorities. The timing of appointments, reviews, and evaluations proposed here is subject to the extensions provided by these policies as described in the current Faculty Handbook.
* If the committee’s recommendations for change in the system of tenure and appoint- ments are accepted, they will apply to all faculty whose appointments begin July 1, 2007, and later. Non-tenured faculty appointed under the current system have the option of remaining in that system or of moving to the new system.
* The committee recommends that if the new system of tenure and appointments is ini- tiated on July 1, 2007, it should be reviewed after the tenth full year of implementation, in the 2017–2018 academic year, and every ten years thereafter.
The Committee and The Faculty of Arts and Sciences Tenure and Appointments Policy Commit- Its Proceedings tee was chaired by Jon Butler, Dean of the Graduate School of Arts and Sciences, and Peter Salovey, Dean of Yale College. Its members included the four divisional direc- tors, Anna Marie Pyle (Biological Sciences), Howard Bloch (Humanities), A. Douglas Stone (Physical Sciences), and Alvin Klevorick (Social Sciences), and three additional faculty members, Jonathan Holloway (African American Studies and History), Marcia Johnson (Psychology), and Meg Urry (Physics and Astronomy).
The committee met thirty-one times after beginning its substantial work in Septem- ber 2005. It held separate meetings with the chairs of departments in the humanities, sciences, and social sciences. The committee met with a variety of faculty members, often in groups, including senior faculty, non-tenured faculty, and faculty especially interested in diversity. Its Web site for faculty comment on tenure and appointments received many informative and helpfully detailed responses. It met with John Goldin, Director of the O∞ce of Institutional Research, and considered available data on fac- ulty composition, the tenure process, and the time served in rank by Yale ladder faculty (included as an Appendix to this report). The committee held telephone conversations with provosts or deans of faculty in three comparable institutions, met with President Levin and with members of the Yale Provost’s o∞ce, and reported on its progress at three meetings of the Yale Corporation. This report is the product of these meetings and discussions.
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Tenure and Appointments Policy Committee Report 5 February 2007 • page The Need for Change For approximately two hundred and fifty years since Yale’s founding in 1701, faculty appointments emerged from a confluence of informal agreement, and occasional disagreement, among faculty and administrators, usually through cus- toms not always consistently followed and not always set out in principle. De facto tenure typified many faculty appointments, but faculty could be, and were, easily dismissed, although some endowed chairs carried agreements that their occupants were appointed for life. As late as the 1970s, tenure recommendations could emerge from departments through informal discussions, sometimes without formal searches, although the assessment of tenure candidates by the divisional committees had been in place for some time.
In this regard, it is important to remember what the Dahl, Tobin, and Hartigan reports accomplished. They recommended procedures for appointment and tenure that took account of the dramatic post-World War II changes that transformed Yale and all American research universities, and each committee a∞rmed that the creation and maintenance of stellar faculties teaching splendid students was the simple and elegant aim of a system of tenure and appointments. This process of self-examination, and the ideals it reflected, had been equally important earlier in the twentieth century. As the 1965 Dahl report noted, by the 1920s “Yale [had] assumed the responsibility imposed by its national prestige and strength and [had become] a comprehensive and complex university with both a strong university college and first-rate graduate and profes- sional departments and schools. To keep its parts excellent and the whole in balance has been the ambition of Yale since that time.”
The committee recommends substantial changes in Yale’s Faculty of Arts and Sciences tenure and appointments system “to keep its parts excellent and the whole in bal- ance.” To uphold and advance this excellence and to balance the desire for openness, e∞ciency, and intellectual excellence, it is time to create a new system of tenure and appointments that will enable Yale to continue to compete nationally and internationally.
The current system has produced a university of exceptional distinction, whose world- renowned faculty and vigorous, well-designed programs draw students of extraor- dinary caliber to undergraduate and graduate programs alike. At the same time, the committee’s extensive meetings with faculty from many di≠erent segments of the University also revealed important di∞culties in the actual practice of Yale’s tenure and appointments system during the past two decades, especially in internal appoint- ments, but also in the procedures for making external ones.
Yale now is alone among American colleges and universities in failing to provide, at the initial appointment, resources for a potential tenured appointment should the
Tenure and Appointments Policy Committee Report 5 February 2007 • page faculty member eventually qualify. It is also unique in requiring a non-tenured faculty member to become a candidate for tenure in a new, open search, rather than evaluating the faculty member against the highest standards for scholarship, teaching, and uni- versity citizenship, and in comparison with others. The ten-year limit on non-tenured faculty appointments, later called Yale’s “tenure clock,” but first mentioned at Yale in the 1930s as a way of limiting so many long-standing non-tenured faculty appoint- ments, may actually slow scholarship and research. It often pushes tenure decisions to a decade after the initial academic appointment and places unsuccessful candidates out of synchrony with the job market in most fields. Many departments find themselves at a competitive disadvantage in hiring non-tenured faculty because other high-ranking departments can promise tenure decisions earlier and without reference to resource constraints. The extended system of “first-stage,” “second-stage,” and sometimes “third-stage” letters is widely disliked by current and former department chairs and by colleagues outside Yale, who complain about the frequency with which they are asked to evaluate fields and potential tenure candidates, and about confusing lists of candi- dates and non-candidates.
Yale’s current system is distrusted by some non-tenured Yale faculty. It is anomalous within American higher education and not always practiced uniformly among the divisions or at times within departments, and non-tenured faculty often do not under- stand why resources have been provided for some tenure positions but not others. Finally, the system is not always well understood by senior colleagues, including department chairs, in ways that lead to additional confusion among non-tenured fac- ulty. To put it metaphorically, the system may be like trying to support the University on the Swiss franc, a unique currency with increasingly high transaction costs. The committee strongly believes that Yale must modify its system of tenure and appoint- ments to suit current conditions within the University and outside of it as well.
Proposed Appointment, Every college and university must have systems to allocate faculty funding, Promotion, and Tenure space, and curricular and research support. For several decades Yale has managed its System Resources resources for supporting non-tenure and tenure appointments through an account- ing system of Junior Faculty Equivalents, or JFEs. Developed in the 1980s, this system assigns one JFE to each new non-tenure appointment but requires two JFEs for each tenure appointment. The second JFE is typically acquired from JFEs the department controls through retirements or departures, through “mortgages” on positions held by faculty about to retire, or by grants of incremental JFEs by the Faculty of Arts and Sciences Steering Committee in consultation with the appropriate divisional advisory committee.
Tenure and Appointments Policy Committee Report 5 February 2007 • page The committee strongly believes that Yale should shift the locus of discussion of fac- ulty resources from support for tenure appointments to the moment when incremental appointments and replacements at any level are proposed. Departments, the divisional committees, and the Faculty of Arts and Sciences Steering Committee will engage in more vigorous, open, and imaginative conversations when they emphasize oppor- tunities in disciplines and fields and are not inflected by the personal considerations unavoidably present when positions already have occupants.
Providing resources for the potential tenure of newly appointed faculty strengthens the recruitment of new and younger faculty who refresh every discipline. It also has a special impact on diversifying the faculty. Yale’s progress in increasing the presence of women and underrepresented minorities on the faculty can be attributed in part to tenuring outstanding faculty who were first appointed at Yale as assistant professors. A tenure and appointments system that impedes applications for Yale positions and inhibits new appointments of non-tenured faculty also will slow the e≠ort to diver- sify the faculty; knowledge that decisions about resources for tenure positions are not made until six to ten years after the initial appointment increases the di∞culty Yale has making excellent initial appointments, including appointments of women and under- represented minorities.
Appointment of New Four characteristics will shape the success of a new system of tenure and Assistant Professors and appointments: the appointment and evaluation criteria, procedures, and schedule Their Promotion prior to tenure decisions; the tenure “clock” or the time that non-tenured faculty may remain at Yale; earlier leave eligibility to promote early achievement of significant scholarship and research; and a culture that promotes e≠ective senior faculty mentor- ing for non-tenured colleagues.
Providing resources for possible tenure consideration of every newly appointed assistant professor significantly increases the importance of initial faculty appoint- ments. The University must ensure that the best of our practices in appointing new assistant professors is observed by every department and program—open and vigor- ous searches, campus visits for finalists, careful faculty scrutiny of the candidates’ scholarship and research, and attention to the capacity for engaged and vivid teach- ing. Departments should not merely “fill” vacancies but appoint only new faculty they believe can move confidently into well-supported faculty positions and successfully complete a review for promotion to associate professor on term in five to six years. Searches should be carried over to another year if such appointments cannot be made.
Diversity e≠orts also need strengthening. Every year the newly established o∞ce of Deputy Provost for Faculty Development should provide hiring committees,
Tenure and Appointments Policy Committee Report 5 February 2007 • page department chairs, and divisional advisory committees with information on applicant pools, techniques to increase the range of applicants seriously considered for positions, and research on bias in evaluation as part of the e≠ort to increase substantially the diversity of faculty in all departments.
Because the proposed system ensures resources for tenure to faculty members who meet the University’s requirements, the increased importance of the initial appoint- ment requires amplified attention to search procedures and appointment standards. Candidates for assistant professorships should hold the Ph.D. or relevant terminal degree or must expect to receive the degree in the first year of their Yale appointment. They should exhibit potential for significant research and scholarly publication, and demonstrate excellent prospects for creative teaching and e≠ective student mentoring. Searches must be rigorous and thorough, with the objective of appointing the finest and most promising faculty.
We considered several options to increase the oversight of searches for assistant profes- sors, including instituting a faculty committee on initial appointments. But the atro- phy of such responsibilities into a pro forma review in an earlier Term Appointments Committee at Yale suggests this is not a workable approach. Instead, we propose that the cognizant deans oversee initial searches, similar to the way they now oversee tenure searches, by receiving reports from the department chair as searches proceed through their principal stages, but with the added ability in exceptional circumstances to disap- prove an initial appointment. If a proposed non-tenured appointment were to elicit serious concerns about the search process or the candidate, the cognizant dean would consult the relevant department o∞cers, the appropriate divisional director, and the Faculty of Arts and Sciences Steering Committee before disapproving any appoint- ment. This oversight by the cognizant dean should be assessed during the ten-year review of the new tenure and appointments system.
We recommend a four-year term for the initial assistant professor appointment. The department will assess the progress of the faculty member’s research/scholarship, teaching, and service to the University and profession in an internal review in the third year. The expectation is that the faculty member would be reappointed unless evident and substantial problems warrant terminating the appointment in the fourth year. A reappointment would be made for three years following the end of the initial appoint- ment. Semesters served by a faculty member appointed as lecturer convertible who had not completed the Ph.D. or terminal degree when the initial appointment began, would count as part of the initial appointment. As in the current system, no faculty member could serve as a lecturer convertible for more than two academic years. No faculty member could serve as an assistant professor for more than seven years, includ- ing the years, if any, as lecturer convertible.
Tenure and Appointments Policy Committee Report 5 February 2007 • page A faculty member will be reviewed for promotion to associate professor on term in the fifth or sixth year. The standard for promotion to associate professor on term will be: significant published research and scholarship representing early demonstrations of disciplinary or interdisciplinary leadership; excellent teaching and mentoring of stu- dents; and engaged university citizenship. These will be assessed by the relevant Yale departments and programs and by experts outside Yale.
An accelerated eligibility for leave taken in any of years two through four, a strong cul- ture of mentoring by senior faculty, and the advantages to both non-tenured faculty and departments of emphasizing early creative scholarship and research will best pre- pare non-tenured faculty for successful professional careers at Yale and elsewhere. We believe that the current standard for associate professor on term—“achievement and promise as a teacher and scholar or artist . . . such as to qualify for tenure at a major institution within five years”—has not worked particularly well for either individual faculty or their departments. At most major universities, faculty already are close to tenure evaluations by the fifth year, and at Yale, promotion to associate professor on term has not regularly been followed by tenure.
All reviews for non-tenured faculty are designed to foster the highest achievement in each of the non-tenured ranks, because faculty research, teaching, and citizenship are critical to the University’s success and their own professional development. Thus, the third-year review conducted internally by the department, and the review for promo- tion to associate professor on term, completed in the fifth or sixth year (or even earlier in some cases), are intended to reinforce the highest standards for faculty appoint- ments, ultimately including the appointment to tenure. In striving for this goal, these reviews will be buttressed by strengthening mentoring by senior faculty and improv- ing leaves to aid the research and scholarship of non-tenured faculty.
The following procedures will accompany the assessment for promotion to associate professor on term. A list of proposed referees will be sent to the cognizant dean after being approved by the department’s tenured faculty in its customary manner. It will be accompanied by brief descriptions of the referees, their relation to the candidate, the reasons for their inclusion on the list, and a draft of the letter to be sent to them. With approval by the cognizant dean, who may seek further evaluation from the relevant divisional director, the department chair will send letters to the referees, along with a curriculum vitae, statement of research or scholarly plans and interests prepared by the candidate, and a selection of relevant articles or selections from books or other publica- tions. Referees will be asked to comment on the quality and impact of the candidate’s accomplishments to date and the prospects of future accomplishment. They will be asked to address whether the candidate evidences significant published research and scholarship representing early demonstrations of disciplinary or interdisciplinary
Tenure and Appointments Policy Committee Report 5 February 2007 • page 10 leadership. They also will be asked to comment, where possible, on the candidate’s teaching and mentoring of students and university citizenship. Substantial responses from at least six referees will be required for each review.
Responses will be read and discussed by the permanent o∞cers of the department as part of their deliberations. The departmental promotion and tenure committee will prepare a written report considering the candidate’s research, teaching, and citizen- ship, which can be edited by the chair, if necessary, subsequent to departmental dis- cussions. If the department votes to recommend promotion to associate professor on term, the report, letters, and other relevant materials will be forwarded to the cogni- zant dean and the relevant divisional tenure and promotion committee.
Candidates not recommended for promotion to associate professor on term may con- tinue in rank as assistant professors through seven years. In truly exceptional cases such individuals might still be proposed for tenure by their departments, subject to review by the appropriate divisional advisory committee and approval by the Faculty of Arts and Sciences Steering Committee.
Candidates who are promoted to associate professor on term may remain in this rank for a period of time such that their total service in the non-tenured ranks at Yale does not exceed nine years. A review for tenure must be completed by the end of the eighth year unless the faculty member waives this review; it can be conducted at any time prior to this point. Review committees should apprise departments, when appropriate, that the developing stature and significance of research and scholarship by non- tenured faculty may make an early tenure assessment desirable for both the colleague and the University.
No later than the faculty member’s eighth year at Yale, associate professors on term will be considered for promotion to tenure appointments. Individuals appointed to both tenured associate professor and professor will, in the language of the current Faculty Handbook, and as described above, “stand in competition with the foremost leaders in their fields throughout the world.” Because a tenure appointment is with- out term, irrespective of rank, it is a forward-looking judgment, even as it is based on achievements to date. It expresses the University’s commitment to, and faith in, a fac- ulty member’s ongoing career of distinguished research and scholarship, disciplinary and interdisciplinary leadership, committed teaching, and engaged university citizenship.
Criteria for appointment or promotion to associate professor with tenure and appoint- ment or promotion to full professor di≠er in degree, rather than in kind. Tenured asso- ciate professors are expected to have shown evidence of exceptional accomplishments
Tenure and Appointments Policy Committee Report 5 February 2007 • page 11 and future promise that makes the sponsoring department confident that within five years they will merit promotion at Yale to the rank of professor.
We recommend that internal tenure candidates be evaluated by expert referees outside Yale solicited by a single letter focusing on the individual nominated for tenure. The letters would propose comparisons with others in the field or discipline and would be accompanied by the curriculum vitae, selected publications, and a statement of the candidate’s research plans. The committee developed a strong consensus that such letters, focused on the nominated candidate but requesting explicit comparisons with appropriate named figures in the field, would produce the wise judgments required for a tenure decision. Untenured faculty currently at Yale would no longer be required to participate in a new open search for a tenured position, as is currently our approach.
By following the general practice throughout virtually all of American higher educa- tion, we should improve the quality of the evaluations we receive. Adopting this more familiar and generally accepted approach should lead faculty outside Yale to a better understanding of our procedures. It also should increase the confidence of Yale’s non- tenured faculty in the evaluation process and thereby enhance our ability to recruit outstanding young faculty members for initial appointments.
We propose no change in the review of departmental tenure recommendations by the divisional tenure appointments committees and then by the faculty in the Joint Boards of Permanent O∞cers of Yale College and the Graduate School. Yale is all but alone in eschewing the exercise of independent judgment, or possible veto, by the president, provost, or deans in considering tenure recommendations emanating from depart- ments and divisional committees. We a∞rm the wisdom of Yale’s now long-standing evaluation system, in which divisional tenure appointments committees (currently in the biological sciences, humanities, physical sciences, and social sciences) assess the substance of a candidate’s scholarship and research and the process that brought the nomination forward. The deans who chair the committees cast only the same single vote that is cast by each of the faculty members (typically nine) who sit on the com- mittee, and all faculty holding the rank of professor in the Faculty of Arts and Sciences may attend and vote on tenure appointments at the meetings of the Joint Boards of Permanent O∞cers. This system has served Yale well. Although we did not discuss the Joint Boards of Permanent O∞cers at length, we recommend retaining that body as presently charged. The Joint Boards symbolizes the primary importance of the perma- nent faculty in the appointment of new tenured colleagues, suggests the significance of tenure beyond each department, and highlights community responsibility within the Faculty of Arts and Sciences.
Tenure and Appointments Policy Committee Report 5 February 2007 • page 12 The “Clock” and Leaves The committee recommends that non-tenured faculty may teach at Yale for a total of nine years, a reduction by one year from the long-standing Yale ten-year “clock.” We discussed this subject extensively with our faculty visitors and among ourselves. No one on the committee favored retaining the ten-year clock. Anecdotal evidence suggests that it actually slows scholarship and research, and for some faculty it delays a tenure decision until they are in their forties. It is longer than virtually any other tenure clock in the United States. Some of us, and a number of faculty members with whom we spoke, formally and informally, recommended an eight-year clock, because they believe that a tenure decision should not be made so late and that the predictive scholarship and research necessary for an informed tenure decision can be accomplished in seven years. Others of us, and some other faculty, believe that a nine- year clock is preferable, because it is not such a drastic change from previous Yale prac- tice, and especially because it provides a two- to three-year window for the achieve- ment of additional scholarship and research following the fifth- or sixth-year review for promotion to associate professor on term. This is an issue to revisit during future reviews of Yale’s tenure procedures.
Here, we note the varied patterns of assistant professors who achieved tenure at Yale. Even under the current ten-year clock, with Morse or Junior Faculty Fellowships typically not coming until year four, and a promotion to associate professor on term not necessarily occurring until year six, most achieved tenure before year eight, as shown in Table 3 in the Appendix of this report. In addition, in the current system, the conditional probability of achieving tenure decreased markedly after year eight (Figure 1 of the Appendix). Faculty who attained tenure in years nine and ten under the current system are likely to have done so earlier under the proposed new system, with its two full-year leaves before year eight, if promoted to associate professor on term, and its lack of promotion-related constraints concerning resources for tenure appointments. A nine-year tenure clock, with review for tenure no later than the eighth year, brings Yale closer to national practice, taking into account the appropri- ately very high tenure standard to which Yale aspires. This somewhat shorter tenure clock will increase our opportunities to attract the exciting faculty we want to hire as assistant professors.
The nine-year tenure clock is directly tied to eligibility for a one-year leave for assistant professors and another for newly promoted associate professors on term. We must enable our new non-tenured faculty to realize the scholarly and research creativity they bring to Yale as they arrive. The traditional Morse and Junior Faculty Fellowships, in year four (in most cases) and even later, come too late, and this partially accounts for the longer time to tenure among non-tenured Yale faculty. In the humanities and social sciences, some of our own Ph.D. graduates teaching elsewhere have won nationally
Tenure and Appointments Policy Committee Report 5 February 2007 • page 13 competitive fellowships as early as their second year to revise Yale dissertations for book publication. If they succeed, they return to their institutions in their third year with a completed book manuscript, while non-tenured Yale faculty are waiting to take Morse and Junior Faculty Fellowships in their fourth year. We believe that Yale would benefit in recruiting assistant professors to teach at Yale if they were eligible for a one- year, non-competitive leave. Because most assistant professors win Morse and Junior Faculty Fellowships, we see little financial challenge in making all assistant professors eligible for a one-year, paid leave.
Thus, we recommend that each assistant professor be eligible for a one-year leave at full pay that can be taken in any of the second, third, or fourth years at Yale after presenting, by January 1 of the previous academic year, a research proposal that is approved by the department chair and cognizant dean. The proposal should describe the scope and significance of the research, opportunities for publication, and a detailed plan to achieve the research and publication ambitions. Similarly, we recommend a one-year leave at full pay for each new associate professor on term to be taken in the first or second year following the promotion, again after presenting a research pro- posal approved by the department chair and the cognizant dean. The proposed system of a nine-year tenure clock combined with two full years of paid leave prior to consid- eration for tenure ought to make Yale uniquely attractive to non-tenured faculty candi- dates. The proposed nine-year clock is illustrated in Figure 2.
Finally, the nine-year clock can be “stopped” in various ways, as is presently the policy under the ten-year clock. The committee strongly endorses the policies for caregiving and child care recently adopted by the University and described in the Faculty Hand- book. They are critical to the University’s well-being, the professional and personal lives of its faculty, and the achievement of diversity; of course, they are of special inter- est to our non-tenured, younger faculty.
Mentoring Non-Tenured Providing resources for possible tenure, reducing the long time to tenure, and Faculty guaranteeing leaves for research and scholarship necessitate and should stimulate e≠ective, empathic, and discerning mentoring for non-tenured faculty by the Univer- sity’s distinguished senior faculty. One size cannot and will not fit all, and we must match mentoring not only to individual faculty members but also to disciplines and departments. Nonetheless, we want to emphasize its importance.
One of Yale’s great institutional strengths is that it allows departments considerable freedom to govern themselves and develop their ladder faculty in ways best suited to their program or department and their disciplines. Department chairs have special responsibilities to articulate the optimal ways for non-tenured faculty to navigate
Tenure and Appointments Policy Committee Report 5 February 2007 • page 14 their critical early years at Yale and in academe more broadly, a responsibility they ide- ally exercise in collaboration with all of the department’s senior faculty. The primary responsibility for e≠ective mentoring rests with the senior faculty in each department because the breadth and variety of the disciplines preclude a uniform or all-university mentoring “system.”
Some points, however, apply across the spectrum. Yale’s non-tenured faculty need and deserve professional guidance from their tenured colleagues, and all of us in Yale’s departments and its central administration must fulfill our responsibility to provide it. If we are committed to maintaining the highest standards of faculty excellence every- where, we must continuously develop e≠ective means for nurturing that excellence in our non-tenured colleagues. And we must be clear about what we expect of them. What generally is anticipated by way of books, articles, and grants? What is consid- ered evidence of excellence in teaching? And what are the obligations of non-tenured faculty for committee work within and outside their departments? Departments and programs that make joint appointments must clarify the expectations they have for non-tenured faculty and explain how non-tenured faculty will be reviewed by each department and by the departments jointly.
Conscientious mentoring should begin as soon as assistant professors arrive on campus, and continue in those ways that a department’s chair and senior faculty deem most appropriate in the ensuing years. For those non-tenured faculty colleagues who demonstrate great promise, e≠ective mentoring will enhance their prospects for a positive tenure review. For those non-tenured faculty colleagues who are struggling, e≠ective mentoring can put them on a path toward a more productive career. In either case, e≠ective mentoring will foster a sense of loyalty to the faculty member’s respec- tive department as well as to Yale as an institution. This loyalty, in turn, can yield addi- tional benefits: the perception of some that Yale can be a cold and unforgiving place for non-tenured faculty will diminish, and Yale’s ability to foster a spirit of commu- nity among all its faculty will increase. A nurturing intellectual environment benefits all faculty and increases our competitiveness in making initial appointments and in retaining faculty.
Mentoring focuses on helping non-tenured faculty become better scholars, teachers, and university citizens; it deserves and needs the full commitment of the tenured fac- ulty, departments, and Yale’s central administration. The Deputy Provost for Faculty Development and the Deans of Yale College and the Graduate School should renew the mentoring initiative begun in 2004–2005 by asking every department to review its mentoring plan in the fall of 2007 and to complete a new mentoring statement to be delivered to the Deputy Provost and Deans by December 15, 2007. Each department should establish a mentoring committee composed of both tenured and non-tenured
Tenure and Appointments Policy Committee Report 5 February 2007 • page 15 faculty, which should provide the Deputy Provost and Deans with a report each year on the quality and e≠ectiveness of its mentoring programs and procedures. We also recommend that the Provost increase the resources of the Deputy Provost for Fac- ulty Development to coordinate departmental and University mentoring initiatives including the creation of Web-based information, workshops, and other measures for increasing research opportunities and for career development.
Tenure Appointment of This report so far has emphasized the appointment, promotion, and tenuring of External Candidates Yale’s own non-tenured faculty members and the mentoring required by the system proposed here. The committee also recommends changes in the way that individuals not on the faculty are appointed to tenure positions at Yale.
When a faculty position opens due to the departure, retirement, or death of the incum- bent, or when departments propose entirely new positions, the chair would request authorization for a search by writing to the cognizant dean, who would discuss the request with the Faculty of Arts and Sciences Steering Committee. The department’s request, set in the context of its needs and resources, would then typically be reviewed by the relevant divisional advisory committee, whose advice will be forwarded to the Faculty of Arts and Sciences Steering Committee. The Steering Committee will autho- rize all searches, whether for non-tenure or tenure positions. Following authorization from the Faculty of Arts and Sciences Steering Committee, the cognizant dean has the responsibility for guiding proposed appointments through the various steps of the appointment process. Open positions would be advertised in the usual manner.
For a senior search focused exclusively on external candidates, however, a letter solicit- ing the names of potential candidates (called the first-stage letter or letter of inquiry in the current system) will no longer be required. Departments will need to demonstrate to the cognizant dean that they have canvassed the field for potential candidates, read and searched broadly, and made a particular e≠ort to identify women and underrepre- sented minority group members who may be strong candidates. The traditional letter of inquiry still could be used to accomplish these goals, but departments may substi- tute other approaches with the permission of the dean.
The search committee or the department will settle on one potential candidate or a group and present the list to the dean. The department, dean, and divisional advisory committee chair will generate a list of letter writers and a list of comparison scholars who are not candidates. Two kinds of letters may be considered: (a) a letter in which several candidates are listed for evaluation, or (b) a letter indicating interest in a par- ticular candidate and requesting comparison to other scholars and researchers (in the same manner as the evaluation for tenure of an internal candidate). Curricula vitae
Tenure and Appointments Policy Committee Report 5 February 2007 • page 16 should be provided for all candidates named in the first type of letter. The CV of only the targeted individual would be enclosed and publications made available with the second type of letter. Candidates should be invited to Yale for interviews, lectures, and visits with faculty and students before the letters of evaluation are considered.
The solicitation of letters for tenure appointments of external candidates should follow the procedures for internal promotion cases. After the letters are received by the department, the tenured faculty of the department will take a final vote on whether or not to submit to the relevant tenure and promotion committee a recommendation to appoint a candidate. Candidates would be considered by a tenure and promotion committee under the same procedures that apply to internal promotion cases, and if approved by the committee, departments’ nominations would be forwarded to the Joint Boards of Permanent O∞cers, as they are presently.
Implementation and Review Finally, we turn to some issues of implementation. If these recommendations for change in the system of tenure and appointments are accepted, they will apply to all faculty whose appointments begin July 1, 2007, and later. Non-tenured faculty appointed under the current system have the option of remaining in that system or changing to the new system, except ladder faculty in their tenth year of service at Yale in the year the recommendations are implemented. Non-tenured faculty members in their ninth year of service when the recommendations are adopted who choose the new system would be eligible to remain at Yale for a tenth year. The current “tenure appointments” committees will be renamed “tenure and promotion” committees. The Term Appointments Committee will continue to exist until no non-tenured faculty who were appointed under current procedures remain at Yale to be considered for pro- motion to associate professor on term.
The committee recommends that the new system of tenure and appointments be reviewed after the tenth full year of implementation, the 2017–2018 academic year if this system is implemented July 1, 2007, and every ten years thereafter.
Tenure and Appointments Policy Committee Report 5 February 2007 • page 17 Statistical Appendix
In formulating the committee’s recommended changes in procedures for making tenure appointments and in the timing of various appointments for ladder faculty at Yale, the committee considered data on the composition of the faculty (tenure ratio), the probability of achieving tenure at Yale for incoming faculty (tenure rate), and the time spent in the non-tenured ranks under the current system. We also compared these data with data from six peer institutions that made such information available on a confidential basis.
Tenure Ratio Table 1 indicates that Yale has a lower fraction of ladder faculty who are tenured than does the set of six peer institutions, and the di≠erences are noticeable across all four divisions. Defining the tenure ratio as the number of tenured faculty (associate without term and full professors) divided by the total number of ladder faculty, that ratio is 62% for all of the Faculty of Arts and Sciences, while it is 74% for the average of the six peer institutions. Yale’s longer tenure clock compared to peers likely contrib- utes to our lower tenure ratio, because faculty spend more time in the non-tenured ranks. Lacking complete comparative data on time in rank for our peers, we cannot estimate the size of this e≠ect, but based on the data available, we do not believe the longer clock accounts for the entire di≠erence. The low tenure ratio is not a feature of the current system we seek to change. We recognize the concern that a mandatory tenure review may lead to a higher tenure ratio unless high standards are rigorously maintained.
Table 1: Tenure Ratio at Yale and Peers
Humanities Social Physical Biological Total FAS Sciences Sciences Sciences
Yale tenure ratio (2006) 60% 60% 66% 62% 62%
Average of peer tenure ratio 73% 69% 77% 76% 74%
Data provided by the O∞ce of Institutional Research, Yale University. Peer tenure ratio is based on data collected in 2002.
Tenure and Appointments Policy Committee Report 5 February 2007 • page 18 Tenure Rate The best proxy for the tenure rate is the cohort retention rate—the fraction of the incoming ladder faculty in a given year who are tenured faculty at Yale after the maximum time period presently allowed, ten years, reported in Table 2. This proxy is imperfect, in part, because some non-tenured faculty who might have achieved tenure at Yale leave to accept o≠ers elsewhere, and other non-tenured faculty leave Yale for personal reasons unrelated to their likelihood of making tenure.
The cohort retention rate averages 19% across the Faculty of Arts and Sciences but varies widely, from 11% in the humanities to 57% in the biological sciences. Data on tenure rate are not uniformly available from peer institutions, but the data we obtained suggest that Yale’s rates are significantly lower than those of a number of our peers. However, this may not indicate that Yale’s tenure standards are uniformly higher than those peers’. For example, very high tenure rates (above 70%) are reported for some divisions at peer schools that are ranked highly, and lower rates are reported for divi- sions less highly ranked. This suggests that high tenure rates may principally reflect the ability of the departments to recruit the very top candidates at the time of the ini- tial non-tenured appointment.
Under the proposed system, with a greater proportion of non-tenured faculty mem- bers being considered for tenure, department reviews and the tenure and promotion committees may well be called upon more frequently to uphold Yale’s high tenure standards. The elimination of the term appointments committee in the proposed new system and the consideration of all appointments of associate professors on term, tenured associate professors, and professors by the same divisional committees are intended to provide committee members a broader perspective on appointments, thereby allowing them more e≠ectively to exercise this important responsibility.
Table 2: Cohort Retention Rate at Yale
Humanities Social Physical Biological Total FAS Sciences Sciences Sciences
Yale tenure rate 11% 15% 27% 57% 19%
Data provided by the O∞ce of Institutional Research, Yale University, from cohorts with initial appointments between the 1985–1986 and 1995–1996 academic years.
Tenure and Appointments Policy Committee Report 5 February 2007 • page 19 Time in Rank and the Clock The committee collected and considered data relating to time in the non-tenured ranks under the current system and the implications of these data for the proposed system. The first relevant statistic is the average time without tenure for non-tenured faculty. These data are provided in Table 3. The mean time spent as a non-tenured faculty member is 6.6 years across the Faculty of Arts and Sciences, and it is similar in all divisions except for the biological sciences, where it is longer. Of those non-tenured faculty members eventually granted tenure, the mean time non-tenured is 7.3 years across the Faculty of Arts and Sciences, and it is almost the same in all divisions. These average time periods even in the current system are significantly shorter than the pro- posed new maximum of nine years. Both the humanities and social sciences, which have lower tenure rates than the natural sciences, also have the shorter time to tenure.
Table 3: Time in Non-Tenured Ranks for Yale Faculty
Humanities Social Physical Biological Total FAS Sciences Sciences Sciences
Mean yrs non-tenured (all) 6.3 6.9 6.2 8.1 6.6
Mean yrs to tenure at Yale 7.1 7.0 7.4 7.5 7.3
Mean yrs to departure from Yale 6.2 6.9 5.8 8.8 6.4
Data provided by the O∞ce of Institutional Research, Yale University, for initial appointments between the 1985–1986 and 1995–1996 academic years. This includes 371 non-tenured faculty members.
A further review of tenure timing, shown in Figure 1, below, also supports the notion that a shorter tenure clock may have advantages. We considered the probability of achieving tenure as a function of the time spent in the non-tenured ranks. If there are N(x) faculty in the “undecided” non-tenured ranks after x years (the remainder of the cohort having already been tenured or having left Yale), what fraction, f(x), of those faculty eventually earn tenure at Yale?
This fraction, averaged over the Faculty of Arts and Sciences (the green curve in Figure 1), increases slowly from 19% in year one to 25% in year seven and remains at 24% in year eight, indicating that the e≠ect of faculty leaving is not counterbalanced by the faculty making early tenure, so that up to year eight the faculty cohort has a roughly uniform tenure probability. However, in years nine and ten this fraction drops dramatically, to 16% in year nine and 12% in year ten. A member of the undecided
Tenure and Appointments Policy Committee Report 5 February 2007 • page 20 cohort at the beginning of year ten is only half as likely to make tenure as a member of the undecided cohort through year eight. Stratification of the data by divisions shows similar behavior in all divisions except the physical sciences, where the tenure prob- ability does not drop until year ten and drops by only 25%.
Figure 1: Fraction of non-tenured faculty who eventually receive tenure at Yale after serving x years in the non-tenured ranks (i.e., probability of tenure at Yale after x years of non-ten- ured service)
All divisions Biological Sciences Humanities Physical Sciences and Engineering Social Sciences
0.5
0.4 f(x) 0.3
0.2
0.1
2 4 6 8 10 After ‘x’ years without tenure Data provided by the O∞ce of Institutional Research, Yale University, for non-tenured faculty with initial appointments between the 1985–1986 and 1995–1996 academic years.
Tenure and Appointments Policy Committee Report 5 February 2007 • page 21 Adjusting to the New System Although the data just discussed support the feasibility of the proposed timing of appointments and tenure review, other data (shown in Table 4) indicate that some adjustments will be necessary to accommodate the new system. Under the current system, 13% of the faculty who earn tenure do so in the tenth year, having been evalu- ated in the ninth year, and departments will now consider such candidates a year ear- lier. We expect, however, that the earlier leave recommended in the proposed system will allow all faculty to accelerate their progress in research and scholarship. Moreover, on average only 18% of a non-tenured faculty cohort leaves Yale in year ten (or beyond, if the clock has been stopped for care-giving leaves).
Table 4: Timing of Tenure or Departure Decisions
Humanities Social Physical Biological Total FAS Sciences Sciences Sciences
Percent tenured in yr 10+ 12% 7% 17% 12% 13%
Percent leaving in yr 10+ 19% 20% 10% 27% 18%
Number of asst profs 1985–1996 159 96 86 30 371
Data provided by the O∞ce of Institutional Research, Yale University, for academic years between 1985–1986 and 1995–1996.
Tenure and Appointments Policy Committee Report 5 February 2007 • page 22 Figure 2: The “Default” Clock for Non-Tenured Faculty ......
Tenure and Appointments Policy Committee Report 5 February 2007 • page 23 Leave Information from the Faculty Handbook (not yet updated) XVII. Leaves of Absence: University-wide 105
XVII. Leaves of Absence: University-wide
Yale’s commitment to support the research interests and professional development of its faculty is reflected in the opportunities for leave that are described below. All research leaves with salary paid from University funds and most leaves without salary paid from University funds are granted by and under the authority of the Corporation for purposes of research or to allow faculty to benefit from professional opportunities that necessitate a short time away from their normal duties.
In some cases, the University continues to pay the faculty member’s full or partial salary or fringe benefits from Yale funds (including General Appropriations, endowments, or sponsored projects) during the period of leave. In other cases, the full or partial salary may be covered by an outside fellowship or another institution, as, for example, when the faculty member holds a visiting appointment elsewhere. Any leave that is fully or partially funded from University funds or from externally sponsored funds awarded to the University is referred to in this section as a paid leave. An unpaid leave is any leave during which the faculty member’s salary is fully funded by an outside source—such as a fellowship paid directly to the faculty member or a visiting position at another university—or during which the faculty member otherwise receives no salary from University funds.
Faculty members who are eligible for leave with salary are nevertheless encouraged to help finance their leaves from sources outside the University. Faculty should consult both the Office of Grant and Contract Administration and Corporate and Foundation Relations in the Development Office for help in identifying agencies or foundations appropriate to the purpose of the leave.
Some leaves without salary are granted for personal reasons – such as medical disability or child rearing – or for public service not directly related to academic development. All policy questions concerning leaves in the Faculty of Arts and Sciences should be referred to the Office of the Provost. Questions concerning leaves in a professional school, several of which have their own policies, should be referred to the Dean of that school.
A. General Conditions Governing All Leaves
1. Leave is a privilege, not a right. Eligibility for a leave according to the policies spelled out below does not in itself constitute entitlement to that leave. No leave will be granted without the approval of the Provost and the applicable department or program chair (in the Faculty of Arts and Sciences) or Dean (in the professional schools). A leave generally will be granted only if the Provost and the department or program chair, or Dean, are assured that the leave will not have adverse effects on the department’s, program’s or school’s teaching, research program, 106 Yale University Faculty Handbook — July 1, 2014 or clinical or administrative responsibilities. A significant exception to this condition exists in that Morse Fellowships, Junior Faculty Fellowships, and Associate Professor Leaves – where the benefit to the faculty member is paramount – will not be disallowed or delayed by reason of adverse effect on the department, program, or school. A faculty member may be denied a leave if, during the period since the initial appointment or the prior leave, he or she has not adequately met his or her responsibilities to teaching, research, clinical work, and administrative service. Faculty members are expected to remain on campus and to teach during all semesters when not on an approved leave; scheduling teaching overloads during one semester to create a de facto leave during another semester is not allowed without prior approval of the Provost. University leave policies incorporate the rights provided to employees under both federal and state Family Medical Leave Acts.
2. A faculty member requesting a leave must submit a formal application in accordance with the regulations and deadlines established by his or her particular school. All applications for a research leave should include a full description of the faculty member’s plans for that leave.
3. Faculty members who are granted leave will be relieved of all teaching and administrative duties, except that ordinarily they will be required to continue supervising dissertations.
4. The period of a full-year leave is defined as the academic year during which faculty members are otherwise expected to meet their institutional responsibilities. In the case of a semester’s leave, the period of leave is one-half of the academic year. Leave periods in the Schools of Medicine and Nursing are exceptions to this rule. The normal requirement that a full-year leave be taken within a single academic year may be altered occasionally to permit such a leave to be taken during successive terms in the same calendar year.
5. The maximum period of a leave is one academic year, whether the leave is taken within a single academic year or divided between two successive academic years. One full year of teaching in residence must precede any leave, paid or unpaid. The normal expectation is that a faculty member who has had a leave of any kind will return to Yale for a full year of teaching. This expectation does not apply to a tenured faculty member who retires at the end of a scheduled leave or a non-tenured faculty member who has been granted permission to take a leave for which he or she is eligible in the final year of appointment.
6. In special circumstances and with specific approval by the Corporation, a second consecutive leave may be granted, typically in connection with a leave for public or military service such that the total period of absence exceeds one academic year (see Section XVII.C). The total period of consecutive leaves is extended beyond two academic years only in the most exceptional XVII. Leaves of Absence: University-wide 107 circumstances, such as when required by law or for a public service leave deemed to be in the national interest.
7. No member of a University faculty may be on leave, whether paid or unpaid, more than four semesters in a seven-year period unless required by law. Absence from the University in excess of this limit is inconsistent with the teaching and University service expectations of a full-time member of the faculty. Exceptions to this policy will be considered when a faculty member has had one or more semesters of leave for reasons such as child rearing, caregiving, or public service, including leaves for military service. Teaching relief for child rearing or for a short-term medical disability is not considered a leave.
8. The calculation of the terms of appointment, maximum time in a particular rank, and maximum time in the combined non-tenure ladder ranks includes all leaves, with or without Yale salary, except Child-Rearing Leaves, Caregivers Leaves of at least six weeks, and leaves granted for public service. For these leaves and when a member of the faculty experiences a short-term medical disability of at least six weeks or has been granted teaching relief for child rearing, extensions in the terms of appointment and time in rank will typically also be granted. See Section XVII.D for policies regarding these leaves and teaching relief for child rearing. See Section III.F for policies governing maximum time in non-tenure ladder ranks and Section XXI.E for policies governing short-term medical disability.
9. With the agreement of the Provost, faculty members may change from one leave option to another provided that the criteria for the type of leave which is to be taken are met, and that the change is effective for the entire period (a semester or an academic year) for which the leave is taken.
10. Leaves of absence with reduced Yale salary or without Yale salary affect certain fringe benefits. Members of the faculty who are on leave with less than full salary paid by Yale should check with the Benefits Office for further information.
11. Members of the faculty who are not eligible for a paid leave and who are awarded an outside fellowship may apply for an unpaid leave, but they will normally not be eligible to receive supplemental salary from the University. See Section XVII.C for policies governing unpaid leaves.
B. Leaves with Salary from University Funds
1. General a. Eligibility. On recommendation of the department chair in the Faculty of Arts and Sciences 108 Yale University Faculty Handbook — July 1, 2014
and of the Dean in the professional schools, full-time faculty may be awarded a leave of absence with salary according to the policies described below. Eligibility for paid leaves varies from school to school. Faculty members should consult the Dean for information about policies governing eligibility for paid leave in their particular school. The normal expectation is that a full year of teaching in residence must follow any leave. Faculty members who intend to resign from the University at the end of a leave are not eligible for paid leave during that year, even if they meet other eligibility requirements. However, faculty members who retire or whose terms of appointment expire at the end of an academic year are eligible for paid leave during that year if they meet the other eligibility requirements.
b. Salary and Benefits. The amount of salary and benefits received by a faculty member on a paid leave depends upon the type of leave. When a faculty member who is eligible for a paid leave is successful in obtaining partial or full outside support, the University will continue all benefits to which the faculty member is normally entitled. When the University contributes any part of salary or benefits, the leave is considered a paid leave. c. employment during Leave. Faculty members who are granted paid leave under any of the provisions of this section are not permitted to teach or to engage in any remunerative employment during the period of the leave, except as provided under Section XVII.B.3 for Sabbatical Leave of Absence and as permitted for full-time faculty not on leave under policies on outside employment (see Section XX.E).
2. triennial Leaves of Absence
a. Eligibility. Eligibility for a Triennial Leave of Absence begins after five semesters of teaching at Yale at the rank of associate professor (both term and without term) or professor, provided that five semesters of full-time teaching in residence have elapsed since the faculty member’s previous paid leave. For a variation of this policy in the School of Nursing, see Section XIV.I. Thereafter, the faculty member must complete an additional five semesters of full-time teaching at Yale subsequent to the prior Triennial Leave before he or she becomes eligible for another. In the School of Medicine, two and one-half years of full-time faculty activity is considered the equivalent of five semesters of full- time teaching at Yale. Eligibility for a Triennial Leave of Absence in the School of Medicine begins after two and one-half years of full-time faculty activity at the rank of associate professor or professor. Thereafter, the faculty member must complete an additional two and one-half years of full-time activity at Yale subsequent to the prior Triennial Leave before he or she becomes eligible for another. Generally, accrued full-time teaching or activity in excess of five semesters or (in the School of Medicine) two and one-half years may XVII. Leaves of Absence: University-wide 109
not be carried forward beyond one Triennial Leave of Absence in order to meet the eligibility threshold for another, except with permission of the Provost based on major administrative service.
b. Length and Salary. A Triennial Leave of Absence is a one-semester leave during which a faculty member receives full salary. Except for leaves granted for child care, caregiving, or public service, a Triennial Leave may not be combined with any other form of leave, paid or unpaid, to make up a leave of absence for a full academic year. In the School of Medicine, a Triennial Leave may last up to four months, during which time a faculty member receives full salary.
c. special Triennial Leave. With the approval of the chair of the department and the Provost, a faculty member who is eligible for a Triennial Leave of Absence and who succeeds in winning outside fellowship support for a period extending beyond one semester may be granted instead a Special Triennial Leave of a full year. Yale’s contribution to such Special Triennial Leaves will not exceed one-half of the academic year salary at the time of the leave, with the remainder up to full salary to come from the source originating outside the University. Yale’s contribution to salary will be paid over the full leave period, and the full year will count as paid leave. University contributions to benefits will continue, with contributions to retirement accounts based upon the amount of salary paid by Yale.
3. sabbatical Leaves of Absence
a. Eligibility. Faculty members shall first become eligible for a Sabbatical Leave of Absence after having taught at Yale or elsewhere at the rank of associate professor or professor for four years without a paid leave of absence. Thereafter they shall be eligible after having taught in those ranks at Yale for six years without a paid leave of absence. In the School of Medicine, faculty members shall first become eligible for a Sabbatical Leave of Absence after having taught at Yale at the rank of associate professor or professor for two years. Thereafter they shall be eligible after having taught in those ranks at Yale for six full years from the end of their previous leave of absence.
b. Length and Salary. A Sabbatical Leave may be for either one semester at full salary or a full year at half salary. In the latter case, an exception will be considered to the general rule that employment may not be undertaken by a faculty member while on leave, and the faculty member may be permitted to supplement his or her Yale salary, up to full approved salary, from sources originating outside the University. A one-semester Sabbatical Leave of Absence at full salary may be combined with a one-semester leave of absence without salary to make up a full year’s leave. In the School of Medicine, a Sabbatical Leave of Absence may be up to one semester at full salary or up to a full year at half salary. Although it may start or end in mid-year, faculty members do 110 Yale University Faculty Handbook — July 1, 2014
not become eligible for a subsequent Sabbatical Leave of Absence until they have taught at Yale for six full years from the end of the academic year in which their previous Sabbatical Leave was taken.
4. senior Faculty Fellowships
a. Eligibility. Faculty members in all schools except Medicine (see Section XII.N) shall first become eligible for a Senior Faculty Fellowship after having taught at Yale or elsewhere at the rank of associate professor or professor for six years without a paid leave of absence. Thereafter they shall be eligible after having taught in those ranks at Yale for six years without a paid leave of absence.
b. Length and Salary. A faculty member awarded a Senior Faculty Fellowship is granted a full year’s leave. The University will fund this leave at a level equal to the amount halfway between the base pay for the rank held and the individual’s approved base salary. Faculty on Senior Faculty Fellowships may accept salary funding from sources originating outside of the University, provided that the purpose of that funding is consistent with the purpose of the leave. Faculty may also continue to receive project support from external sponsors during a Senior Faculty Fellowship. Salary may be charged to the sponsored project during the leave; however, the effort devoted must, at a minimum, be commensurate with the salary charged. Under no circumstances may a faculty member on a Senior Faculty Fellowship aggregate more than his or her approved base salary. Faculty members may not undertake outside employment while on this leave.
5.S pecial Leaves and Fellowships for Teaching Faculty in the Faculty of Arts and Sciences a. Morse Fellowships (Humanities) and Junior Faculty Fellowships (Social Sciences and Natural Sciences). These fellowships are intended to provide time for research and writing at a crucial point in the careers of recently appointed scholars at the rank of assistant professor. The fellowships pay full salary and the University contributions to fringe benefits.
Assistant professors who have had no leave of any kind while at Yale are eligible to hold Morse or Junior Faculty Fellowships in the second, third, or fourth year of teaching at that rank at Yale. The fellowships may be awarded to assistant professors who present, during the fall of the previous academic year, a research proposal that is approved by the department chair and the cognizant dean (the Dean of Yale College, the Dean of the Graduate School, or the Dean of Engineering & Applied Science). XVII. Leaves of Absence: University-wide 111
The holder of a Morse Fellowship or a Junior Faculty Fellowship is relieved of all duties to the University for the period of the fellowship. Each fellowship holder is expected to devote full-time effort to the proposed project.
A faculty member awarded either a Morse or Junior Faculty Fellowship must return to Yale after that fellowship for a full year of full-time teaching. b. Associate Professor Leave. Assistant professors in the Faculty of Arts and Sciences who are promoted to the rank of associate professor on term are eligible for an Associate Professor Leave, a full year’s leave at full salary, provided that two semesters of full-time teaching in residence have elapsed since their last paid leave. Faculty members appointed to Yale at the rank of associate professor on term are eligible for the Associate Professor Leave in the second, third, or fourth year of appointment. These leaves may be awarded to associate professors who present, during the fall of the previous academic year, a research proposal that is approved by the department chair and the cognizant dean (the Dean of Yale College, the Dean of the Graduate School, or the Dean of Engineering & Applied Science). A faculty member who is awarded such a leave must return to Yale for a full year of full-time teaching. c. Professional Development Leave. Members of the full-time non-ladder teaching faculty in the Faculty of Arts and Sciences may apply for a limited number of one-semester Professional Development Leaves. While on leave they receive full salary and benefits and are relieved of teaching and administrative responsibilities. To be eligible, individuals must have served as full-time teachers in the Faculty of Arts and Sciences for at least three years and must hold multi-year appointments that extend through the year following the proposed leave. A faculty member awarded such a leave must return to Yale for a year of full-time teaching. At least six years of full-time teaching at Yale must be completed before an individual who has been awarded a leave becomes eligible for another.
Lecturers, Senior Lecturers, and Assistant, Associate, and full Professors Adjunct who are eligible may submit a written proposal, which must be supported by a department or program, for review by the Steering Committee of the Faculty of Arts and Sciences. The Steering Committee will judge proposals on the basis of quality and feasibility and on the likelihood that the completed project would enhance the teaching program of the department or program and advance the professional development of the individual.
Lectors, Senior Lectors, and Senior Lectors II who are eligible may submit a written proposal, which must be supported by a department or program, for review by the Language Study Committee. The Committee will judge proposals on the basis of quality and feasibility and on the likelihood 112 Yale University Faculty Handbook — July 1, 2014 that the completed project would enhance the language teaching program of the department or program as well as advance the professional development of the individual. Those proposals reviewed favorably by the Language Study Committee will be forwarded for review by the Steering Committee of the Faculty of Arts and Sciences, which will judge proposals on the basis of the same criteria. All awards of Professional Development Leaves are made by the Steering Committee of the Faculty of Arts and Sciences. d. outside Funding. Faculty members who are eligible for any paid leave are encouraged to seek support from sources outside the University. If a member of the Faculty of Arts and Sciences who has been granted a paid leave is successful in obtaining from outside sources any portion of the salary that he or she is eligible to receive from Yale for the term of that leave, one half of the resulting salary savings to the University, up to a total of $25,000, will be used to create an individual research account that may fund any legitimate research expenses.
C. Leaves without Salary from University Funds
1. General
Faculty who are on appointments of three years or more and who have taught at Yale for at least one year are eligible for a one-semester or full year leave of absence without salary. Such a leave is granted on recommendation of the department chair in the Faculty of Arts and Sciences or of the Dean in one of the professional schools, and with the approval of the Provost. Semesters spent on leave without salary do not count as years of teaching at Yale in determining eligibility for subsequent paid leaves. Faculty on leave of absence without salary cannot receive salary support from University-administered funds.
2. Public Service and Military Service
With the approval of the Provost, leaves may be granted to faculty for military service or to serve the public interest at a local, state, national, or international level. Such leaves are granted for either one semester or one year. Upon petition, recommendation by the Provost, and a special vote by the Corporation, a Public Service Leave or a Military Service Leave may be extended for up to a total of two years. Only in the most exceptional circumstances, such as when required by law, e.g. for military service, or for public service deemed to be in the national interest, can such a leave be extended beyond two academic years.
3. Benefits during a Leave
See Section XVIII.D for a more complete description of the fringe benefit plans that follow. XVII. Leaves of Absence: University-wide 113 a. Health, Dental, and Group Life Insurance. Faculty on an unpaid leave of absence are responsible for their share, if any, of health, dental, and group life insurance costs. Yale will pay its share for the period of the leave. Faculty members who wish to maintain health, dental, and group life insurance coverage should contact the Benefits Office to arrange for prior payment of the individual’s contribution. b. Disability Insurance. For faculty members on unpaid leaves of absence, the University will continue to provide, at no cost to the individual, insurance as partial protection against loss of income and retirement benefits resulting from long-term disability. c. Retirement Annuities. Both faculty and University contributions to retirement accounts are suspended during an unpaid leave of absence. d.S cholarship Plan for Sons and Daughters of the Faculty and Staff. During an unpaid leave, a faculty member’s children are not eligible to receive scholarship awards under the University’s Scholarship Plan for Sons and Daughters. An unpaid leave does not count as a disruption of continuous University employment, but time spent on unpaid leave with outside employment does not count toward the six years of continuous full-time service that are required for eligibility in the Scholarship Plan. e. Payroll Deductions to Third Parties. Faculty on unpaid leave should make arrangements with the appropriate office to maintain or discontinue, as desired, payments normally made by payroll deductions to third parties, such as the Yale Credit Union, the Yale Parking Service, and banks participating in the University Mortgage Program. f. Tuition Benefit. Faculty on unpaid leave and their spouses or civil union partners will continue to be eligible for tuition benefits on the same terms as those for faculty not on leave.
D. child-Rearing Leaves, Caregivers Leaves, and Maternity Policies
Child-rearing policies in the School of Medicine are described on its Office for Faculty Affairs Web site. The policies below apply in the rest of the University’s Schools.
1. child-Rearing Leaves
A member of the faculty who bears or adopts a child or whose spouse or civil union partner bears or adopts a child will be granted upon request an unpaid Child-Rearing Leave for up to one semester occurring within the first year after the birth or adoption for the purpose of the child’s care. General policies regarding the effect of unpaid leaves upon salary and benefits (seeSection 114 Yale University Faculty Handbook — July 1, 2014
XVII.C.3) apply to these leaves, but policies regarding the effect of unpaid leaves upon eligibility for other leaves do not apply. For example, a semester of Child-Rearing Leave does not count as one of the terms of full-time teaching required between paid leaves. See Section XVII.D.7 for policies regarding the effect of Child-Rearing Leaves on terms of appointment and time in rank.
2. caregivers Leaves
As delineated by federal and state laws concerning family and medical leaves, a member of the faculty may take an unpaid leave of absence to care for a seriously ill spouse, parent (natural, foster, adoptive, stepparent, or legal guardian), parent of the faculty member’s spouse, or child (natural, adopted, foster, stepchild, or legal ward) who is under 18 years of age or, if older, is unable to care for him or herself because of serious illness for up to sixteen weeks in year one and twelve weeks in year two in any two-year period. Except in cases of emergency, two weeks’ notice is required, and all requests must be accompanied by written notice from a physician or other licensed health care provider verifying the need for a leave and the probable duration. Serious illness is considered to be a disabling physical or mental condition that requires in-patient care in a hospital or licensed nursing facility or continuing outpatient care requiring treatment by a licensed health care provider. During the period of this leave, the University will continue to pay its share of health and any noncontributory insurance premiums for the caregiver on leave. An employee who has authorized payroll deductions for benefits must make arrangements with the Benefits Office to make those payments in order to continue coverage. The time available for a Caregiver’s Leave is reduced by the amount of time during that same two-year period when the faculty member has been on a Child-Rearing Leave or has been relieved from teaching under the policies governing maternity and short-term medical disability.
3. teaching Relief for Child Rearing for Ladder Faculty
A full-time member of the ladder faculty who bears a child or adopts a child under the age of six or whose spouse or civil union partner bears a child or adopts a child under the age of six will be relieved of teaching duties, without loss of salary or benefits, for the whole of an academic semester occurring within the first year after the birth or adoption, for the purpose of the child’s care. Any other administrative and departmental responsibilities should be consistent with the purpose of the teaching relief. To qualify for this relief the faculty member must be a primary caregiver throughout the period of relief: caring for the child during normal working hours, while the other parent, if any, is employed at least half time. Should both parents be full-time members of the Yale ladder faculty they may choose to divide the relief, each being granted one semester of relief from one half of the teaching responsibilities. Alternatively, one parent could elect relief XVII. Leaves of Absence: University-wide 115
from one half of the teaching responsibilities for two semesters. Should one parent be a full-time member of the ladder faculty and the other a full-time member of the research or non-ladder teaching faculty with a multi-year appointment, they may choose to divide the leave or relief from teaching as applicable to their respective appointments. Fully-paid teaching relief is available only once for each birth event or adoption. Teaching relief for child rearing is not considered a leave of absence. See Section XVII.D.7 for policies regarding the effect of the teaching relief on terms of appointment and time in rank, and see Section XXI.E for policies regarding short-term medical disability.
4. teaching Relief for Child Rearing for Non-Ladder Teaching Faculty
A full-time member of the non-ladder teaching faculty who holds a multi-year appointment that extends through the semester in question and who bears a child or adopts a child under the age of six, or whose spouse or civil union partner bears a child or adopts a child under the age of six, will be relieved of teaching duties, without loss of salary or benefits, for up to eight weeks that include the birth or adoption, for the purpose of the child’s care. Eligibility for this relief ends eight weeks after the birth or adoption. To qualify for this relief the faculty member must be a primary caregiver throughout the period of relief: caring for the child during normal working hours, while the other parent, if any, is employed at least half time. Should both parents be full-time members of the Yale ladder or non-ladder teaching faculty they may choose to divide the relief, each being granted one half of their respective teaching relief. Fully-paid teaching relief is available only once for each birth event or adoption. Teaching relief for child rearing is not considered a leave of absence.
5. Parental Leave for Research Faculty
A benefits-eligible member of the FAS research faculty who holds a multi-year appointment or who has held a continuous appointment at his or her rank for more than one year and who bears a child or adopts a child under the age of six, or whose spouse or civil union partner bears or adopts a child under the age of six will be granted, upon request, a Parental Leave for Research Faculty of up to eight weeks. Compensation will reflect the effort percentage of the appointment prior to beginning the leave. An option will also be available for an additional eight weeks of part-time status with pay commensurate with the percentage of work effort. The research faculty member’s current source of funding will be used to support this leave, if allowable under the policies of the funding agency(s).
The Parental Leave for Research Faculty may commence at any time from two weeks before the expected time of delivery or adoption until the end of the first year after birth or adoption. If 116 Yale University Faculty Handbook — July 1, 2014 both parents of a newborn or newly adopted child are full-time research faculty, these two faculty members may choose to share the eight-week period of paid Parental Leave for Research Faculty or the option of an additional eight weeks of paid part-time status with pay commensurate with the percentage of effort.
During the Parental Leave for Research Faculty, the faculty member will continue to receive her or his usual pay and fringe benefits. Upon return from leave, the faculty member is entitled to reinstatement to the position held prior to going on leave, or to one substantially similar, with no loss of seniority benefits or other privileges of employment.
6. timing and Arrangements
In the case of Child-Rearing Leaves, Caregivers Leaves, or teaching relief granted for child rearing or for short-term medical disability, the faculty member is expected to discuss as early as possible with the chair of the department or the Dean of the School his or her anticipated teaching and administrative responsibilities before and after the leave of absence or relief from teaching. The faculty member and the chair or Dean should agree upon a schedule for the year that will facilitate the carrying out of as many non-teaching responsibilities as are practicable under the circumstances, so as to minimize the impact of the faculty member’s absence on the curriculum and administration of the department or school. In such cases, the chair of the department or Dean of the school, in consultation with the Office of the Provost, will make such arrangements as are necessary and appropriate with regard to covering the teaching and other responsibilities, including canceling an affected course or drawing upon funds from the Dean of the school or the Office of the Provost to employ a substitute instructor. See Section XVII.D.7 for policies regarding extension of appointment.
7. extensions of Appointment
Throughout the University, any full-time, non-tenured member of the ladder faculty holding an appointment of three years or more who is granted a Caregiver’s Leave of at least six weeks will typically receive an extension of his or her current appointment and the maximum time in that rank and in the combined non-tenure ranks. This extension is normally for six months. Any full-time member of the ladder faculty who is granted a Child-Rearing Leave or who is granted relief from teaching for child rearing, or who bears a child or experiences any short-term med- ical disability as described in Section XXI.E of at least six weeks at any time of the year, will typically receive an extension of his or her current appointment and the maximum time both in that rank and in the combined non-tenure ranks. This extension is normally for two semesters. If an extension granted for teaching relief for child rearing or for a Child-Rearing Leave has XVII. Leaves of Absence: University-wide 117 been divided between two members of the ladder faculty, each will be granted a one-semester extension of appointment and time in the non-tenure ranks. A faculty member may be granted up to two extensions for child rearing, thereby extending his or her appointment and time in the non-tenure ladder ranks for a maximum of two years (see Section III.F). Faculty who are no longer eligible for reappointment or promotion are not eligible for an extension due to any of the leaves or teaching relief described above. Yale University
Yale Faculty Handbook: Full Document
To view the Yale University Faculty Handbook visit: http://provost.yale.edu/sites/default/files/files/Faculty_Handbook_8_2013.pdf
Yale University
Research & Teaching Resources: Concurrent Sessions Yale University
Session A: Using Yale Library Resources in your Research & Teaching
| Theater Studies Architecture Art Music Art History Photography Book Arts Graphic Design Dance Drama
Classics Religious Studies Philology
American Studies Asian American Studies Native American Studies Dutch Language/Literature, interim U.S. History French Language/Literature, interim German Language/Literature, interim American Literature Italian Language/Literature, interim British History Latino Studies Comparative Literature Philosophy English Literature Portuguese Language/Literature, interim Film Studies Scandinavian Languages/Literatures, interim Irish Literature Western European History, interim Travel
South Asian Studies Latin American Studies Spanish Language and Literature
Arabic Studies Central Asian Studies Islamic Studies Slavic and Eastern European Studies Middle East Studies Near Eastern Languages East Asian Studies-China
British Commonwealth Studies East Asian Studies-Japan Canadian Studies Southeast Asian Studies Babylonian Studies Hittitology Hebrew Language and Literature Judaic Studies East Asian Studies-Korea Yiddish Language and Literature
African Studies
Historical Sound Recordings American Literature, Prose & Drama Music Manuscripts & Archives
Arts Visual Resources Early Books & Manuscripts Yale University Archives History of Medicine Books & Manuscripts Early Modern Books & Manuscripts American Literature, Poetry Modern Manuscripts & Archives and Yale Publications Western Americana Historical Maps Walpoliana and Eighteenth-Century Studies Modern European Books & Manuscripts Arts Books & Manuscripts Divinity Books & Manuscripts American Music Oral Histories Modern Books & Manuscripts
Anthropology Government Information Economics International Relations Gay and Lesbian Studies Political Science Gender Studies Public Policy Psychology, Sociology Sports Accounting Statistics Business Women’s Studies Finance Management Linguistics Marketing Organizational Behavior Social Science Data Archaeology Geography
Astronomy Mathematics Geology Geophysics Chemistry Physics Computer Science Engineering and Applied Sciences Biology Operations Research Molecular Biophysics Biochemistry History of Science Mountaineering History of Medicine Epidemiology Environmental Studies Public Health Forestry Nursing Medicine Science Data
Yale University
Session B: Grants, Contracts & External Funding at Yale
Research Administration at Yale
Research Administration Overview New Faculty Orientation
Laura Kozma Assistant Director
Melanie Smith Funding Resource Center Manager
Office of Grant and Contract Administration
August 20, 2014
1 The Research Enterprise
Provost
Andrew Rudczynski, Ph.D. VPFBO Associate Vice President for Research Administration Office of Research Administration (ORA)
• Strategic efforts • Operations management and oversight • Project Management • Compliance OREO ORCE • Data Management • Training & education • Cross Unit Operational Integration & Efficiency • Risk assessment
GCFA HRPP IACUC COI GCA
• Pre -award • Post -award • Required review of • Required review of • Required review of administration of administration of research involving research involving conflict of interest sponsored projects sponsored projects human subjects animals disclosures
OEHS YARC OCR
2 • Environmental • Housing & care of • Patenting & licensing health & safety animals activities, inventions, industry relations Funding Resources & Training
Funding Resources Grantsmanship Training http://calendar.yale.edu/cal/funding/ http://calendar.yale.edu/cal/funding/
Explore these resources to identify support for your research efforts. Attend free monthly programs designed to help faculty and trainees identify If you have questions, contact the Funding Resource Center Manager. funding opportunities for their research and prepare successful, well-targeted [email protected] or (203) 785-4978 grant applications. To register for upcoming events, click here.
• Calendar of Research Funding Opportunities The programs listed below are presented regularly. Deadlines and links to information from foundations, non- governmental organizations, State of Connecticut, and new federal • Developing A Funded Research Program funding opportunities • Science Writing for Grants and Manuscripts • Scholar Awards Prestigious limited submission foundation grants, primarily for junior • How to Write A Compelling Grant Abstract: A faculty – internal competitions Hands-On, Skill-Building Workshop
• Limited Submissions • All About Career Awards: Applications, Review, and Federal funding opportunities that limit the number of applications Stepping Stones to Funding Your Future per institution – internal competitions • Show Me The Money: Using Online Databases to Identify • Internal Awards Funding Opportunities for Your Research Pilot/feasibility awards to kick-start your research • Behind the Scenes at NSF, DOE, DOD and Other • Yale -University College London Funding Agencies: An Insiders’ Perspective on Grant Review Funding for collaborations • Behind the Scenes at NIH: Study Section Members Share • Equipment Grants Their Experience with Application Review NIH and NSF support for acquisition and/or development of major instrumentation • Revising and Resubmitting: Practical Considerations Based on the Psychology of Re-Reviews • Funding Databases & Sponsor Websites An informal conference room session to Generate funding searches and email alerts for relevant funding • Funding Q&A Clinic: answer questions about identifying funding for your research. opportunities 3
Preparing and Submitting Proposals
• Work with your business office/FRMS – Develop the budget and prepare the application – Ensure all compliance requirements are completed including but not limited to: • Sponsored Projects Administration for Faculty • One -time requirement • Patent Policy Acknowledgment and Agreement • One -time requirement • Conflict of Interest (COI) Disclosure • Completed at least annually or when there is a material change • Veteran’s Administration Memorandum of Understanding (VA MOU) • Completed at least annually or when there is a significant change – Obtain all appropriate approvals
4 Preparing and Submitting Proposals
• Office of Grant & Contract Administration (GCA) – Final application is routed in PD or submitted with a TranSum to GCA – All proposals must be approved by GCA prior to submission to the sponsor
• Timeline – Final application should be sent to your business office/FRMS as early as possible • FRMS requires all final documents 2-5 days prior to the deadline (dependent on complexity of application) – GCA requests at least 2-5 business days for review • Additional time may be needed to make corrections, for complex proposals and during heavy deadlines
5 Supporting Research at Yale
• Human Research Protection Program (HRPP) – Institutional Review Boards/Human Subjects Committees – http://www.yale.edu/hrpp/
• Animal Care and Use – Institutional Animal Care and Use Committee (IACUC) – http://iacuc.yale.edu/
• Conflict of Interest – COI Committee – http://coioffice.yale.edu/
• Office of Cooperative Research (OCR) – Patents and licensing – http://www.yale.edu/ocr/
• Office of Environmental Health and Safety – http://www.yale.edu/oehs/ 6
Supporting Research at Yale
• Office of Research Administration (ORA) – Systems, processes, compliance and regulatory activities – http://researchadministration.yale.edu/
• Office of Research Compliance and Education (ORCE) – Continuing education program, compliance assessments – http://researchadministration.yale.edu/
• Office of Grant and Contract Administration (GCA) – Pre -award and non-financial post award – http://www.yale.edu/grants/
• Office of Grant and Contract Financial Administration (GCFA) – Post award financial reporting, cash management, cost accounting – http://gcfa.yale.edu/
7
Yale University – Office of Grant and Contract Administration
CONTACT INFORMATION
Office of Grant and Contract Administration (GCA) 47 College Street – Suite 203 New Haven, CT 06510-3209 Phone: (203) 785-4689 FAX: (203) 785-4159 or (203) 785-5938 Website: www.yale.edu/grants
The Office of Grant and Contract Administration (GCA) is aligned in functional teams that support YSM and Central Campus departments. A complete listing of departments and contact information is available on the GCA website at www.yale.edu/grants/contacts .
Key GCA contacts include:
• Alice Tangredi-Hannon, Interim Executive Director (Alice is also the University Research Compliance Officer), GCA, alice. [email protected] or (203) 785-5322.
• Donald Deyo, Ph.D., Director of Corporate Contracts (including clinical trials) and Export Control Licensing, [email protected] or (203) 785-3817
• Tracy Coston, Assistant Director (Funding Resources and General Administration) [email protected] or (203) 785-6033
• Laura Kozma, Assistant Director (Proposal Management) [email protected] or (475) 238-5276
• Cynthia Kane, Associate Director (Award Set-up and Management) [email protected] or (203) 785- 6762
The Office of Grant and Contract Administration (GCA) facilitates extramurally supported awards and the administration of those awards at Yale University. Reporting to the Associate Vice President for Research Administration, GCA signs proposal applications, negotiates awards with sponsors, and is responsible for signing and accepting sponsor terms and conditions in the role of the University’s authorized official. Once an award is made, GCA provides guidance and assistance with the administration of the award and serves as the primary administrative contact with the sponsor.
Funding Resources GCA has many resources available to investigators seeking to identify support for their scholarly and research efforts. We offer regular funding and grantsmanship training workshops to help investigators prepare successful and well-targeted proposal applications. To register for upcoming events, click here .
Utilize GCA’s calendar of upcoming deadlines for federal and private research funding opportunities, scholar awards, and limited submissions.
Proposals GCA reviews and provides institutional approval of all sponsored proposals. Once a proposal is signed and approved by GCA, it can be submitted to the sponsor. Most federal sponsors require that proposals be submitted through on-line systems. Grants.gov and NSF’s FastLane are two such systems. In cases of electronic proposal submission to federal sponsors, GCA will review and submit the proposal to the sponsor. Depending on the sponsor’s submission requirements and system, the Principal Investigator (PI) may be required to submit
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Yale University – Office of Grant and Contract Administration the proposal directly to the sponsor, however, the proposal must first be submitted to GCA for review and approval. The PI’s business office will assist in complying with University proposal submission requirements.
It should be noted that proposals are due in GCA at least 5 business days prior to the sponsor’s deadline to allow for an appropriate review..
Award Acceptance GCA negotiates all sponsored grants and contracts supporting research, technical services, teaming endeavors, clinical trials, material transfer, confidentiality, and other types of sponsored agreements. Contract negotiation with commercial sponsors may be complex and difficult because the agreements must address a large number of issues such as budget, scope of work, intellectual property rights, publication rights, indemnification, termination and confidentiality. Investigators are encouraged to contact GCA early in any discussions with industry about sponsoring research. Whenever possible, GCA will use approved contract templates or a master research agreement that may already be in place. GCA has primary responsibility for negotiating sponsored program grant and contacts on behalf of Yale.
Export Controls The Department of Commerce’s Export Administration Regulations (EAR) and the Department of State’s International Traffic in Arms Relations (ITAR) restrict the export of certain technologies or technical data, such as military applications (regulated by ITAR) or commercial applications that may also have value in a military context (regulated by ITAR), overseas and to foreign nationals working in or visiting the United States.
In some circumstances, Yale may be required to obtain prior approval from the appropriate federal agency before allowing foreign nationals to participate in research, collaborate with a foreign company, or share research results with foreign nationals. For example, the Treasury Department’s Office of Foreign Assets Control (OFAC) regulates trade embargoes, sanctions, and travel restrictions and restricts exportation of information and research articles to embargoed entities and persons. To conduct research with/in an OFAC regulated country may require a license.
These regulations, which have been in place for over twenty years, carry a range of potential penalties, including imprisonment, for individuals who violate them. GCA provides guidance to Yale faculty, students, and staff so that they may recognize when the regulations may apply and when an export or OFAC license may be required in connection with research.
GCA Organization The office is comprised of five grant and contract teams, one corporate contracts team, and an award set-up team. The rosters and departmental portfolios of each team are posted on the GCA website at: www.yale.edu/grants/contacts.
As of August 18, 2014
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Research Administration Office of Research Administration (ORA) Contact: Andrew Rudczynski, Ph.D., Associate Vice President for Research Administration Location: 47 College Street, Suite 216Y Phone: (203) 785-3012 Fax: (203) 785-3510 URL: http://researchadministration.yale.edu/ Office of Research Administration
Faculty Orientation Office of Research Compliance and 2014 Education (ORCE) Contact: Alice Tangredi-Hannon, University Research Compliance Officer Location: 47 College Street, Suite 216Y Phone: (203) 785-5322 Yale College 1807 Fax: (203) 785-3510 URL: http://researchadministration.yale.edu/ For information on... ora-offices/office-research-compliance-and- education
New Faculty Orientation 2014
Welcome to Yale.
For information about…
Animal Use Protocol Submissions HIPAA Resources and Information Pre-award: Funding Opportunities, Proposal Devel- Institutional Animal Care & Use Health Insurance Portability & Account- opment/Review, Award Acceptance and Set-up, Inter- Committee (IACUC) ability Act (HIPAA) pretation of Terms and Conditions, Export Controls, Contact: Bob Davis, Acting Director Contact: Susan Bouregy, HIPAA Privacy Material Transfer Agreements (Incoming) Location: 37 College Street Officer Grant and Contract Administration (GCA) Phone: (203) 687-8589 * Location: 2 Whitney Avenue, 2nd fl Contact: Alice Tangredi-Hannon, Interim Fax: (203) 785-4645 * Phone: (203) 436-3650 Executive Director URL: http://iacuc.yale.edu/ * Fax: (203) 432-4033 Location: 47 College Street, Suite 203 URL: http://hipaa.yale.edu/ Phone: (203) 785-5322 Fax: (203) 785-4159 (Grants) Fax: (203) 785-4169 (Contracts) External Interest Requirements and Disclosure Human Research Protection Program URL: http://www.yale.edu/grants/ Process Yale Institutional Review Boards Conflict of Interest Office (COI) Contact: Jan Hewett, Director Contact: Jill Pagliuca, Director * Location: 55 College Street Location: 37 College Street Phone: (203) 737-2767 Phone: (203) 785-6307 Fax: (203) 785-2847 Post-award: Financial Administration of Sponsored Fax: (203) 785–4255 URL: http://yale.edu/hrpp Projects, Effort Reporting, Financial and Technical URL: http://coioffice.yale.edu/ Reporting Requirements, Subrecipient Monitoring, Inventions, Patents, Technology Transfer, Material Equipment Inventory, and Facilities and Administra- Transfer Agreements (Outgoing) tive Rate (commonly referred to as “indirect costs”) Environmental Health, Biological, Chemical, Office of Cooperative Research (OCR) Grant and Contract Financial Administra- Laboratory and Radiation Safety, and Hazardous Contact: Jon Soderstrom, tion (GCFA) Waste Managing Director Contact: Tracy Walters, Director Office of Environmental Health and Safety Location: 433 Temple Street Location: 47 College Street, Suite 216 (OEHS) Phone: (203) 436-8096 Phone: (203) 737-8355 Contact: Peter Reinhardt, Director Fax: (203) 436-8086 Fax: (203) 737-5837 Location: 135 College Street, 1st Floor URL: http://ocr.yale.edu/ URL: http://gcfa.yale.edu/ Phone: (203) 785-3550 Fax: (203) 785-7588 URL: http://ehs.yale.edu/
Yale University
Session C: Using Yale's Collections in your Research & Teaching “If there is a Sistine Chapel of evolution, it is Yale University’s Peabody Museum.” Beasts of Eden David Rains Wallace, 2004 A Letter from the Director
The world-class collections, galleries, and museums at Yale can add a rich dimension to scholarship and teaching. One of the oldest university based museums of its kind, the Peabody Museum of Natural History encompasses collections of more than 13 million specimens. These objects, and the data supporting them, are organized across 10 divisions ranging from anthropology to mineralogy and historical scientific instruments, as well as extensive archives. Each division is staffed by collections professionals and led by faculty curators. On top of 30,000 square feet of exhibit halls, access to the Museum’s wealth of material is enabled by state of the art workspaces within the Environmental Sciences Center and at the Collections Studies Center at West Campus. The Peabody has been a leader in databasing these holdings making it simple to search for material and, increasingly, to view digitized representations of specimens and supporting information such as field notes. All of the Museum’s resources are there for the benefit of faculty and their students from across the Yale community.
Beyond the permanent exhibits, our current and upcoming temporary exhibitions do a good job of illustrating the scope of the Peabody’s purview. On view through August 30, explores the enormous Tiny Titans: Dinosaur Eggs and Babies strides paleontologists have made in understanding the developmental and social biology of long extinct species. On September 27, we open an exhibit entitled . This exhibit was developed Farmers, Warriors, Builders: The Hidden Life of Ants by the Smithsonian, and is greatly enhanced using our own collections. Opening in February 2015, we are excited to be hosting an exhibit, , highlighting the Peabody’s rich holdings from the Samurai and the Culture of Japan’s Great Peace Tokugawa period. While most prior museum exhibits on the samurai have featured the period of warring states, we focus instead on the role of the samurai during a startlingly durable peace across much of the 17th-19th centuries.
In addition to our exhibits, the Peabody is a regular convener of cultural events such as and the largest ¡Fiesta Latina! Martin Luther King, Jr. celebration in New Haven. We are also frequent hosts of scholarly presentations. Our annual John H. Ostrom Program Series of regular lectures begins on September 16, with topics this year ranging from narwhales to Neanderthals. With more than 150,000 visitors each year, the Peabody Museum serves as a gateway to Yale University for communities in the Greater New Haven area and beyond, and it is the University’s principal venue for public outreach on the history of the Earth, its life, and humanity’s place within it.
I hope you will take the time to learn more about the Peabody and its fantastic collections and events. We have included here contact information for the Museum and listings of key staff. If they or I can be of assistance as you develop your research and teaching plans, please be in touch. We are ready to support you.
David Skelly Director, Peabody Museum of Natural History, Yale University Professor of Ecology, Yale School of Forestry & Environmental Studies
Our Mission The mission of the Peabody Museum is to serve Yale University by advancing our understanding of earth’s history through geological, biological, and anthropological research, and by communicating the results of this research to the widest possible audience through publication, exhibition, and educational programs. Fundamental to this mission is stewardship of the Museum’s rich collections, which provide a remarkable record of the history of the earth, its life, and its cultures. Conservation, augmentation and use of these collections become increasingly urgent as modern threats to the diversity of life and culture continue to intensify.
Approved by the Corporation of Yale University, February 25, 1995 The History of the Peabody Museum, Yale University Yale University’s earliest museum collection, begun in the 18th century, was a miscellaneous assortment of “natural and artificial curiosities” from around the world typical of college collections of the time. Systematic collecting of specimens for teaching and research began in 1802 with the appointment of Benjamin Silliman as Professor of Chemistry and Natural History. The outstanding mineral collection Silliman built for Yale, which he used in his pioneering teaching of geology and mineralogy, became an important source of public entertainment and one of the principal attractions for visitors to New Haven.
Silliman’s activities helped to establish Yale as a major center of scientific education in the first half of the 19th century. Among the undergraduates attracted to the University by its scientific reputation was Othniel Charles Marsh. Marsh’s education and his postgraduate studies abroad were funded by his uncle, the wealthy international financier George Peabody. When, toward the end of his life, Peabody began to niversity
U distribute his vast fortune to, among others, institutions concerned with education,
ale O. C. Marsh persuaded his uncle to include Yale in his philanthropies. In 1866, the , Y Peabody Museum of Natural History at Yale University was founded with a gift of $150,000 for the construction of a museum building and the care and increase of the rchives
& A Museum and its collections.
O.C. Marsh was appointed Professor of Paleontology at Yale in 1866, the first such
anuscripts professorship in the United States, and only the second in the world. In addition M to serving as director of the Peabody Museum, Marsh, with George Jarvis Brush Benjamin Silliman (1779-1864) (Mineralogy) and Addison Emery Verrill (Zoology), was also one of the Peabody Professor of Chemistry. Museum’s first three curators. Using his inheritance from his uncle, who died in 1869, Marsh proceeded to amass large collections of vertebrate skeletons, vertebrate and invertebrate fossils, fossil footprints, and archaeological and ethnological artifacts.
The first Peabody Museum building opened to the public in 1876, but its capacity was soon strained by the huge dinosaur bones that Marsh’s collectors were sending to the rapidly growing collections. In 1917, this building was demolished to make way for a major dormitory complex at Yale, the Harkness Quadrangle. Construction of a new building was delayed by World War 1. The collections were in nearly inaccessible storage for seven years, until the current Peabody Museum building became ready for occupancy in 1924.
Dedicated in December 1925, the new building’s two-story Great Hall was specifically designed to accommodate some of O.C. Marsh’s dinosaurs, such as the skeleton of the giant “ ” ( ), completed in 1931 after six years of Brontosaurus Apatosaurus labor. The Museum exhibits were immediately used for public education, especially K-12 school groups, when the Museum’s School Services Department was established in 1925, the nation’s first such department in a university museum of natural history. In 1947, Rudolph Zallinger finished the painting that fresco secco is probably the Museum’s best known feature, the 110-foot mural on the east wall of the Great Hall. The exhibits The Age of Reptiles were further enhanced in the 1940s and 1950s with the addition of the North American and Southern New England diorama halls featuring the work of world-class diorama artist James Perry Wilson.
The new building, like the old one, quickly filled with growing collections and the people studying them. Bingham Oceanographic Laboratory, completed in 1959, and later the Kline Dedication exercises in the Yale Peabody Museum’s Great Hall, December 1925. Yale Peabody Museum Archives Geology Laboratory (1963) were each connected to the Museum and helped to relieve the need for storage, work, and classroom space. In recognition of the importance of conserving the collections and of enabling scientists and scholars to study them properly, the University constructed the Class of 1954 Environmental Science Center on the site of the former Bingham Lab. Dedicated in 2001, the ESC houses approximately half of the Museum’s collections and provides space for collections-based teaching and research. Museum collections and staff are also located in parts of three other buildings. A field station a few miles away on Long Island Sound provides additional research opportunities.
Yale’s acquisition of West Campus in 2007 opened the door to further expansion and development. Current efforts are addressing the conservation, education and research needs of the collections that make O.C. Marsh (standing, center) with the students of the up the remaining portion of the Yale Yale College Scientific Expedition of 1872. Peabody Museum’s approximately Yale Peabody Museum Archives 13 million specimens, as well as laboratory and classroom facilities. The West Campus is also home to the Institute for the Preservation of Cultural Heritage and to facilities in the Conservation Core and Digital Core that serve all of Yale’s Collections.
The Museum’s public programs have grown to serve many thousands of K-12 students and visitors, especially from New Haven’s local and regional communities. Cultural festivals, such as the Martin Luther King Jr. Festival of Environmental Justice and ¡Fiesta are highlights, as well as the traditional Dino Days during February school Latina! vacation. The temporary exhibition program encompasses a wide variety of scientific and cultural topics, and the hands-on Discovery Room provides opportunities for visitors to investigate collection objects up close. A recent initiative is the teen after- school program Evolutions, which focuses on science literacy and college preparation by providing high school students with classroom activities, college tours, field trips, and internships in university laboratories. O.C. Marsh with Oglala Sioux Chief Red Cloud, New Haven, 1883. Yale Peabody Museum Archives
Peabody Scientific Publications Yale Peabody Museum scientific publications support the Museum’s mission through publication of the work of staff and research associates, and their colleagues. Support is provided by the Theodore and Ruth Wilmanns Lidz Endowment Fund for Excellence in Scholarly Publications, dedicated to the dissemination of scholarly research and study of the world and its cultures. Select free downloadable PDFs and author guidelines are available at peabody.yale.edu/scientific-publications.
BULLETIN OF THE PEABODY MUSEUM OF NATURAL HISTORY Since 1925, the has presented original research in the natural science Bulletin disciplines represented by the collections of the Yale Peabody Museum curatorial divisions. Published twice a year, in April and October, and available online at BioOne (bioone.org), the is indexed by Thomson Reuters Web of Science Bulletin (Science Citation Index Expanded, Journal Citation Reports, BIOSIS Previews, , Current Contents/Agriculture, Biology & Environmental Sciences) Zoological Record and Elsevier (Scopus). Print copies are available for purchase through the Publications Office. YALE UNIVERSITY PUBLICATIONS IN ANTHROPOLOGY In publication since 1936, the YUPA monograph series embodies the results of research directly conducted or sponsored by the Yale Department of Anthropology and the Yale Peabody Museum Division of Anthropology. Distributed by Yale University Press (yalebooks.com), the series is particularly strong in the archaeology of the Caribbean.
JOURNAL OF MARINE RESEARCH Established in 1937, the Sears Foundation for Marine Research promotes research and publication in marine sciences. The Foundation’s Journal of (journalofmarineresearch.org) publishes peer-reviewed Marine Research research articles covering a broad array of topics in physical, biological and chemical oceanography. Its series , Fishes of the Western North Atlantic distributed by Yale University Press (yalebooks.com), remains an important reference today.
Sample Sites of Yale Peabody Museum Field Work
>5 2-5 1 2008-2014
Scientific fieldwork and expeditions are integral to advancing the research mission of the Yale Peabody Museum. Nine of the Peabody’s 10 curatorial divisions—Anthropology, Botany, Entomology, Invertebrate Paleontology, Invertebrate Zoology, Mineralogy and Meteorites, Paleobotany, Vertebrate Paleontology and Vertebrate Zoology—undertake collecting trips all across the globe. Peabody staff, curators and researchers work on every continent, in 65 countries, and in 49 states in the United States. Hundreds of the world’s species are endangered. The carefully planned collection of specimens provides us with knowledge that is critical to our understanding of biodiversity, climate change, evolution and, more generally, the advancement of environmental science. After collection, all Yale Peabody Museum specimens are processed, catalogued and archived in both physical and electronic systems accessible to the international scientific community and the general public. Peabody Divisional Contacts
Name Title Collections Division Academic Department at the Peabody Museum
Burger Richard L Curator Anthropology Anthropology Chinchilla Oswaldo Assistant Curator Anthropology Anthropology Darnell John C Curator Anthropology Near Eastern Languages & Civilizations Dove Michael R Curator Anthropology Forestry & Environmental Studies Hill Andrew Curator Anthropology & Anthropology Vertebrate Paleontology McIntosh Roderick J Curator Anthropology Anthropology Underhill Anne P Curator Anthropology Anthropology Coe Michael D Curator Emeritus Anthropology Anthropology Conklin Harold C Curator Emeritus Anthropology Anthropology Hole Frank Curator Emeritus Anthropology Anthropology Pospisil Leopold J Curator Emeritus Anthropology Anthropology Kelly William W Faculty Affiliate Anthropology Anthropology Manassa Colleen Faculty Affiliate Anthropology Near Eastern Languages & Civilizations Wheeler Robert G Faculty Affiliate Emeritus Anthropology Engineering & Applied Physics Colten Roger H Senior Collections Manager Anthropology
Donoghue Michael J Curator Botany & Herbarium Ecology & Evolutionary Biology Sweeney Patrick Senior Collections Manager Botany & Herbarium
Munstermann Leonard E Curator Entomology Epidemiology & Public Health Pupedis Raymond J Senior Collections Manager Entomology
Bertucci Paola Assistant Curator Historical Scientific Instruments History of Science & Medicine Sandweiss Jack Faculty Affiliate Historical Scientific Instruments Physics
Briggs Derek EG Curator Invertebrate Paleontology Geology & Geophysics Butts Susan H Senior Collections Manager Invertebrate Paleontology
Buss Leo W Curator Invertebrate Zoology Ecology & Evolutionary Biology Lazo-Wasem Eric Senior Collections Manager Invertebrate Zoology
Peabody Divisional Contacts continued
Name Title Collections Division Academic Department at the Peabody Museum
Ague Jay J Curator Mineralogy & Meteoritics Geology & Geophysics Skinner Brian J Faculty Affiliate Mineralogy & Meteoritics Geology & Geophysics Smith Ronald B Faculty Affiliate Mineralogy & Meteoritics Geology & Geophysics Nicolescu Stefan Collections Manager Mineralogy & Meteoritics
Crane Peter Curator Paleobotany Forestry & Environmental Studies Hu Shusheng Collections Manager Paleobotany
Gauthier Jacques A Curator Vertebrate Paleontology Geology & Geophysics & Vertebrate Zoology Vrba Elisabeth S Curator Emeritus Vertebrate Paleontology Geology & Geophysics & Vertebrate Zoology Norris Christopher Senior Collections Manager Vertebrate Paleontology
Prum Richard O Curator Vertebrate Zoology Ecology & Evolutionary Biology Sargis Eric J Curator Vertebrate Zoology Anthropology & Vertebrate Paleontology Skelly David K Director, Curator Vertebrate Zoology Forestry & Environmental Studies Near Thomas J Associate Curator Vertebrate Zoology Ecology & Evolutionary Biology Wagner Günter Faculty Affiliate Vertebrate Zoology Ecology & Evolutionary Biology Watkins-Colwell Gregory Collections Manager Vertebrate Zoology Zyskowski Kristof Collections Manager Vertebrate Zoology
Come Explore the Yale Peabody Museum!
InfoTape (203) 432-5050 Hours Monday to Saturday, 10:00 to 5:00 • Sunday, Noon to 5:00 Closed New Year’s Day, Easter, July 4th, Thanksgiving Day, Christmas Eve, Christmas Day Wheelchair Accessible Ramp and handicapped parking on Sachem Street Information & Directions (203) 432-5050 • peabody.yale.edu Admission Adults $9 • Children 3 to 18 and (non-Yale) college students with ID $5 • Seniors 65+ $8 Free for Museum members, volunteers and Yale University ID holders (ID holder only) Free admission Thursdays, September to June, 2:00 to 5:00 Highlights Tours 12:30 and 1:30 on weekends Group & School Registration (203) 432-3775 weekday mornings • [email protected] Membership (203) 432-5426 • [email protected] • peabody.yale.edu/members Volunteers (203) 432-3731 • [email protected]
The Peabody Museum of Natural History at Yale University is located in the Science Hill section of the Yale campus, at 170 Whitney Avenue (on the corner of Whitney Avenue and Sachem Street) in New Haven, Connecticut.
Our mailing address is Courier Peabody Museum of Natural History Yale Peabody Museum of Natural History Yale University 170 Whitney Avenue P.O. Box 208118 New Haven, CT 06511 New Haven, CT 06520-8118 USA
170 Whitney Avenue, New Haven, Connecticut
peabody.yale.edu
© 2010 Peabody Musuem of Natural History, Yale University. Yale University
Session D: Teaching, Learning and Research with Technology Digital Imaging For Cultural Yale Digital Collections Center YDC2 provides digital solutions for the And Natural Heritage Collections Collections Study Center on West Campus. At Yale University • Facilitates new inquiry through digital cultural The Yale Digital Collections heritage and natural science collections Center Imaging Lab on West • Advances conservation practice through data Campus is the first step in a driven methods long-term vision to create a • Builds capacity to capture, synthesize and purpose-built, comprehensive digitization and analyze collections and conservation data Yale Digital Collections Center scientific imaging capacity for the University’s • Manages digital content and provides online cultural and natural heritage collections. access over time Digital Imaging Lab The benefits to Yale University are manifold. Create The Imaging Lab is a shared digital and scientific Shared production activities imaging facility on West Campus (formerly known encourage collaboration and resource sharing by as Digital Core) to extend capacity in digital staff working in museums, libraries and archives; photography and introduce innovative methods interaction of this staff with the faculty and of scientific imaging of collections for the students in academic programs strengthens the museums, computing and the arts, and IPCH. use of collections in teaching. Manage Digitization supports The Content Platform makes digital content the documentation and available online and provides a managed preservation of collections. environment for storing, retrieving, preserving and sharing digital media and data. Digital technologies enable a deeper scientific analysis and understanding of physical collections and, as digitized collections, Use Research support activities include the these assets will be more accessible for teaching development of tools and methods for exploring and research for Yale faculty and students. and using digital cultural heritage in new and innovative ways. Finally, with the Yale University open access policy, digital collections in the public Yale Digital domain can be used to Collections Center promote educational and publication purposes http://ydc2.yale.edu email: [email protected] world-wide. Call: 203.764.9982 Yale University West Campus P.O. Box 27384 West Haven, CT 06516 Yale Digital Collections Center • Digital Imaging Lab
CatwalkStudio 2and Easel The catwalk allows photographers to shoot objects from InfinityStudio 1 Wall above. The easel was designed by Yale photographers The infinity wall, provides a background incorporating and custom-built to accommodate a wide range of sizes curved surfaces to create a back drop for a photographic up to 19’ and up to 300lbs (135kg). image that has no perceptible beginning or end.
3D/ScientificProject Room Imaging 5 Both the NextEngine 2020i and the ShapeGrabber PRM330 are devices that are capable of generating three- dimensional (3D) digital scans as their output and rendering of precise numerical representations of the surface topography of objects.
Project Room 4 Large Object Color Proofing Project Room 2 Specialized viewing lights have 2D Photography been installed throughout the High quality, colorimetrically Imaging Lab to ensure consistent accurate images. and correct color when assessing original artwork and material against its digital image.
Entrance
Project Room 1 CameraProject andRoom Vacuum 3 Copy Stand RTI/Scientific Imaging Reflectance Transformation Imaging (RTI) is a The copy-stand system consists of Broncolor strobe Studio 3 lights, the Hasselblad H4D-200MS camera, the Tarsia Robotic Page Scanners computational photographic method that captures Technical Industries frame and column with a vacuum The APT BookScan 2400RA robotic book scanners a subject’s surface shape and color and enables the platform to gently flatten curled works. developed by Kirtas Technologies are used to digitize interactive re-lighting of the subject from any direction. books, ledgers, and other bound documents. Yale University
Session E: Environmental Health & Safety in your Lab/Research 135 College Street, Suite 100 New Haven, Connecticut 06510-2411
Telephone: 203 785-3550 Fax: 203 785-7588 www.yale.edu/ehs
Date: August 28, 2014
To: New Yale Principal Investigators
From: Yale University Environmental Health & Safety (EHS)
Subject: Welcome and Orientation to Key EHS Services
Welcome to Yale University! The EHS Office is pleased to serve as your partner in research lab safety and in regulatory compliance. This welcome letter outlines steps you can follow as a new Principal Investigator (PI) to assist you in this partnership. The State of Connecticut has a few unique regulatory requirements that you may not have had to deal with in your previous research location. Yale EHS will help you navigate these special rules and also specific Yale Policies and Procedures, in addition to other State and Federal regulatory requirements. As some of these regulatory requirements require review and authorization outside of EHS, the earlier you engage us for assistance, the earlier the authorization. We also welcome registrations from new PIs before they arrive on campus and are willing to help you complete these registrations prior to your arrival. Please visit our website at www.yale.edu/ehs to learn more about our services.
There are “4 Initial Steps to Safety” and also to help you get your research approved and in action as quickly as feasible.
STEP 1: Get to know your EHS Safety Advisor (SA)
STEP 2: Complete all applicable lab registrations
STEP 3: Complete all required EHS trainings
STEP 4: Participate in your EHS lab inspections with your EHS SA
Each of these steps is outlined in detail below.
STEP 1: Get to know your EHS Safety Advisor
First, please call EHS at 203-785-3550 (5-3550 if calling from a Yale phone) to get in touch with the EHS Safety Advisor (SA) assigned to your lab. A list of SAs is also provided on the EHS web page (http://ehs.yale.edu/safety-advisors) and you can also directly contact them if you wish. An SA has been assigned to every building on campus.
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An EHS SA is the:
• First point of contact between the labs and EHS who can help answer any safety- related questions. • Safety liason assigned to your lab to help you get your lab started from a safety and compliance standpoint and to continue to work with you during your time at Yale • Lead EHS representative of a team of three SAs that are assigned to your laboratory (your SA has two back-up SAs that may be called upon when your primary SA is unavailable)
We advise that you request a start-up meeting with your assigned SA as soon as feasible. Specifically, your SA will:
• Provide you with all applicable registrations you may need and assist where needed • Help assess all the required and recommended lab safety trainings for your proposed research activities • Conduct or schedule any lab orientations you may need, such as an onsite review of hazardous waste collection, storage and disposal • Schedule a variety of walk-through lab inspections with your or your designated contact for lab safety to reinforce safe lab practices and work with you to achieve regulatory conformity
STEP 2: Complete all applicable lab registrations
The majority of your research will require registration with EHS. In addition, certain types of research will require formal authorization prior to initiation. The following tables outline the various EHS and other applicable required registrations that must be completed before the work is started. The tables are provided by EHS category.
Radiation Safety
Registration Description
□ Application for the use of Radioactive Registration form for Yale Faculty who wish to Materials submit a proposal for review to obtain authorization to perform experiments involving Radioisotopes. Research with Radioactive materials cannot be initiated without authorization from the Radiation Safety Committee. http://ehs.yale.edu/policies- procedures/obtaining-authorization-use- radioactive-materials 2
□ Applications for Specific Radioisotopes http://ehs.yale.edu/forms-tools/applications- specific-radioistopes □ Application for the Use of Other Isotope http://ehs.yale.edu/forms-tools/application-use- other-isotope □ Online Ordering of Radioactive All acquisitions of radioactive materials or Materials sources, whether through purchase or shipment must be approved by the EHS Radiation Safety Office. http://ehs.yale.edu/purchasing □ Radiation Monitoring Service Forms Radiation badges are issued to persons who will and Guidelines be actively using X-ray generating equipment, high energy beta and/or x-ray/gamma emitting radioisotopes. http://ehs.yale.edu/dosimetry □ Use or purchase of X-Ray Generating All X-Ray Generating Equipment must be Equipment registered with the State of CT Department of Energy and Environmental Protection (CT DEEP) prior to its use. EHS is responsible this registration and associated fees. In order for your equipment to be registered, you will need to complete an X-Ray Generating Equipment Use Application. http://ehs.yale.edu/x-rays □ Use or purchase of Lasers All class 3B and 4 lasers that are purchased or acquired and brought on campus must be registered with the laser safety officer. http://ehs.yale.edu/policies-procedures/lasers
Chemical Safety
Registration Description
□ Chemicals Requiring EHS Pre- Some high hazard or highly regulated chemicals Approval require approval by EHS prior to purchase. http://ehs.yale.edu/forms-tools/chemicals-requiring- ehs-pre-approval □ Research Protocol Chemical Safety This form is required to be completed for work Review involving highly hazardous chemicals as identified in the Chemical Hygiene Plan. http://ehs.yale.edu/forms-tools/research-protocol- chemical-safety-review-form □ Cyanide Handling Review Form This form must be completed and reviewed by the SA prior to purchase or work with sodium or potassium cyanide. http://ehs.yale.edu/forms-tools/cyanide-handling- review-form
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□ Registration Applications for All controlled substances must be registered and Controlled Substances licensed by the State of CT and the federal DEA. http://ehs.yale.edu/policies-procedures/controlled- substances
Biological Safety
Registration Description
□ FORM 01 Registration for Research Required for all PIs. The initial biosafety with Biological Materials registration form serves as a trigger for other registrations. http://ehs.yale.edu/forms-tools/form-01-initial- triennial-registration □ Registration of Experiments Required if conducting non-exempt rDNA research. Involving rDNA or Synthetic Non-exempt rDNA research may not be conducted Nucleic Acids until authorization is provided by the Yale Biological Safety Committee. http://ehs.yale.edu/recombinant-dna http://ehs.yale.edu/forms-tools/registration- experiments-involving-rdna-or-synthetic-nucleic- acid-molecules □ Registration of a Human Gene Required for the use of recombinant or synthetic Transfer Clinical Trial nucleic acids in human subjects. Will require authorization from the Yale Biological Safety Committee and the Yale Human Investigation Committee prior to authorization. http://ehs.yale.edu/human-gene-transfer
□ Request to Use Infectious Agents The application for work with human pathogens at Yale University. Will require authorization by Yale EHS and the State of CT Department of Public Health prior to authorization. http://ehs.yale.edu/human-pathogens http://ehs.yale.edu/forms-tools/request-use- infectious-agents □ Request to use Risk Group 3 In addition to the requirements for human pathogens/Select Agents pathogens as noted above, research with Risk Group 2 pathogens will also require authorization from the Yale BSL3 Subcommittee. Work with Select Agents will require authorization by the U.S Government prior to initiation. http://ehs.yale.edu/select-agents-bsl-3-research □ Purchase and Installation of http://ehs.yale.edu/forms-tools/biosafety-cabinet- Biosafety Cabinets request-addremove http://ehs.yale.edu/biological-safety-cabinets
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STEP 3: Complete all required EHS trainings
Ensure that you and your staff complete all required lab safety training prior to handling hazardous or regulated materials. In many circumstances, completion of required training is part of the lab and individual authorization for the use of hazardous materials. The bulk of our training courses are now available online and can be accessed from the EHS web page (www.yale.edu/ehs) by clicking on the training icon at the top of the screen. Once in our Training site, please scroll through the alphabetical listing of EHS Training courses.
Radiation Safety
Training Description
□ Radiation Safety Orientation Part I Mandatory two (2) part training: Basic and Applied, and Part II for personnel working with radioactive material or frequenting an area where radioactive materials are stored or used. http://ehs.yale.edu/training/radiation-safety- orientation
□ Radiation Survey/Spill Training Hands on radiation safety class concentrating on performing contamination surveys and handling incidents involving radioactive material. http://ehs.yale.edu/training/radiation-surveyspill
□ Radiation Safety for X-Ray http://ehs.yale.edu/x-rays Equipment and X-Ray technologists http://ehs.yale.edu/training/radiation-safety-x-ray- equipment http://ehs.yale.edu/training/radiation-safety-x-ray- technologists
□ Laser Safety Training http://ehs.yale.edu/policies-procedures/lasers http://ehs.yale.edu/training/laser-safety-training
□ X-Ray Diffraction Safety http://ehs.yale.edu/x-ray-diffraction □ PET Center Training http://ehs.yale.edu/training/pet-center-training
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Chemical Safety
Training Description
□ Lab Chemical Safety Required for all researchers working in laboratories at Yale for conformity with the OSHA Laboratory Standard. http://ehs.yale.edu/training/chemical-safety- laboratory-0 □ HazComm 2012 Required for all others with exposure to chemicals in a non-laboratory setting (i.e. healthcare, animal care and use staff, police, office staff) http://ehs.yale.edu/training/hazcom-2012 □ Hazardous Chemical Waste Required for those individuals who will be handling Management hazardous chemicals and packaging them for collection by Yale EHS for disposal. http://ehs.yale.edu/training/hazardous-chemical- waste-management □ Formaldehyde Safety Training Required for staff handling Formaldehyde with potential exposures. http://ehs.yale.edu/formaldehyde-program-0 http://ehs.yale.edu/training/formaldehyde-safety- training
□ Organolithium Compounds Training Required for all laboratory personnel who may work with organolithium compounds http://ehs.yale.edu/training/organolithium- compounds-training □ Universal Waste Training http://ehs.yale.edu/training/universal-waste-training
Biological Safety
Training Description
□ Biosafety Part I and II Required for researchers handling biological materials in the Orientation laboratory, including rDNA research materials, defective pathogen vectors, Risk Group1 and 2 research materials, toxins, and human pathogens. Satisfies compliance with Yale, State of CT, NIH, and CDC requirements and recommendations. http://ehs.yale.edu/training/biosafetypartI http://ehs.yale.edu/training/biosafetypartII
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□ Bloodborne Pathogens for Required for those with workplace exposure to human blood, lab and clinical personnel body fluids, tissues, including primary or continuous human cell lines. Also extended to those who utilize equipment potentially contaminated with these materials. This course satisfies the Occupational Safety and Health Administration’s requirements for compliance with the OSHA Bloodborne Pathogens Standard. http://ehs.yale.edu/training/bbp-laboratory-and-clinical- personnel □ Biosafety Level 3 Training Required only for those researchers who will work with Risk Group 3 pathogens, or work in Biosafety Level 3 (BSL3) laboratories, or work on protocols utilizing BSL3 work practices. Trainees must be nominated for the course by an existing approved Yale PI conducting BSL3 research and meet have completed all other applicable Biosafety training courses. http://ehs.yale.edu/select-agents-bsl-3-research □ PI Orientation to the Yale Required for all PIs of Yale Laboratories, this training Biological Safety Manual provides an overview of all of the biosafety program regulatory and Yale Biosafety program requirements. http://ehs.yale.edu/training/biosafetypiorientation □ Shipping Biological Online training classes to assist shippers of hazardous Substances biological materials (Category A and B Infectious Substances) and Exempt Biological Specimens document their required US Department of Transportation and International Air Transport Association training prior to shipping in commerce. http://ehs.yale.edu/shipping-import-export-bio-0 □ TB Exposure Control An infection control course designed for those with clinical responsibilities with patient contact. It raises awareness of the signs and symptoms of TB and reviews initial response and exposure control procedures for potential or known TB cases. http://ehs.yale.edu/training/tb-exposure-control-training □ Biological Safety Cabinets The course will describe the different type of biological (Safe Use) safety cabinets, review how they are tested and certified, and outline safe working practices to minimize risk of spreading contaminants and maximize worker protection against biohazards. This course is recommended for anyone who must use a biological safety cabinet as part of their research. http://ehs.yale.edu/biosafety-cabinet-safety □ Lab Biomedical Waste Yale School of Medicine Lab Biomedical Waste Video Training http://ehs.yale.edu/training/lab-biomedical-waste-medschool- video Medical School Campus http://ehs.yale.edu/policies-procedures/biomedical-waste- procedures-medschool Science Hill Campus http://ehs.yale.edu/policies-procedures/biomedical-waste- program-science-hill 7
STEP 4: Participate in start-up lab inspections with the EHS SA
Safety
Inspection Description
□ Quarterly Radiation Safety Confirms that radioactive materials are handled Inspection safely. Verifies that procedures are conducted in conformity with the authorized procedures approved by the Radiation Safety Committee. Documents compliance with Yale and Nuclear Regulatory Commission requirements. □ Annual Chemical Safety Inspection Reviews the safe handling and storage of hazardous chemicals. Checks that appropriate personal protective equipment is used for the level of risk involved. Verifies conformity with the OSHA Laboratory Standard. □ Annual Biosafety Inspection Examines the laboratory facility and work practices used for handling biohazards to ensure compliance with Yale, State of CT, OSHA, CDC and NIH biosafety regulations, standards and guidelines. □ Hazardous Waste Satellite Area Reviews waste handling and storage procedures for Accumulation Audit evaluation with US Environmental Protection Agency and State of CT Department of Environmental Quality regulations.
We hope that this welcome and orientation letter has been helpful in getting your lab off to a positive start. We also appreciate any feedback on the orientation information and encourage any comments you have that will help us improve the form or any aspect of our services. We look forward to working with you as your partner in safety and compliance. We wish you success in your research aims and efforts and look forward to greeting you upon your arrival. If you have any questions, please do not hesitate to contact us at 203-785-3550 and ask to speak with your EHS Safety Advisor.
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Responding to Emergencies Message from the Director Emergency response at EHS is in place to minimize Yale University is committed to health, safety hazards to University students, faculty, staff, the and environmental protection in all of its general public and the environment from emergen- programs and activities. We work hard so that cies. Emergency response personnel are available the campus and your work environment are from the Environmental Health & Safety when a as safe as possible—to protect you from harm, spill or accident occurs. and to prevent accidents and injuries. We have high standards for safety here. We need the University personnel should always contact their same commitment from you. supervisor, Environmental Health & Safety emer- gency response personnel and other trained emer- At a Glance • Take responsibility for safety. It is up to you gency responders in the event of an emergency. to be careful and follow safety rules. Safety Assistance can be obtained by dialing 785-3555 training and information of all kinds are during normal business hours or 911 after hours available from EHS. from any campus phone. • Ask your supervisor, colleagues and safety All personnel involved in the management of emer- advisor about the precautions, risks and the gency response incidents at the University shall proper procedures for whatever you do. be familiar with the emergency response plan • Plan for safety. Make sure you have the and how it is implemented. This plan is circulated training, skills and tools to do your work to appropriate emergency response units both safely. Have a plan for contingencies. It’s OK within and outside the University that might be to stop and reconsider your steps if things involved with the emergencies described therein. aren’t going smoothly.
Who’s Your Safety Advisor • Look out for others. Speak up if you see someone doing something unsafe. Report The Environmental Health & Safety’s “Safety Ad- unsafe conditions, facilities or activities. All visor Program” has a health and safety specialist members of the Yale community—students, assigned to a geographical area within the Yale faculty and staff—share responsibilit y community to assist you in finding solutions to for safety. health and safety problems. • Show others that safety matters to you. Be Your Safety Advisor will work cooperatively with a model of risk awareness and prepar ation. you to provide information, training, and technical Wear appropriate safety gear. expertise, and in the interpretation of regulatory requirements. The goal of the program and our We all want a healthy life, safe places to work, Safety Advisors is to provide a more personalized live and enjoy, and a rewarding time at Yale. service, and to assist you with compliance issues. Let’s make it happen. Visit the EHS website to find the Safety Advisor assigned to your location or call the EHS main telephone line at 785-3550. Peter A. Reinhardt, EHS Director June 2012 : 203-785-7588 135 College Street, Suite 100 Suite 135 College Street, CT 06510 Haven, New tel : 203-785-3550 fax www.yale.edu/ehs EVALUATION – PREVENTION – RESPONSE – HAZARDOUS MATERIALS MANAGEMENT – TRAINING EVALUATION – PREVENTION RESPONSE HAZARDOUS MATERIALS Our Mission What Does EHS Do? Training Provided by EHS EHS Telephone Numbers Yale Environmental Health and Safety is a resource Environmental Health & Safety is responsible for As a Yale employee, it is important that you under- Main Office 203-785-3550 of highly trained safety professionals who serve the control of health hazards related to biological stand that everyone shares responsibility for safety Fax 203-785-7588 the Yale community. We are dedicated to reducing and chemical agents, managing all hazardous and at Yale University. Federal and State regulations injuries, accidents and environmental impact, and regulated waste activities and in regulating the use require that employees with certain responsibilities Emergency Line 203-785-3555 ensuring compliance. We achieve this by providing of radiation and radioactive materials within the receive training which must include information high quality training, comprehensive workplace University community. We also provide services for regarding job hazard, possible health effects, and After Hours Emergency Line 911 evaluation, emergency response, hazardous ma- physical safety, construction/renovation reviews, required work practices and procedures. terials management from acquisition to disposal, environmental affairs, and many other program To begin, each staff and faculty member should and by managing regulatory information. areas. This brochure provides an overview of the Peter Reinhardt, Director 203-737-2123 complete the University’s “Training Requirements programs and services EHS provides. Our Vision Assessment” at: www.yale.edu/training. This on- Robert Klein, Deputy Director 203-737-2131 . . . is a partnership with students, faculty and – Air Quality line survey is designed to help you identify and Stephanie Perry, 203-737-2122 staff who are aware of risks and are empowered – Air and Water Discharge Quality complete certain federal, state and University Lead Administrator to learn, discover and work in a manner that – Asbestos/Lead Paint Abatement training and form submission requirements that apply to you. protects human health and the environment. – Biological Agents Our Values – Biological Safety Cabinets EHS offers a wide variety of required and other Air/Water Discharge 203-432-2093 – Building Hazard Information job-related safety trainings in classroom sessions INTEGRITY Biosafety 203-785-3550 • Exert leadership based on our ethical obligation – Chemical & Laboratory Safety as well as online. To view descriptions of the training EHS has to offer, visit our site at: www. to protect people and the environment – Clearances and Decommissions Biosafety Cabinets 203-737-2121 • Striv e to be honest, fair and consistent yale.edu/ehs/training.htm. – Construction Projects • Be prudent stewards of Yale’s resources Controlled Substances 203-737-2121 – Controlled Substances The EHS training room is located at: 135 Col- SERVICE Decommissions/Clearances 203-737-2121 – Dosimetry lege Street, lower level room 15. For questions • Serve as Yale’s health and safety advisors or additional information, please call EHS at • Provide high quality and easy-to-use services – Emergency Response Laboratory Inspections 203-785-3550 203-785-3211. in a timely manner – Hazardous Waste Disposal Personnel Monitoring Badges 203-737-2114 • Continuously improve our services and processes – Hot Labs • Implement innovative safety solutions Power Plant EHS Affairs 203-737-4338 – Laboratory Inspections/Surveys Find Us on the Web ATTITUDE – Lasers Publications & Website 203-737-2120 • Promote safety as everyone’s responsibility EHS Home Page – Minors in Laboratories • P ossess and encourage a positive “can do” outlook www.yale.edu/ehs Radioisotope Authorizations 203-737-2118 • Maintain a strong work ethic by keeping our word – Odor Complaints and taking responsibility for our work and actions Radioactive Isotope Orders 203-737-2118 – PCB Containing Equipment Facebook • Little things matter to us www.facebook/YaleEHS – Permits Research Materials Shipping 203-785-3550 DIVERSITY – Physical Safety • Be open to everyone’s ideas and opinions Restricted Items 203-737-2121 • Understand the needs and situation of others – Radioactive Material • T reat all individuals equitably, professionally and – Remediation Efforts Safety Advisor Program 203-785-3550 with courtesy, dignity and respect – Restricted Items Safety Clearances 203-737-2121 • Striv e to make our policies, procedures and – Site Evaluations training accessible and understandable Training Information 203-785-3211 – Underground Storage Tanks TEAMWORK – Waste Management Waste Supplies/Pickups 203-432-6545 • Foster cooperation and collaboration • Encourage and support the professional growth – Xray Equipment of all EHS employees Yale University
Office of Post Doctorial Affairs Office for Postdoctoral Affairs
http://www.yale.edu/postdocs/ [email protected] or [email protected]
We can help you hire:
• Postdoctoral Fellows/Associates • Visiting Fellows (main campus) • Postgraduate Fellows/Associates • Laboratory Associates
Don’t know what title to use? Give us a call.
We can answer questions about: • Term limits • Health Insurance • Paid time off • Offer letters • Background checks • Leave Policies • Salary & Funding • Teaching Policy • Terminations
We provide your postdocs with: • Orientation • Career Development • CV, Resume and Cover Letter Consultations • Career Panels/Seminars • Responsible Conduct in Research Course • Scientific Writing Courses (fee-based class) • Community and Social Events
Topics to discuss with your postdocs: 1. What your expectations are (effort, conduct, independence…) 2. What your management style is and how much guidance/mentoring you will provide. 3. What the postdoc’s career objectives are. 4. How you will determine authorship on publications. 5. How will you help your postdocs network professionally. 6. What criteria to meet in order to present research at conferences. 7. What part(s) of an independent project a postdoc can take when establishing an independent research career.
Salary Guidelines: The University annually sets minimum standards for postdoctoral compensation. The minimums below are effective as of July 1, 2013. Year 1 - $39,264 Year 2 - $42,364 Year 3 - $44,340 Year 4 - $46,092 Year 5 - $47,820 Year 6 - $49,884
References for New Faculty on Scientific Management: “Staffing Your Laboratory" chapter from Making the Right Moves: a Practical Guide to Scientific Management for Postdocs and new Faculty. Howard Hughes Medical Institute and Burroughs Wellcome Fund http://www.hhmi.org/resources/labmanagement/moves.html
Staffing the Lab: Perspectives from both sides of the bench. Burroughs Wellcome Fund http://www.bwfund.org/career-tools/staffing-lab Yale University
TEAL Classroom TEAL Classroom
The TEAL (Technology Enabled Active Learning) classroom is located at 17 Hillhouse, Room 101.
The classroom can accommodate 126 students and is specially equipped to support active and group learning. The room's 14 tables each seat nine students and include video cables which can be used to project from students' computers. The room includes five projection screens, 10 flat screen displays (corresponding to each of the student tables), and ubiquitous whiteboard space including eight whiteboards with dedicated video cameras. There are carts of laptops for students to use during class. An instructor station in the middle of the room controls which sources are displayed on the screens.
These resources allows instructors teaching large sections to deliver lectures and coordinate practical work and group discussion all in the same class session.
For information on booking the room and help with the technology in the room, contact Aimee Kanzler on (203) 432- 6636 or at [email protected].
Check the room's schedule at http://schedule.yale.edu/TEAL.
For more information on the pedagogical aspects of TEAL, visit http://teal.commons.yale.edu/pedagogy.