Banner Image

  • Yale University Library
  • Ask Yale Library

Q. Where can I find copies of Yale dissertations?

  • Archives At Yale
  • Communications
  • Separate FAQ
  • 40 Accounts
  • 3 Article Searching
  • 65 Bass Library
  • 12 Bass Media Equipment
  • 26 Beinecke Library
  • 4 Bloomberg Terminal
  • 1 Book Display
  • 25 Borrow Direct
  • 3 Buildings
  • 2 Center for Language Study
  • 2 Citation Management
  • 2 Collaborative Learning Center
  • 8 Contact Information
  • 9 Copyright
  • 18 Course Reserves
  • 6 Cushing/Whitney Medical Library
  • 4 Databases
  • 9 Delivery Services
  • 1 Digital Humanities Lab
  • 137 Discovery
  • 26 Do I have access to?
  • 2 Fines and Fees
  • 1 Foreign Language Tutoring
  • 7 Fortunoff Video Archive
  • 13 Google Scholar
  • 119 Government
  • 42 Haas Arts Library
  • 45 How do I?
  • 47 Interlibrary Loan
  • 11 International Collections
  • 15 Law Library
  • 2 Library Instruction
  • 51 Library Services
  • 4 Major Newspapers
  • 31 Manuscripts and Archives
  • 53 Marx Library
  • 3 Medical Library
  • 8 Microform
  • 14 Multifactor Authentication
  • 12 Music Library
  • 8 Network access
  • 7 New Faculty
  • 4 Newspapers
  • 79 Online Content
  • 1 Painting location
  • 2 Personal Librarian
  • 22 Policies
  • 1 Primary Resources
  • 11 Printers & Scanners
  • 37 Privileges
  • 14 Quicksearch
  • 38 Remote Access
  • 3 Renovation
  • 9 Reproductions
  • 33 Research Assistance
  • 8 Scan and Deliver
  • 4 School of Management
  • 8 Self-Checkout
  • 23 Special Collections
  • 6 Sponsored Identity
  • 15 Statistics
  • 86 Sterling Memorial Library
  • 1 Student Wellness
  • 24 Study Spaces
  • 2 University Archives
  • 1 West Campus
  • 156 Yale Collections
  • 8 Yale Film Archive
  • 16 Yale Info
  • 2 Yale Library History
  • 35 Yale Special Collections

Answered By: Laura Galas Last Updated: Jan 19, 2024     Views: 19973

Current Yale students, faculty and staff can access Yale dissertations and theses. 

After dissertations are accepted by and submitted to the Yale Graduate School of Arts and Sciences , they are sent to ProQuest/UMI for microfilming according Yale University policy . In most cases, this process takes 8 months to a year before the original and the m icrofilm copy are returned to the Yale University Library . Once returned, they are discoverable through the searches below. 

Print dissertations

Find print dissertations using  Orbis  or Quicksearch  Books+ .

  • Search by title or keyword and use the format filter for "Dissertations & Theses" (image below)
  • Many print dissertations are located at our off-site shelving facility (LSF), and you will need place a request for the item. It generally takes 24-48 hours for the item to arrive. You will receive an email notification when the item is available for pickup.

A screenshot from Quicksearch Books+ showing the "Format" filter options, with "Dissertations & Theses" highlighted.

Online dissertations

If you are interested in an electronic copy, you can also find some Yale dissertations in the database Dissertations & Theses @ Yale University .

If you do not find the Yale dissertation you need, please contact [email protected] or call 203-432-1744 during business hours .

  • Share on Facebook

Was this helpful? Yes 11 No 11

Comments (0)

Related questions, related topics.

  • Yale Collections
  • Yale Special Collections
  • University Archives

Contact Ask Yale Library!

(203) 826-2053

  • System Status
  • Privacy Policy
  • Accessibility

University Registrar’s Office

Dissertation submission, submitting the doctoral dissertation.

Notification of Readers (NOR):

  • Set up by you or your program prior to dissertation submission, depending on departmental practice. If your program allows students to create the NOR you will see a Notification of Readers tile in the Dissertation Progress Reporting and Submission (DPRS) site. Contact your departmental registrar for questions and assistance.
  • Notify program of your intent to submit by February 15 (spring) or September 1 (fall)
  • Three readers are required with a maximum of five permitted. Two must be ladder or ladder-track Yale faculty, including the adviser. All readers must hold a PhD degree and a faculty position or be considered otherwise qualified to evaluate the dissertation by the DGS and the Graduate School.
  • NOR Submission Instructional video

Submission Information:

  • March 15 for spring degree conferral in May/June, 5:00 pm
  • October 1 for fall degree conferral in December, 5:00 pm
  • A pdf of your dissertation may be submitted using the degree petition page in the  Dissertation Progress Reporting and Submission  (DPRS) site at any time within the academic year. Dissertations submitted after the above semester submission deadlines will be processed for the following degree date
  • Final changes to the dissertation must be uploaded in DPRS within 30 days of the submission deadline. To make changes to your dissertation after it has been submitted, email  dissertationreaders@yale.edu .
  • Upon submission of your dissertation and approval of your readers by the DGS, a pdf of your dissertation will be automatically sent to all readers.
  • Upon request from a reader, students are required to and responsible for mailing a soft-bound copy of the dissertation to the reader.

IMPORTANT: Students who submit their dissertations before the end of the add/drop course enrollment period (see the  academic calendar ) are NOT eligible to register as students for the remainder of that term. Students who wish to remain registered until the end of a given semester must submit their dissertations AFTER add/drop closes in order to remain registered for that semester.

  • Submitting Degree Petition and Dissertation in DPRS:

The Degree Petition page in DPRS consists of the degree petition, links to required surveys, and a site to upload a pdf of your dissertation. No paper submission is required.

  • ​ The dissertation title is populated from your most recent Dissertation Progress Report. You can change the final title on the petition page by clicking the “No” radio button and modifying the title. Click the save button at the bottom of the page to save the title prior to submitting the dissertation
  • Survey of Earned Doctorates – submission confirmation page
  • GSAS Exit Survey – upload first page of GSAS Survey that has your email address
  • ProQuest (ETD) Publication Agreement – detail page
  • Upload a pdf of your dissertation

Degree Petition and Dissertation Submission Instructional Video

Additional Questions?

  • Dissertation Office: dissertationreaders@yale.edu   
  • Barbara Withington: barbara.withington@yale.edu
  • Austin Hanlin: austin.hanlin@yale.edu

Formatting the Doctoral Dissertation

Physical Requirements:

  • Double spaced
  • Exceptions: block quotations, bibliographic references, captions, footnotes should be single spaced, with a double space between each entry
  • Saved as a pdf to be uploaded on the Degree Petition and Dissertation Submission page in DPRS
  • No paper copy needs to be submitted

Margins: Left side margin of 1.5”, 1” margin on all other sides

Page Numbers

  • 0.5” from any edge
  • Preliminary pages are numbered with lower-case roman numerals, except title page and copyright page which are not numbered. The page following the copyright will be numbered (iii) and additional pages will be numbered sequentially
  • The dissertation proper begins with page Arabic number “1” and runs consecutively to the end            
  • 10- to 12-point font
  • Same font type should be used throughout, including header, footnotes, page numbers

Order of Sections:

  • Copyright Page
  • Table of Contents
  • Front Matter (acknowledgements, list of illustrations or tables, etc.)
  • Body of Text
  • Back Matter (appendices, bibliography, supplemental figures and tables, etc.)
  • Placed immediately preceding the title page
  • Heading centered on page
  • Dissertation title and name of author must match title page
  • Text of abstract below the heading, double spaced

Full title of dissertation

Full name of author

Year of PhD conferral (e.g., 20XX)

  • All text centered
  • Month and year of conferral (e.g., May or June 20XX, or December 20XX)
  • See attached example at end of guide

Copyright Notice:

  • Typed 3” below top margin
  • Format includes copyright symbol ©

                     © 20__ by [Student’s Name]

                     All rights reserved.

  • Note: the copyright available through ProQuest is optional and an additional fee

Tables and Figures:

  • Tables placed as close as possible to their reference in the text
  • Heading at top of table
  • Consecutive numbering throughout, or by chapter (e.g., 1.1, 1.2, 2.1, 2.2)
  • Captions placed at bottom

(Sample Title Page)

Dissertation Title: Subtitle

(first letter of each word in title should be capitalized)

A Dissertation

Presented to the Faculty of the Graduate School

Yale University

In Candidacy for the Degree of

Doctor of Philosophy

[Full Name of Author]

Dissertation Director: [Full  Name of the Advisor(s)]

(or chairperson of advisory committee)

(month of graduation, not of submission)

Submission Policy

Dissertations for the Yale Graduate School of Arts and Sciences Doctor of Philosophy degree must be submitted to the Graduate School by 5:00 pm on March 15 for consideration at the May meeting of the degree committee, and by 5:00 pm on October 1 for consideration at the fall meeting of the degree committee. These deadlines are established to allow sufficient time for readers to make careful evaluations and for departments to review those evaluations and make recommendations to the Graduate School. No extensions of the deadlines will be granted. Dissertations submitted after the deadlines will be considered for degree conferral during the following term.

In accord with the scholarly ideal that the candidate for a doctorate must make a contribution to knowledge, all dissertations that have been accepted by the Graduate School are made available in the Yale library.

Students do not need to be registered to be eligible to submit the dissertation.

Students who complete all PhD requirements within four continuous years of full-time study in the PhD program will be registered and charged full tuition only through the term in which the dissertation is submitted. Students who take a leave of absence must complete the four-year full tuition obligation, regardless of when they submit the dissertation.

The Graduate School does not compel departments to evaluate the dissertations of degree candidates who are no longer registered. In practice, however, departments normally agree to evaluate these dissertations.

Department of History

Yale history dissertations.

yale dissertations online

During the late 1800’s, only a trickle of dissertations were submitted annually, but today, the department averages about 25 per year. See who some of those intrepid scholars were and what they wrote about by clicking on any of the years listed below.

Harvey Cushing/John Hay Whitney Medical Library

Search for theses.

  • Orbis , Yale Online Catalog Search for all Yale theses using Orbis by including the words "Yale" and  "thesis" as keywords in your search.  Items cataloged in Orbis will have both a call number and a "handle" URL for the catalog record. Please include both if if you make an email inquiry about access.  
  • Dissertations & Theses - Full Text  Digital Dissertations contains more than 1.6 million entries with information about doctoral dissertations, including Yale MD/PhD dissertations. It is the same database as Dissertation Abstracts, but with the significant advantage that titles published since 1997 are available in PDF digital format.  
  • Yale Medicine Thesis Digital Library Project Starting in 2006, each YSM graduating class is required to deposit an electronic thesis. Theses from 2011-onward are also accessible through Dissertations & Theses - Full Text . Note: If a medical student selects a temporary or permanent embargo for campus-only access, the full-text will not be available in the Proquest system during the embargo. Thesis abstracts should be available in either EliScholar or Proquest.  
  • EliScholar Alumni theses can be found in Yale University’s institutional repository. If you would like to have your thesis added to EliScholar, please complete this form .

Theses in the Library

The Medical Library receives one copy of each Yale School of Medicine thesis and two copies of each School of Nursing thesis. School of Public Health theses are in the Medical Library through 2008. In 2009, SPH theses are electronic only and available in the Proquest Dissertations & Theses - Full Text  product. Each thesis is cataloged with author and subject entries for Orbis, the Yale online catalog. In addition, a historical list of theses arranged by year , indicating the call numbers for requesting the thesis, is shelved in the Medical Library Information Room. To view a print thesis, thesis request forms are available at the Circulation Desk. Theses from 1974 to the present are shelved within the Medical Library and are retrieved twice a day, at 11:00 a.m. and 4:30 p.m. Monday through Friday. Earlier theses are stored in the Library Shelving Facility (LSF). Theses at LSF may be delivered to the Medical Library via the campus library delivery service. The second copy of the School of Nursing theses may be checked out for home use, but all other theses must be used in the Library. For more information, please call the Circulation Desk 203-785-5354.

  • Skip to Content
  • Catalog Home
  • Institution Home

School of Public Health 2023–2024

  • Yale University Publications /
  • School of Public Health /
  • Doctoral Degree /

The Thesis/Dissertation

The Ph.D. thesis in PH should be of publishable quality and represent a substantial contribution to the advancement of knowledge in a field of scholarship. The Graduate School policy in regard to the dissertation is as follows:

The dissertation should demonstrate the student’s mastery of relevant resources and methods and should make an original contribution to knowledge in the field. Normally, it is expected that a dissertation will have a single topic, however broadly defined, and that all parts of the dissertation will be interrelated, but can constitute essentially discrete units. Beyond this principle, the faculty will apply the prevailing intellectual standards and scholarly practices within their fields in advising students with regard to the suitable scope, length, and structure of the dissertation, including what constitutes an original contribution to that field.

The dissertation may be presented as a single monograph resulting in a major publication, or as (typically) a minimum of three first-authored scientific papers. One or more of the papers should be published, accepted for publication, or be in submission. The collected paper option does not imply that any combination of papers would be acceptable. For example, three papers related to background material (review papers), or three papers that reported associations of three unrelated exposures, or three papers of the same exposure but reporting different outcomes would not be acceptable. Rather, it is expected that the papers represent a cohesive, coherent, and integrated body of work. For example, one paper might be a systematic review and meta-analysis of the topic, another might develop a new methodological approach, and the third might apply those new methods to an area of current public health interest. In the collected paper option, the final thesis must include introductory and discussion chapters to summarize and integrate the published papers.

The DAC reviews the progress of the dissertation research and decides when the dissertation is ready to be submitted to the readers. This decision is made based on a closed defense of the dissertation. The dissertation defense involves a formal oral presentation to the DAC. (Per the adviser’s discretion, other invited faculty may be present.) Upon completion of the closed defense, the chair/adviser of the DAC submits its recommendation to the DGS along with the names of three appropriate readers for GSEC review.

There will be a minimum of three readers, one of whom is at YSPH. The second reader can be from YSPH or another Yale department. Both Yale readers must hold a Graduate School appointment, and at least one should be a senior faculty member. The third reader must be selected from outside the University. All readers must be recognized authorities in the area of the dissertation. The outside reader must submit a curriculum vitae for review by the GSEC. The outside reader should be an individual who has not coauthored a publication(s) with members of the student’s DAC and/or the student within the preceding three years. However, this restriction does not apply to mega-multiauthored publications. Members of the DAC are not eligible to serve as readers. After the completed readers’ reports are received by the Graduate School, they are reviewed by the DGS prior to making a School of Public Health recommendation to the Graduate School that the degree be awarded. The DAC may be asked to comment on the readers’ reports before recommendations are made to the Graduate School.

Oral Presentation of the Doctoral Dissertation

Doctor of Philosophy (Ph.D.) dissertations in PH must be presented in a public seminar. This presentation is scheduled after the closed defense, after submission of the dissertation to the readers, and preferably prior to the receipt and consideration of the readers’ reports. At least one member each of the DAC and GSEC is expected to attend the presentation. It is expected to be presented during the academic term in which the dissertation was submitted and must be widely advertised within YSPH.

Print Options

Send Page to Printer

Print this page.

Download Page (PDF)

The PDF will include all information unique to this page.

Download 2022-23 YSPH PDF

All pages in YSPH Catalog.

You are here

Dissertations.

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

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

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

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

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

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

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

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

December 2022

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

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

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

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

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

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

December 2021

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

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

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

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

December 2020

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

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

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

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

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

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

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

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

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

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

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

December 2019

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

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

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

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

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

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

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

December 2018

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

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

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

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

December 2017

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

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

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

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

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

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

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

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

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

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

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

December 2016

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

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

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

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

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

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

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

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

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

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

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

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

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

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

December 2015

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

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

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

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

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

December 2014

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

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

William Weber: “Shakespearean Metamorphoses” directed by David Kastan

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

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

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

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

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

December 2013

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

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

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

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

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

December 2012

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

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

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

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

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

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

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

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

December 2011

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

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

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

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

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

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

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

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

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

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

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

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

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

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

December 2010

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

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

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

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

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

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

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

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

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

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

December 2009

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

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

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

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

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

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

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

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

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

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

December 2008

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

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

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

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

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

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

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

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

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

December 2007

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

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

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

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

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

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

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

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

December 2006

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

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

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

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

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

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

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

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

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

December 2005

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

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

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

Yale Dissertation Workflow

Overview: cms processing workflow.

Scope: this workflow is limited to Yale dissertations submitted to the Graduate School of Arts and Sciences. The archival copy is located at Manuscripts and Archives. The microfilm copy is part of the general YUL microform collection. Separate bibliographic records are created for the archival copy and the microfilm copy. Both bibliographic records are exported to MARS and to OCLC.

The Yale community has access to the digitized version of the dissertation via ProQuest, but CMS does not create a separate bibliographic record for the digital version in Orbis, although notes alert the user to the existence of the online copy. For recent dissertations, records for the online version are batch-loaded records derived from ProQuest data rather than YUL cataloging. Unlike the archival & microfilm copies, the records for the online version include the author's abstract.

Bibliographic records for Yale dissertations in this workflow are cataloged at minimal level (encoding level 7). At the request of some school and departmental libraries, full-level cataloging is sometimes performed by CMS for GSA theses in printed form for their collections. Publication status for reproductions of theses depends on the cataloging rules applied at the time.

GSA theses assigned full cataloging, non-GSA Yale theses, and theses of other universities are processed through the standard CMS cataloging workflow.

Historical note: In the original Yale dissertation workflow, a preliminary record was created to represent the thesis while it was being digitized and microfilmed at UMI, and was then used as the basis for the archival copy record. In the current workflow, the bibliographic record is not created until it has been delivered to Catalog and Metadata Services (CMS).

Archival Copy

After microfilming and digitizing, ProQuest (formerly UMI) sends the archival copy of the thesis to MSS&A, and the archival copies are sent for binding.

  • When the archival copies have been bound, MSS&A delivers them in batches to Catalog and Metadata Services (CMS) for minimal level cataloging.
  • A record for the archival copy (E/L 7) will generally be created by a CMS C&T staff member. The record will follow the Guidelines for cataloging the archival copy of the Yale dissertation.
  • If a fully cataloged record has already been created by another unit, a separate record will be created for the archival dissertation and a linking note will be added to the catalog record of the copy.  If necessary, the bibliographic record will be upgraded to follow the standards of the Guidelines.
  • The location entered by CMS staff will be smlmss, but no call number will be assigned. (LSF software will flip the location from smlmss to lsfmssr upon receipt if the copy is sent to LSF)
  • After cataloging, the record will be exported to MARS and subsequently to OCLC with other records cataloged in Orbis.
  • The record will NOT be suppressed in the OPAC.
  • CMS staff will affix a barcode to the front cover of the archival copy (or to the front cover of its container) and create an item record linked to the barcode and the MFHD. The newly created item record will not be charged or discharged by CMS staff. Upon completion, CMS staff notify MSS&A staff for pick-up.

Microfilm Copy

After microfilming, ProQuest sends a positive microfilm copy of the thesis to MSS&A.

  • When MSS&A receives notice from CMS that the set of all archival copies for the semester have been cataloged, their staff send the microfilm reels in batches to the CMS staff for minimal level cataloging.
  • CMS staff upgrades the preliminary record to EL/7 or higher using the cataloging for the archival copy as the source for the bibliographic description. The description is adjusted to account for microform format according to Guidelines for cataloging microfilm copy.
  • A sequential number is assigned using the Cataloging Accession Tool  (recommend using IE for browser) 
  • After the call number has been assigned, the record for the microfilm is exported to MARS. The call number is written in pencil on the box containing the reel, and the boxes are left for pick-up by Microtext staff on the designated CMS shelf. An item record is not created by CMS staff. Microtext staff create the label using the call number written on the box.

Yale Dissertations: Archival Copy

Searching/deriving/creating.

  • Search Orbis by title to make sure a full or minimal-level cataloging record has not already been entered. (Records for science libraries are often created in Orbis before we receive the list. The authority checking for the author may be done as well at this time.) OCLC is not searched.
  • If a full or minimal level record is found, do not add as a second copy. See the guidelines under Added Copies. If the record is standard level, subject fields and added entries may be copied to the record for the archival thesis.
  • Create a NEW record in Voyager.
  • Click on the NEW icon (the first icon on the toolbar) to open a copy of the template. The template should look like this:

yale dissertations online

If it isn't, follow the instructions in the box.

4. The Leader template, when opened (click on the Leader button) will look like this:

There is nothing to update in the leader template. Note that the encoding level is 7 for minimal level standard. We will treat the archival copy as a manuscript, so the Type of Record code will be t for Manuscript Material. The descriptive fields and the 100 field follow RDA and the LC-PCC Policy Statements to the extent possible, so the Cataloging Form is i [ISBD] rather than a [AACR2] .

5. The 008 template will look like this when opened (click on the 008 button):

Update Date 1 to match the date used in 264. Change Illustrations 1 to a if there are illustrations.

6. The variable field template will look like this:

Complete the record's variable fields:

a. 100 field . Perform a Staff Name Search to determine whether the name has an established form, or, if not, whether the name conflicts with another name in the Orbis database.

  • If the author's birth date is available on a vita or other form at the beginning or end of the thesis, add it to the 100 field in subfield d whether or not there is a conflict. If the date ends in a hyphen, delete the comma preceding ‡e in the template. If no date is available to break a conflict, consult with your supervisor for an appropriate qualifier.
  • Always retain the relationship designator, which should already be present in the template.
  • When authority verification takes place, double-check to make sure the heading is not creating a split file or is conflicting with another heading.

b.  245  ‡a ‡b . Transcribe the title proper and other title.

  • Make sure the filing indicator is set correctly if there is an initial article.
  • Use either the capitalization as found or library capitalization (see RDA Appendix A for the more obscure situations).
  • It is not necessary to supply diacritics if they do not appear on the source.
  • If there are errors, transcribe them as found without [sic]
  • If necessary, make a 246 1_ with the corrected title
  • For chemical and mathematical symbols, refer to the LC-PCC Policy Statements in the RDA Toolkit, section 1.7.5. Signs and Symbols. The Policy Statements can be found under the Resources Tab in the Toolkit. They can also be accessed via the Cataloger's Desktop in a slightly different form. See especially section 4. (infinity symbol and other symbols with known verbal equivalents), section 5. (where the verbal equivalent is not known), and section 6. (where the symbol is in the ALA character set but must still be spelled-out in brackets).
  • Transcribe the subtitle in subfield b, exactly as found.

c. 245  ‡c. Statement of responsibility is mandatory for E/L 7. Transcribe after / ‡c. Under RDA, you transcribe the statement of responsibility as found.

  • Unlike AACR2, if the statement of responsibility is not on the title page, you can take it from elsewhere in the item where the name is presented formally, and the statement of responsibility would not be bracketed.
  • If the author name only appears in a phrase of the type "A dissertation submitted to the Graduate Faculty of Arts & Sciences, Yale University by Father John L. Smith," transcribe the phrase exactly as found, including the religious title.
  • Transcribe abbreviations as found, but do not supply abbreviations. 
  • There should be a period at the end of the field.

c.  264 ‡c . Update to match the date on the thesis.

  • The second indicator should be 0 since the thesis is considered to be unpublished (no place of production/name of producer is needed)  
  • Enter the date based on the copyright date or the date the degree was granted, whichever date is earlier.
  • Do not enter the date in brackets.
  • Do not add a copyright c or a copyright symbol in 264 _0.

d. 300 ‡a . Transcribe the number of the last numbered page or leaf, and indicate whether pages (text on both sides) or leaves (text on one side only) with either pages or leaves . Note that pages is NOT abbreviated.

300 ‡b (illustrations) is not required, but OK to transcribe. Be sure to update 008 if illustrations are recorded, and if they are in color. Do not abbreviate color or illustrations .

300 ‡c (dimensions) is not required, but should be recorded, following semicolon subfield c. Record the height in centimeters (cm is no longer considered to be an abbreviation, so leave out the period). Yale archival copies are generally a standard 29 cm in height.

If the dissertation is in more than one volume, record the number of volumes instead. If the multivolume set is paged continuously, record the pagination in parentheses. Otherwise, just record the number of volumes. Under RDA, volumes is no longer abbreviated.

e. Update the date of the thesis in 502 to match the item in hand if necessary.

  • http://hdl.handle.net/10079/bibid/11082145
  • http://hdl.handle.net/10079/bibid/11254076

7. Save the record to the Orbis database by clicking on the Sailboat icon on the toolbar.

8. Click on the SEND button on ExportQ.  MARS should be checked.

  • Location must be smlmss.
  • No call number is entered; no first indicator is entered.
  • Use second indicator 1 if there are multiple volumes. In that case, create an 866 if volumes need to be recorded. 
  • LSF software will flip the 852 $b from smlmss to lsfmssr after the item is received. NOTE: entering lsfmssr at the time of cataloging will throw off the LSF flip program, so DO NOT USE lsfmssr

EXAMPLE (MFHD):

10. Attach a SINGLE-SIDED barcode to the UPPER LEFT HAND CORNER of the FRONT COVER. Use it to create an item record for the volume.

To create an item record on Voyager: Record>Create Items.  Item type is: lsfr

11. Check work in the Orbis public view.

12. When all items have been cataloged, notify MSS&A for pick-up.

Example: Archival Variable Fields for Completed Record

Variable Fields for the dissertation Aristotle and Eleatic monism using the RDA bibliographic template for the archival record. Information added by the cataloger to the template is bolded.

Yale Dissertations: Added Locations

Added locations.

Under RDA, consider the archival dissertation as separate from its copies. If a photocopy of the dissertation has already been cataloged at full, core, or minimal-level for another Yale library, do not add the Mss&A dissertation as an additional MFHD. If the catalog record for the copy is standard level, derive it and add the 590 field. Change the 260 or 264 tag to 264 _0 and the Leader, Type of Record, to "t" (manuscript language material).

If the dissertation was cataloged at minimal-level as is sometimes done by departmental libraries, check for the following and update if necessary:

  • Verify that Type of record is t (NOT a); update if necessary
  • change Encoding Level from 5 to 7 <minimal level cataloging standard>
  • If necessary, change any "pipes" to blank from the following fixed fields: Date 2 and all fixed fields between Illustrations and Conf Publication.
  • If the preliminary record has any value in the Form of item, such as a, change it to: <blank>
  • Enter code 0 <zero> in the following fixed fields: Conf Publication, Festschrift, Literary Form, Index

VARIABLE FIELDS:

  • Make sure there is an 040 CtY ‡b eng  ‡e pn  ‡e  rda  ‡c CtY.
  • Review the 100, 245, and 300 fields. See instructions under VARIABLE FIELDS above
  • Treat the photocopy as a reproduction. That means: 264 _0 ‡c <date>. No brackets are needed. The 008 date should match the 264 date
  • If the record was not created from an RDA template, it is not necessary to add 336-338 fields or to spell out abbreviations in 300
  • Do not delete any 590 field entered by the departmental library. Add a 590 for SMLMSS as instructed above.
  • Review the 502 field and make sure it follows proper RDA form.

Corrected to RDA form:

If a 533 field was not created, add one following LC-PCC PS for 1.11: 

Yale Dissertations: Microfilm

Searching/creating.

1. Search Orbis and retrieve the bibliographic record for the archival thesis (and possibly a record for a photocopy of the archival thesis).

2. Create a NEW record for the microfilm version.

3. Verify that the template is for the microfilm Yale dissertation. The current RDA template for the variable fields should look like the illustration following. If it does not, follow the instructions for changing templates under Yale Dissertations: Archival Copy, but change the file to: RDA YALE DISS MIC.TEM

Note: do not bracket the production date (264 _0).

Note: do not add copyright date or dates to 264 _0. If there is a copyright date, optionally you may create a second 264 with 2nd indicator 4. Use the copyright symbol (on Voyager, CTRL-ALT-C) not "c." Do not end 264_4 with a period. If a 264 _4 field is added, the 008 date configuration should be changed to Publication Status t, with Date 1 the production date and Date 2 the copyright date.

Publication Status t  Date 1 2014 Date 2 2014

Note: Do not add  ‡w <ID number of original> to 776.

yale dissertations online

There is nothing to update in the leader template. Note that the encoding level is 7 for minimal level standard. For now, we will consider any copy of the archival thesis to be published (i.e., not a manuscript), so the Type of Record will be "a" rather than "t." This may change if OCLC and PCC policies are clarified. The descriptive fields and the 100 field follow RDA and the LC-PCC Policy Statements to the extent possible, so the Cataloging Form is i [ISBD] rather than a [AACR2] .

5. The 008 template will look like this:

yale dissertations online

6. The 007 will look like this.

yale dissertations online

There is nothing to update or check in 007. All fields have been pre-loaded in the template.

7. From the Window menu, select Tile to display the new microfilm record and the cataloged record for the archival dissertation side-by-side. Copy and paste the 100, 245 and 300 information in the archival record to the microfilm template. See the example on the next page. Use the information in these fields to complete the 776 field in the microfilm template. Save the updated record to the database.

8. Use the Yale University Library Microform Accession Numbers website to create a call number for the reel(s). From the Voyager bibliographic record, create a MFHD by clicking on the New Hldgs icon on the toolbar. Copy the number to the new MFHD using the following pattern:

Save the new MFHD to Orbis.

8. Write the call number on the reel box in pencil. Microtext staff will create the box label. Leave the reel(s) on the shelf assigned for Microtext pick-up.

Example: Microform Variable Fields

Microform of the archival dissertation example. Information added to the template by the cataloger is bolded.

Medical Library Dissertation Variant Edition Cataloging, Print to E-Version

authors: Patricia Thurston, Rowena Griem, Janusz Kulakowski

Open the Voyager Cataloging Client.

Open the Excel spreadsheet, which contains author names, titles, years of completion, and EliScholar URL.

Copy the first five words of the title, and paste them into a Voyager Index Search. You can also type in the title.

In the Menu bar of the Voyager Cataloging Client, go to RECORD. Select "Make a copy".

Change the Leader, so it looks like the following:

Leader for e-dissertations

Click the "OK" button at the bottom of the window. The window will then close automatically. 

Click on the 006 field.

Select the tab "Computer File".

Click on the "New" button at the bottom of the window.

Change the 006 so it looks like the following:

006 for e-dissertations

Click on the "Apply" button to save your changes.

Click the "Close" button to close this window.

Click on the 007 field.

Select the tab "Computer file".

Change the 007 so it looks like the following:

007 for e-dissertations

C hange the "Form of Item" code to "o:Online". Make sure Place of Publication is " ctu"

008 for e-dissertations

Make no other changes.

Click the “OK” button at the bottom of the window. The window will automatically close.

Variable Fields

Delete the following fields:

Create a new 040 for the Medical Library, using the Medical Library’s RDA 040 macro.

Delete the old 040

In the 100 field, add the relationship designator for the author. Notice the punctuation after the author's name. For example:

Change the 260 field to a 264 field, with addititional information as in this example.

Using the Macro Express Macro for “Med Lib E-Dissertations”, <ctrl> r, create the RDA 300, 336, 337, and 338 fields for electronic resources. Add the pagination. If there are no illustrations, delete that field. Do not put a period at the end of the field. 

Delete the old 300 field.

588 field: Description based on

Add the following 588 note:

856 field: Electronic Location and Access

Make sure selection arrow is in the space before the 949 field at the end of the record (the text says “YUM DO NOT DELETE 949”).

Press <F3> to create a blank field directly above the 949 field.

Create an 856 field with the link to the electronic version of the dissertation. Carefully copy the URL from the Excel spreadsheet, to prevent typos. For example:

Save to Database. 

Holdings (MFHD)

Click on “New Hldgs” Make changes to the 852 field, using the yulintx macro, <control>i

Do not create an item record. Close the Holdings Record. Close the Bibliographic Record.

Go to Orbis and pull up the record. Check the link to be sure it works. If the link does not take you to the online dissertation, check the URL in the spreadsheet against the URL in the 856 field. If the URL is incorrect in the spreadsheet, please make a note, so we can fix the problem later.  

yale dissertations online

  •   Home
  • Yale Law School Dissertations

Yale Law School J.S.D. Dissertations

feed

Publication Date Authors Titles Subjects

Search within this collection:

Export search results

The export option will allow you to export the current search results of the entered query to a file. Different formats are available for download. To export the items, click on the button corresponding with the preferred download format.

By default, clicking on the export buttons will result in a download of the allowed maximum amount of items.

To select a subset of the search results, click "Selective Export" button and make a selection of the items you want to export. The amount of items that can be exported at once is similarly restricted as the full export.

After making a selection, click one of the export format buttons. The amount of items that will be exported is indicated in the bubble next to export format.

  • Dissertations & Theses
  • Collections

Home > Linguistics > Graduate Dissertations

Linguistics Graduate Dissertations

Dissertations from 2021 2021.

Linguistic Variation from Cognitive Variability: The Case of English 'Have' , Muye Zhang

Dissertations from 2020 2020

Argument Structure and Argument-marking in Choctaw , Matthew Tyler

Dissertations from 2019 2019

Affix Ordering and Templatic Morphology in Mandan , Ryan Kasak

A Jewel Inlaid: Ergativity and Markedness in Nepali , Luke S. Lindemann

Dissertations from 2016 2016

Forming Wh-Questions in Shona: A Comparative Bantu Perspective , Jason Zentz

Dissertations from 2014 2014

Windesi Wamesa Morphophonology , Emily A. Gasser

Advanced Search

  • Notify me via email or RSS
  • Disciplines
  • Researcher Profiles
  • Author Help
  • Submission Guidelines
  • Submit Research
  • Create Researcher Profile

Copyright, Publishing and Open Access

  • Terms & Conditions
  • Open Access at Yale
  • Yale University Library
  • Yale Law School Repository

Home | About | FAQ | My Account | Accessibility Statement

Privacy Copyright

Ask Yale Library

My Library Accounts

Find, Request, and Use

Help and Research Support

Visit and Study

Explore Collections

Public Policy Subject Guide: Books, Dissertations, Articles & Databases

  • Public Policy
  • Policy Sources
  • Govts, Think Tanks, NGOs & IGOs
  • Public Opinion This link opens in a new window
  • Books, Dissertations, Articles & Databases
  • Organize Your Research

Catalogs for books (and journals, government documents, films, archival collections, and more)

  • Quicksearch Provides a combined search of Books+ (Orbis and MORRIS) and Articles+ (journal articles, e-books, dissertations, and more).
  • Orbis (Yale Library Catalog)
  • MORRIS (Yale Law Library Catalog)
  • Borrow Direct Use Borrow Direct to simultaneously search the catalogs of other Ivy League/peer institutions.
  • WorldCat Includes 1.5 billion records of books and other materials held in thousands of academic, public, special and national libraries around the world. Use WorldCat to identify materials not held by the Yale University Library. If the item you need is not available at Yale or through Borrow Direct, make an Interlibrary Loan request.

Find dissertations

Dissertations and Theses Global Find dissertation and thesis citations from around the world from 1861 to present. Full text is available for most of the dissertations added since 1997. Dissertations not online and not held by Yale or Borrow Direct libraries can be borrowed through Interlibrary Loan .

DART-Europe E-theses Portal Access to more than 400,000 full-text research theses from more than 500 universities in 27 European countries.

Recommended databases for public policy research

Selected public policy journals.

This list isn't comprehensive, but it includes many of the major journals in public policy and policy studies. You'll notice that some of the journals are interdisciplinary (e.g., law and public policy) or broader in scope (e.g., political science).

  • Policy Studies Journal
  • Journal of Public Policy
  • Journal of Policy Analysis and Management
  • Public Administration Review
  • Journal of Public Administration Research and Theory
  • NYU Journal of Legislation and Public Policy
  • Georgetown Journal of Law and Public Policy
  • Journal of Accounting and Public Policy
  • Science and Public Policy
  • American Political Science Review
  • American Journal of Political Science
  • Journal of Politics
  • Political Research Quarterly

General databases

  • Web of Science
  • << Previous: Public Opinion
  • Next: Organize Your Research >>
  • Last Updated: Dec 7, 2023 1:22 PM
  • URL: https://guides.library.yale.edu/publicpolicy

Yale Library logo

Site Navigation

P.O. BOX 208240 New Haven, CT 06250-8240 (203) 432-1775

Yale's Libraries

Bass Library

Beinecke Rare Book and Manuscript Library

Classics Library

Cushing/Whitney Medical Library

Divinity Library

East Asia Library

Gilmore Music Library

Haas Family Arts Library

Lewis Walpole Library

Lillian Goldman Law Library

Marx Science and Social Science Library

Sterling Memorial Library

Yale Center for British Art

SUBSCRIBE TO OUR NEWSLETTER

@YALELIBRARY

image of the ceiling of sterling memorial library

Yale Library Instagram

Accessibility       Diversity, Equity, and Inclusion      Giving       Privacy and Data Use      Contact Our Web Team    

© 2022 Yale University Library • All Rights Reserved

  • Contact Us!

Department of Physics

You are here, dissertation and completion, forming a dissertation committee, outside reader, dissertation defense, dissertation requirements.

  • First Chapter

Reader Duties

Graduation checklist, continued research after graduation.

Access after Graduation

The Physics Department requires a 4-member Yale faculty committee plus an outside reader to approve a dissertation and defense for graduation. The core committee and DGS must approve the additional members prior to the student inviting the final faculty and outside reader to join their dissertation committee.

Typically, the Committee would include the members of the core thesis committee and one more faculty member. Two of the faculty members on the committee must have a primary or secondary appointment in physics, two must be from Yale, and two must be tenured. These requirements need not be satisfied by the same two people. A full list of faculty members can be found here . 

Usually, the make-up of the committee is as follows:

For students in an experimental field:

(1) Adviser and (2) another in the same experimental field; (3) another in the same field but theoretical; (4) another experimentalist (any field) and (5) approved outside reader

For students in a theoretical field:

(1) Adviser and (2) another in the same theoretical field; (3) another in the same field but experimental; (4) another theorist (any field) and (5) approved outside reader

The outside reader must be someone outside of Yale who has had no direct involvement with the student’s dissertation analysis, but who may be familiar with the student work and be someone who can be objective in their evaluation of the dissertation. The outside reader is usually selected by the student and their dissertation adviser and must be approved by the DGS. 

Dissertations should be sent electronically to outside readers and other committee members, prior to the defense, to provide ample time for readers to provide comments in a timely manner. Outside readers should be invited to the dissertation defense but their presence is not required.

Once the Dissertation Committee is chosen and approved by the DGS, it is the student’s responsibility to set the date, time, and place (online or in person) for the defense, at a time convenient to all members of the Committee. This information should be relayed to the graduate registrar and senior administrator via the Notification of Leave/Graduation form or directly through email. Copies of the dissertation should be given to the committee members at least two weeks in advance of the scheduled defense. 

The dissertation defense shall consist of two consecutive parts. The first part, which shall be open to anyone interested, will consist of an oral presentation of approximately one-hour in length, in the style of a research seminar. An announcement will appear in the weekly Seminar Notices. The second part will consist of detailed questioning of the candidate by the dissertation committee, at which attendance will be restricted to members of the committee.

Ideally, Dissertation Defenses should be scheduled before the University’s dissertation submission deadline to give committee readers time to review the dissertation, attend your defense and provide feedback before your official dissertation is submitted to the University.  Students must defend no later than November 1st or April 15th, one month after they defense dissertation has been submitted.  Please see the Graduation Checklist for deadlines and more detailed information below. 

The Graduate School has specific rules about formatting, etc. When you are preparing your final draft, you should consult their Dissertations page and Formatting Guide . Review the Dissertation section of Programs and Policies for the fine print about the dissertation process, reader committees, language requirements, and more.

Dissertation First Chapter

The Physics Department recommends that the first chapter of the thesis be a succinct summary of the entire thesis, including in particular:

a brief review of the field prior to the thesis research to provide context

a presentation of the goals and motivations of the thesis research

a clear description of what the student has achieved in the thesis research (primarily written in the first person singular, but with due credit to others as appropriate). This description should refer back to (1) and clearly indicate the relation to prior work.

It may also make sense to add:

suggestions for how to best build upon the thesis research in future work.

Otherwise, these suggestions should appear in the conclusion of the thesis.

Submitting Your Dissertation

After the defense, the committee may ask the student to make some changes in the dissertation. These changes must be made before submission to the Graduate School. Alternatively, if you have already submitted your dissertation to the Dissertation office, you may replace single pages or chapters with minor edits. 

If major edits are required, the student will have two weeks to make the necessary revisions and have edits reviewed by their advisor before resubmission to the Graduate School. Your advisor will then have to send the dissertation office their approval of your revised dissertation. 

Submission guidelines are posted on-line at the Graduate School’s website: Dissertation Guidelines , Dissertation formatting , and Notification of Readers form . Remember to list your advisor as one of the 5 readers. Dissertations must be submitted to the Dissertation office by October 1st for December graduation or March 15th for May graduation.

Note: Students must be registered through the term of dissertation submission (unless they have already completed their sixth year).

Once a student is ready to submit their dissertation, they will enter their reader information into the NOR system. All five committee members’ information must be entered for DGS/ Registrar approval. The readers listed will receive a link from the Dissertation office giving them access to your submitted dissertation and asking them to complete the questions listed below within one month’s time but no later than the reader report deadline. The reader report deadline per graduation cycle is one month after the dissertation submission deadline.

These are the questions on the official Reader’s Report for the Graduate School of Yale University - 

1) Do you consider the substance of the dissertation acceptable for the degree of Doctor of Philosophy? If you found the dissertation acceptable, what is your estimate of the work as a whole?

2) Are there editorial errors (for example, problems with spelling, grammar, or references of such consequence or in insufficient number that they affect the substance of the dissertation and must be corrected before the faculty votes on this dissertation? If you answered yes, please list below the required changes (there is no limit to the length of your comments, text created in another document can also be copy/pasted below)

3) Please evaluate each of the following as Distinguished, Very Good, Good or Fair:

   a. Command of the literature of the subject

   b. Originality

   c. Insight and judgment

   d. Clearness

   e. Style

   f. Mastery of the method used in research

4) Without summarizing the dissertation, please state in detail the reason for your evaluation, indicating the strengths and weaknesses of the work and the way in which it makes an original contribution to its field (there is no limit to the length of your comments, text created in another document can also be copy/pasted below)

5) Dissertation Reader’s advice to the candidate (optional)

   a. Do you recommend eventual publication in print of part or all of this dissertation?

   b. If so, in what form?

      Articles:

         a. Which parts?

         b. What revision is needed?

      Book:

         What general suggestions for revision would you make?

If a reader requests edits to be made to your dissertation, the student must make the appropriate edits and receive their advisor’s approval of the edits before submitting an updated dissertation to the university.

Back to Top

Once a student is ready to graduate, there are departmental steps and university requirements to be followed by the dates listed below.

Due by February 15th for May Graduation or September 1st for December Graduation 

Complete the Notification of Leave/Graduation online form to notify the office of your defense date, your last day in the lab and your future contact information. Do not enter your current campus contact information unless you do not plan on moving for several months after graduation.

Students are responsible for scheduling a date, time and physical or virtual room location for their thesis defense. Please give your committee members adequate notice when trying to schedule your defense. Defense information can now be included in your Notification of Leave/Graduation form and will be announced in the weekly newsletter. 

With the assistance of your advisor, find an appropriate outside reader and submit their name and position to the DGS for approval.

Due by March 15th or October 1st

Provide the  Thesis Progress Report Form  to your dissertation committee members for signature during your defense. Forward your signed form(s) and a PDF copy of your Dissertation to the graduate registrar. See below for further Defense details.

Review and complete the Yale GSAS  Dissertation Submission Checklist .

Enter your reader information into the  Notification of Readers (NOR) portal, and notify the graduate registrar when done.

Submit your final dissertation to the Registrar’s Office. See above for further submission guidance. 

Due by April 15th or November 1st

  • Students must complete their defense by April 15th for May graduation or November 1st for December graduation
  • Reader reports are due one month after your dissertation is uploaded to NOR or by April 15th or November 1st

Prior to leaving

Schedule a 30-minute Exit Interview with the  Chair  or  DGS  to talk about your experience in the program. Sample Exit Interview Questions can be found here .

Update Notification of Leave/Graduation form with any new future employment or address changes.

Confirm last day of pay with the graduate registrar.

Notify the graduate registrar when you have returned your keys, coats, or other university provided equipment.

These deadlines have been established to allow sufficient time for readers to make careful evaluations and for the department to review those evaluations before making our recommendation to the Graduate School on degrees earned. No extensions of the deadlines will be granted. Dissertations submitted after the deadlines will be considered during the following term. 

Students are permitted to continue working as research assistants after they have graduated up to the start of a new academic semester. If the advisor is willing to continue their support, December graduates can be paid up to January 15th, and May graduates may continue to be paid until August 31st. It is important to note that student health insurance will end for December graduates on January 31st and July 31st for May graduates. The university does offer a one-month insurance rider for May Graduates requesting coverage for August.

IT Access after Graduation

After you graduate, your access to Yale accounts and information will change. Your Yale email account will stay active for a year, while other things, like VPN access will be removed six months after graduation. For a complete timeline of access changes, please see IT’s Graduating Students webpage .

Molecular, Cellular and Developmental Biology

Doctorial dissertations.

Search form

For women in prison, degree program creates new life pathways.

Incarcerated woman with tattooed hand holding a copy of the book “Future Shock”

“ Literature and the Future” required students to read 13 books over the course of the semester, including Alvin Toffler’s 1970 non-fiction book. (Photos by Allie Barton)

Karmen Englert was in college in South Dakota when, in 2008, her mother died of a drug overdose.

“ I left, took off like a nomad, started selling drugs, and got in a lot of trouble,” she said.

Now incarcerated at the Federal Correctional Institution in Danbury, Connecticut, Englert, 39, was recently able, after many years, to pick up where she left off. She’s in her second year of studies in a degree program co-run by the Yale Prison Education Initiative (YPEI) and the University of New Haven and the only four-year college degree program currently running at any federal prison for women in the United States.

Last fall her course load immersed her in philosophy, psychology, and futuristic literature. Studying can be a challenge amid the din of a prison — Englert blocks out distractions by listening to music on her headphones.

But it’s put her on a path toward a long-term goal: becoming an advocate for the incarcerated.

“ I’ve learned a lot about myself, and the teachers have opened up a lot of doors for me that I don’t think I would have found otherwise,” Englert said. “They’ve made me believe I could be something other than what I always thought I was — a criminal.”

Founded in 2016, the Yale Prison Education Initiative at Dwight Hall initially offered liberal arts courses, taught by Yale faculty, to men incarcerated at the state-run MacDougall-Walker Correctional Institution, the largest prison in the Northeast, in Suffield, Connecticut.

Then, in 2021, with the support of a $1.5 million grant from the Mellon Foundation , YPEI in partnership with the University of New Haven began offering degree programs at the prison. All of the students’ Yale credits transfer toward associate’s and bachelor’s degrees from the University of New Haven.

YPEI expanded to the Danbury facility in the fall of 2022 after the prison’s education supervisor reached out to Zelda Roland, ’08, ’16 Ph.D., the program’s founder and director.

The program is proving transformative for all involved, Roland said.

“ It has the potential to change these women’s trajectories, and to make a generational impact,” she said. “It is changing our Yale students and faculty who participate in the program, as they find that their on-campus teaching and learning is richer as a result.

“ And of course, we are changing what is possible inside of a prison, staking space and ground for higher education. Not just credits and degrees, but a real liberal arts community that is thriving.”

View of trees from the window in a prison visitation room.

‘ They start to dream out pathways’

The Yale Prison Education Initiative is part of the Consortium for the Liberal Arts in Prison, a national program dedicated to the premise that academic standards and expectations in a prison setting should be just as rigorous as on the participating universities’ main campuses.

Many studies have shown that access to higher education in prison results in lower rates of recidivism and a higher likelihood of employment. A 2021 study of the impacts of the Bard Prison Initiative, which has operated through Bard College since 2001, found that participation in the program resulted in a 38.6% drop in recidivism across students of all races.

Based at Dwight Hall, which is a 501(c)(3) non-profit, YPEI draws financial support from private grants, individual donations, and, through University of New Haven Financial Aid, Pell grants, the federal tuition aid for low-income persons, for those students who are eligible.

Yale also subsidizes the program, which now includes partners from across the university campus. Yale’s Faculty of Arts and Sciences provides one paid faculty member per semester to teach at either MacDougall-Walker or Danbury. Student teachers from the Yale Graduate School of Arts and Sciences also offer courses through a professional development opportunity. And the Yale School of Art contributes more than $20,000 annually to support a competitive fellowship for graduates of the Master of Fine Arts program to teach art courses in prison over the summer.

Additional faculty members are paid through funds raised through Dwight Hall or the University of New Haven.

The University of New Haven, in addition to providing faculty for the program, administers the Pell grants, and handles student enrollment and the transfer of any prior credits, and provides regular student support, advising, library and success resources. Students who are released from prison prior to completing their degree are able to continue on campus at the university.

About 20 students are currently enrolled in the program at the Danbury prison. Another 12 will be accepted during the next round of admissions before this summer, Roland said.

As part of the admissions process, students fill out an application that includes a series of short-answer questions and an essay prompt. (They must have a high school diploma or a G.E.D. to be considered.)

Woman writing in notebook

“ We ask, what’s your highest educational ambition? What’s your dream job?” Roland said. “We love asking those questions because a lot of times students have never had the opportunity to answer them before. They start to dream out pathways for themselves.”

About half of the applicants are invited to an interview before a committee comprised of YPEI staff, program faculty, and formerly incarcerated alumni determines the final admissions.

Erin Smolin, who applied for the program in 2022, remembers how nervous she was when she was invited for an interview.

“ It was the first professional interview I’ve ever had in my life,” she said.

The committee asked her to tell them about a book that had left a lasting impression. She chose “Where the Crawdads Sing,” the 2018 novel by Delia Owens, and a lively conversation ensued.

“ I really think that book is what got me in,” Smolin said.

Students have a choice of up to seven classes offered by Yale and UNH each semester; they may take up to five classes at a time. Earning an associate’s degree requires fulfilling 60 credits; a bachelor’s degree is 120 credits. The first degrees at Danbury are expected to be awarded this spring, with a ceremony later in 2024.

Women in prison uniforms laughing

‘ Now that I’ve been given a chance, I won’t go back’

One afternoon in November, nine women in tan uniforms took their seats in the Danbury prison’s large visitation room for “Literature and the Future,” a course taught by R. John Williams, an associate professor of English and film & media studies in Yale’s Faculty of Arts and Sciences.

After returning graded essays to the students, Williams opened the discussion of that week’s assignment, “Future Shock,” the 1970 non-fiction book by Alvin Toffler.

In many ways, the class functioned like any other. Williams stood at the front of the room, book in hand, asking questions and moderating the discussion. Students took turns reading from the text and offering their interpretations. Whenever Williams jotted down a new term or concept on the large whiteboard, the students dutifully copied it into their notes.

Yale Professor R. John Williams jots notes on a white board.

Like the students who take the same course on Yale’s campus, the Danbury students read 13 books over the course of the semester, write 25 pages over three essays, and are expected to join class each week prepared to engage in discussion.

But teaching and learning in a correctional institution, even a low-security facility like this one, comes with considerable constraints. Access to the Internet, laptops, or cell phones is prohibited. And Williams is not allowed to bring in any sort of audiovisual equipment.

“ We’re using the text, we have a good dictionary and a whiteboard,” said Williams, who has taught at Yale since 2009. “I can bring in a handout, but it’s very old school.”

The students must handwrite their essays; they rely on Wite-Out to correct errors. To obtain research materials for their papers students must fill out request forms that are then forwarded to trained student volunteers at Yale. The volunteers tap into Yale’s library databases to track down materials that are most relevant for the students’ requests and then deliver them to the prison. The turnaround takes about a week.

“ The constraints are pretty intense for these students,” Williams said. “But they bring a real focus and desire to the classroom that is admirable, especially considering the hostility of the environment they’re in, the stresses that they go through. The fact that they are bringing this much dedication and earnestness to the project is inspiring to me.”

Many of the usual institutional academic supports for students are provided by Tracy Westmoreland, the program’s site director at Danbury. Westmoreland acts as an academic advisor, financial aid liaison, volunteer scheduler, career counselor, and last-minute researcher for students who need help. And once the students are released from prison, Westmoreland works with them to find a place to continue their education.

“ I’m like a little mini dean,” he said. “I’m trying to offer emotional support and academic support.”

Tracy Westmoreland and YPEI students

Danbury prison administrators and staff are “incredibly supportive,” he said, and even allowed for a recent concert by an experimental performance group led by Randall Horton, a professor of English at the University of New Haven who was previously incarcerated.

Stormi Ingle, another student enrolled in the program at Danbury, attended that show. During a Q&A session afterward, she told Horton how inspiring it was to see a formerly incarcerated person who is now a tenured college professor. She has the same aspiration.

Ingle estimates that she spends about 24 hours a week on assignments for her three YPEI classes. Completing the course work is so invigorating, she said, she regularly shares what she’s learned with other inmates, as well as family members. (Her mother, proud of Ingle’s studies, recently bought a Yale sweater.)

Before her experience in the program, Ingle said, “I didn’t know that I was smart, if that makes sense. I had self-doubt.”

Anna Ivy, another student, said a college degree was never something she even considered, given a childhood marked by abuse and, later, her own heroin addiction. In a conversation last November, just a day before her release from Danbury, Ivy said that YPEI had given her “a purpose,” and that she would continue to work toward a degree after she returned home to Arkansas.

“ Addiction made me feel helpless,” she said. “Now that I’ve been given a chance, I won’t go back.”

Michelle Beagle, left, and Anna Ivy in a “Literature and the Future” discussion.

Another student, Michelle Beagle, still has 10 years left on her sentence. In the meantime, she’s throwing herself into her studies; at 45, she has only just discovered how much she loves to write. She hopes one day to work as a drug and alcohol counselor.

Education has given her and her fellow students a sense of self-worth, Beagle said.

“ I see women here carry themselves differently now,” she said. “We’re good people who made bad decisions.”

Campus & Community

Media Contact

Bess Connolly : [email protected] ,

yale dissertations online

Yale breaks ground on historic Living Village project

yale dissertations online

What is ‘Paxlovid rebound’? Nine things to know

Ash Fure

Humanitas: A ‘sonic’ workout, a campus phenom, and ‘rediscovering’ America

yale dissertations online

Climate change in the Indonesian mind

  • Show More Articles

University Statement

Dear Members of the Yale Community,

Several years ago, we embarked on a journey to understand better our university’s history—specifically Yale’s formative ties to slavery and the slave trade. We chose to do this because we have a responsibility to the pursuit of truth and the dissemination of knowledge, both foundational to the mission of our university. Confronting this history helps us to build a stronger community and realize our aspirations to create a better future.

Today, on behalf of Yale University, we recognize our university’s historical role in and associations with slavery, as well as the labor, the experiences, and the contributions of enslaved people to our university’s history, and we apologize for the ways that Yale’s leaders, over the course of our early history, participated in slavery. Acknowledging and apologizing for this history are only part of the path forward. These findings have propelled us toward meaningful action to address the continued effects of slavery in society today.

Since October 2020, members of the Yale and Slavery Research Project have conducted intensive research to provide a clearer and more comprehensive understanding of the university’s past. The Research Project included faculty, staff, students, and New Haven community members, and it was led by David W. Blight, Sterling Professor of History and director of the Gilder Lehrman Center for the Study of Slavery, Resistance, and Abolition at Yale. Members of the group shared their results publicly as they did their work, and the university has steadily launched programs and initiatives in response.

The full findings from this project are now published by Yale University Press in a scholarly, peer-reviewed book authored by Professor Blight and members of the Yale and Slavery Research Project. Key findings and the full book are available to all online .

Yale and Slavery Research Findings

The Yale and Slavery Research Project has deepened greatly our understanding of our university’s history with slavery and the role of enslaved individuals who participated in the construction of a Yale building or whose labor enriched prominent leaders who made gifts to Yale. Although there are no known records of Yale University owning enslaved people, many of Yale’s Puritan founders owned enslaved people, as did a significant number of Yale’s early leaders and other prominent members of the university community, and the Research Project has identified over 200 of these enslaved people. The majority of those who were enslaved are identified as Black, but some are identified as Indigenous. Some of those enslaved participated in the construction of Connecticut Hall, the oldest building on campus. Others worked in cotton fields, rum refineries, and other punishing places in Connecticut or elsewhere, and their grueling labor benefited those who contributed funds to Yale.

We also know that prominent members of the Yale community joined with New Haven leaders and citizens to stop a proposal to build a college in New Haven for Black youth in 1831, which would have been America’s first Black college. Additional aspects of Yale’s history are illuminated in the book’s findings, including the Yale Civil War Memorial that honors those who fought for the North and the South without any mention of slavery or other context.

Our Forward-Looking Commitment

Today, we announce actions based upon the Research Project’s findings and our university’s history by focusing on systemic issues that echo in our nation’s legacy of slavery—specifically, increasing educational access and expanding educational pathways for local youth in the New Haven community. These build on the initiatives and programs we have launched throughout the past few years as members of the project shared their research.

The new work we undertake advances inclusive economic growth in New Haven. Aligned with our core educational mission, we also are ensuring that our history, in its entirety, is better reflected across campus, and we are creating widespread access to Yale’s historical findings. We highlight some of our commitments below. The full details of the university’s response are available on the Yale and Slavery Research Project website .

Increasing Educational Access and Excellence in Teaching and Research

The lost opportunity to build a college for Black youths in New Haven in 1831 prompts us to strengthen our partnerships with Historically Black Colleges and Universities ( HBCU s) across the country today and expand educational pathways for young scholars in our home city.

  • New Haven School Teachers: New Haven, as well as the rest of the country, is dealing with an acute and ongoing teacher shortage; in our city, there were eighty teaching positions that went unfilled during the last academic year. There are many reasons for this shortage, including the high costs of acquiring certification and a Master’s in Teaching degree, compared to the relatively modest compensation in the profession. We are partnering with the New Haven Public School system, New Haven Promise, and Southern Connecticut State University to design and implement a new residency fellowship program to provide funding to aspiring teachers, so they can attain a Master’s in Teaching degree in exchange for a commitment of at least three years of service in the New Haven Public School system. Once launched, this fellowship program aims to place 100 teachers with master’s degrees into the city’s schools in five years. 
  • Yale and Slavery Teachers Institute Program: Yale is launching a four-year teacher’s institute in summer 2025 to foster innovation in the ways regional history is taught. This program will help K-12 teachers in New England meet new state mandates for incorporating Black and Indigenous history into their curricula. Each year, a cohort of teachers will engage with partners within and outside of the university community to study content and methods related to a particular theme, using the book Yale and Slavery: A History as a springboard. The first year of the program will focus on Indigenous history, followed by slavery in the north, and Reconstruction and the Black freedom struggle. Led by the Gilder Lehrman Center for the Study of Slavery, Resistance, and Abolition at the Yale MacMillan Center, the program will provide a platform for teachers in New England to co-develop curricular materials, in collaboration with scholars, public historians, Native communities, and other groups. The pedagogical materials and methods created through the program will be disseminated broadly for the benefit of students, educators, and the general public throughout the region.
  • HBCU Research Partnerships: We continue to expand our research partnerships with HBCU s across the country with pathways programs for students, opportunities for faculty collaboration, and faculty exchange programs. The university will announce a significant new investment in the coming weeks.
  • New Haven Promise Program: In January 2022, Yale expanded its contribution to New Haven Promise , by 25 percent annually, from $4 million to $5 million, and extended its commitment through June 2026. New Haven Promise has supported more than 2,800 New Haven Public School students through scholarships and career development programs.
  • Pennington Fellowships: In December 2022, Yale launched a new scholarship to support New Haven high school graduates to attend one of our partner HBCU institutions (Hampton University, Howard University, Morehouse College, Morgan State University, North Carolina A&T State University, and Spelman College). The program is designed to help address historical disparities in educational opportunities for students from New Haven and will grow to include forty to fifty Pennington scholars at any given time, supporting students in their academic, financial, and career entry success.
  • Law School Access Program: Yale Law School’s pipeline program serves first-generation, low-income, and under-represented students from New Haven. The program invests in a class of up to twenty fellows who are passionate about uplifting their local communities in New Haven and Connecticut. Yale began centrally co-funding the program with the Law School in 2024 to ensure its long-term stability.
  • K-12 Educational Outreach in New Haven: Yale supports many programs for youth in New Haven and surrounding communities, and thousands of public school children take part in Yale-funded academic and social development programs . These include Yale’s Pathways to Science and Yale’s Pathways to Arts and Humanities programs.

Advancing Inclusive Economic Growth in New Haven

We remain committed to partnering with our home city of New Haven to create vibrant shared communities with increased economic opportunities. This builds on our ongoing work with the New Haven community, which includes increasing what was already the largest voluntary payment by a university to its host city in the country to approximately $135 million over six years and the creation of a new Center for Inclusive Growth to develop and implement strategies to grow the city economically.

  • Dixwell Plaza: Yale recently signed a ten-year letter of intent for space at Dixwell Plaza to support the development of a state-of-the-art mixed-use retail, residential, and cultural hub in Dixwell’s historically Black community center that is rooted in restorative economic development. Yale is working on this initiative with the Connecticut Community Outreach and Revitalization Program (ConnCORP), a local organization whose mission is to provide opportunities to New Haven’s underserved residents.
  • Community Investment Program: Yale’s community investment program works with independently owned retail businesses. Most recently, University Properties has supported a growing number of locally owned brick-and-mortar businesses, including restaurants and retail clothing stores. This program brings jobs to New Haven residents and expands the city’s tax base.

Acknowledging Our Past

The research findings make clear that Yale’s foundations are inextricably bound with the economic and political systems of slavery. That history is not fully evident on our campus, and we are working to ensure that our physical campus provides members of our community with a more complete view of the university’s history.

  • Transforming Connecticut Hall: Connecticut Hall, constructed in the mid-eighteenth century using in part the labor of enslaved people, is being reconstituted as a place of healing and communion as the new home of the Yale Chaplaincy. The Yale Committee for Art Representing Enslavement will make recommendations for how the building’s history with slavery can be acknowledged and made evident through art. The renovated building is currently slated to be reopened in summer 2025.
  • Civil War Memorial: Yale’s Civil War Memorial, located in Memorial Hall and dedicated in 1915, is a “Lost Cause” monument. However, the purpose and meaning of the memorial are largely unknown to most who walk past it. Recently, an educational display was installed near the memorial to inform visitors about its history and provide additional resources.
  • Committee for Art Recognizing Enslavement: In June 2023, we launched the Yale Committee for Art Recognizing Enslavement , which includes representatives from both the Yale and New Haven communities. The committee is working with (and soliciting input from) members of the campus and New Haven communities to commission works of art and related programming to address Yale’s historical roles in and associations with slavery and the slave trade, as well as the legacy of that history.
  • M.A. Privatim degrees: In April 2023, the Yale board of trustees voted to confer M.A. Privatim degrees on the Reverend James W. C. Pennington (c. 1807-1870) and the Reverend Alexander Crummell (1819-1898). Both men studied theology at Yale, but because they were Black, the university did not allow them to register formally for classes or matriculate for a degree. On September 14, 2023, the university held a ceremony to honor the two men and commemorate the conferral of the degrees.

Creating Widespread Access to Historical Findings

Yale and Slavery: A History provides a more complete narrative of Yale’s history and that of New Haven, Connecticut, and our nation. Aligned with our core educational mission, we will provide opportunities for communities within and beyond Yale’s campus to learn from the findings.

  • New Haven Museum Exhibition: Today, we open a new exhibition at the New Haven Museum, created in collaboration with the Yale University Library, Yale and Slavery Research Project, and the Museum. On view through the summer, the exhibition complements the publication of Yale and Slavery: A History and draws from the research project’s key findings in areas such as the economy and trade, Black churches and schools, the 1831 Black college proposal, and memory and memorialization in the 20th century and today. The exhibition has a special focus on stories of Black New Haven, including early Black students and alumni of Yale, from the 1830s to 1940. There is no admission fee for viewing the exhibition.
  • Book Distribution: We are providing copies of the book, Yale and Slavery: A History to each public library and high school in New Haven, as well as the local churches and other community organizations. We also have subsidized a free digital version that is available to everyone.
  • DeVane Lecture in Fall 2024: Professor Blight will teach the next DeVane Lecture in the fall 2024 semester. Students can take the course for credit, and the lectures are free to attend for New Haven and other local community members. His course will cover the findings of the Yale and Slavery Research Project and other related scholarly work. The lectures will be filmed and made available free online in 2025.
  • App-Guided Tour: A new app includes a map of key sites on campus and in New Haven with narration, offering users the opportunity to take a self-guided tour. The nineteen points of interest on the tour start with the John Pierpont House and end at Eli Whitney’s tomb in the Grove Street Cemetery.
  • Campus Tours: With a more accurate understanding of Yale’s history, we are updating campus tours so that they include the key findings from the Yale and Slavery Research Project, particularly concerning the Civil War Memorial and Connecticut Hall.

Working Together to Strengthen Our Community

Our commitments are ongoing, and there remains more to be accomplished in the years ahead. We have established the Committee on Addressing the Legacy of Slavery to seek broad input from faculty, students, staff, alumni, New Haven community members, and external experts and leaders on actions the university can take to address its history and legacy of slavery and create a stronger and more inclusive university community that pursues research, teaching, scholarship, practice, and preservation of the highest caliber. Secretary and Vice President for University Life Kimberly Goff-Crews will chair this committee.

We invite members of the Yale and New Haven communities to read the book and share with us their comments . The Committee on Addressing the Legacy of Slavery will review all input and consider future opportunities—with New Haven, other universities, and other communities—to improve access to education and enhance inclusive economic growth. The committee will report to the president. In the coming weeks, the committee will host listening sessions for faculty, students, staff, and alumni. The Committee for Art Recognizing Enslavement will also host forums for members of the community. These sessions will be posted on the Belonging at Yale calendar and the Yale and Slavery Research Project’s community input webpage . 

The Yale and Slavery Research Project has helped us gain a more complete understanding of our university’s history. The steps and initiatives Yale has established in response to the historical findings build on our continued commitments to the New Haven community and our ongoing Belonging at Yale work to enhance diversity, support equity, and promote an environment of welcome, inclusion, and respect.

Today, we mark one milestone in our journey to creating a stronger and more inclusive Yale and to confronting deeply rooted challenges in society to do our part in building “the beloved community” envisioned by the Reverend Dr. Martin Luther King Jr. Our work continues, and we welcome your thoughts and hope you will engage with our history.

Peter Salovey, ’86 PhD President Chris Argyris Professor of Psychology Professor of Epidemiology and Public Health, Management, and Sociology

Josh Bekenstein, ’80 BA Senior Trustee, Yale Corporation  

IMAGES

  1. Medical Library Dissertation Variant Edition Cataloging, Print to E

    yale dissertations online

  2. yale senior thesis

    yale dissertations online

  3. Yale Dissertations: Microfilm

    yale dissertations online

  4. How to Successfully Complete the Yale Video Essay

    yale dissertations online

  5. Types and Formats

    yale dissertations online

  6. Online Dissertations And Theses Yale

    yale dissertations online

VIDEO

  1. The Thesis

  2. How to make Dissertation? Complete Details about Dissertation / Thesis for Bachelors/ Masters Degree

  3. Why it's essential to know yourself as a thesis writer

  4. Buy Dissertation Online

  5. Dissertation Writing 101: Why You Have To Let Go #shorts

  6. Get Your Dissertation Done!

COMMENTS

  1. Resources to Find Dissertations: Home

    Home Resources to Find Dissertations: Home A guide to find doctoral dissertations through Yale Library. Description This page provides links to databases and websites to find dissertations.

  2. Browse Dissertations and Electronic Theses

    Dissertations & Theses | EliScholar - A Digital Platform for Scholarly Publishing at Yale Browse Dissertations and Electronic Theses Linguistics Graduate Dissertations ( Department of Linguistics) Linguistics Undergraduate Senior Essays ( Department of Linguistics) Masters of Environmental Design Theses ( Yale School of Architecture)

  3. Where can I find copies of Yale dissertations?

    Online dissertations If you are interested in an electronic copy, you can also find some Yale dissertations in the database Dissertations & Theses @ Yale University. If you do not find the Yale dissertation you need, please contact [email protected] or call 203-432-1744 during business hours. Media Find Databases Using Quicksearch Watch on

  4. Dissertations & Theses

    Holds 800,000 dissertations from universities outside the U.S. and Canada. However, only 20,000 of these are cataloged in the database. If you know the exact title of a dissertation and do not find it in the database, CRL recommends searching the CRL Catalog.

  5. Yale Graduate School of Arts and Sciences Dissertations

    Yale Graduate School of Arts and Sciences Dissertations | Yale University Home > Dissertations Yale Graduate School of Arts and Sciences Dissertations Jump to: Theses/Dissertations from 2022 PDF How do I Know what you Know? A Novel Theoretical Account of Epistemic Inference, Rosie Aboody PDF

  6. Finding Dissertations

    Searchable database of Yale dissertations and theses in all disciplines written by students at Yale University from 1861 to the present. Full text PDF versions available for some titles from 1878. More recent years available in full text.

  7. Dissertation Submission

    To make changes to your dissertation after it has been submitted, email [email protected]. Upon submission of your dissertation and approval of your readers by the DGS, a pdf of your dissertation will be automatically sent to all readers.

  8. Yale History Dissertations

    1930-1939 1940-1949 1950-1959 1970-1979 1980-1989 1990-1999 2000-2009 2010-present The dissertation represents the culmination of years of graduate training. For many, the pages of the dissertation are stained with blood, sweat and tears. And coffee. And more tears.

  9. Search for Theses

    Digital Dissertations contains more than 1.6 million entries with information about doctoral dissertations, including Yale MD/PhD dissertations. It is the same database as Dissertation Abstracts, but with the significant advantage that titles published since 1997 are available in PDF digital format. Yale Medicine Thesis Digital Library Project

  10. Find Books and Dissertations

    Orbis Home Find Books Orbis (Yale Library Catalog) Books, electronic books, journals and other materials available to the Yale community. Borrow Direct Use Borrow Direct to request books from the combined catalogs of Ivy League libraries for delivery within four business days.

  11. Art History Research at Yale: Dissertations & Theses

    This database holds full-text, or abstracts and other descriptive information of Masters, Doctoral, and Post-doctoral dissertations from key Chinese research institutions from 1986 onward. SUDOC An online catalog to holdings at French academic libraries, SUDOC covers theses completed in France since 1972 (for Humanities and Social Sciences).

  12. Yale Dissertations: Archival Copy

    Ph. D. ‡c Yale University ‡d 2015. 590 SMLMSS: Archival copy. Patrons must use film available in Microtext Room. Dissertations may also be available in electronic form to the Yale community. For more information, consult with a reference librarian.

  13. Browse by Research Unit, Center, or Department

    Dissertations & Theses; Journals; Collections; Browse by Research Unit, Center, or Department. Welcome to EliScholar, a digital platform for scholarly publishing provided by Yale University Library. Research and scholarly output included here has been selected and deposited by the individual university departments and centers on campus.

  14. The Thesis/Dissertation < Yale University

    The dissertation may be presented as a single monograph resulting in a major publication, or as (typically) a minimum of three first-authored scientific papers. One or more of the papers should be published, accepted for publication, or be in submission. The collected paper option does not imply that any combination of papers would be acceptable.

  15. Dissertations

    May 2020 Ashley James: " 'Moist, Fleshy, Pulsating Surfaces': Seeing and Reading Black Life after Experientiality" directed by Professors Jacqueline Goldsby, Elizabeth Alexander, and Anthony Reed

  16. Yale Dissertation Workflow

    The Yale community has access to the digitized version of the dissertation via ProQuest, but CMS does not create a separate bibliographic record for the digital version in Orbis, although notes alert the user to the existence of the online copy. For recent dissertations, records for the online version are batch-loaded records derived from ...

  17. Yale Dissertation Workflow

    The Yale community has access to the digitized version of the dissertation via ProQuest, but CMS does not create a separate bibliographic record for the digital version in Orbis, although notes alert the user to the existence of the online copy. For recent dissertations, records for the online version are batch-loaded records derived from ...

  18. MCDB: Preparing and Submitting the Dissertation

    The Dissertation Submission forms can be found online under Dissertation Submission Checklist at https://gsas.yale.edu/forms. Graduate School degrees are awarded in December and May. Final deadlines for the Yale Dissertation Submission and Degree Petition form and submission of dissertations to the Graduate School are October 1 ...

  19. Yale Law School J.S.D. Dissertations

    Yale Law School Dissertations; Yale Law School J.S.D. Dissertations; JavaScript is disabled for your browser. Some features of this site may not work without it. Browse. All of openYLS Communities Publication Date Authors Titles Subjects This Collection Publication Date Authors Titles Subjects. My Account. Login Register.

  20. Linguistics Graduate Dissertations

    Dissertations from 2016 PDF. Forming Wh-Questions in Shona: A Comparative Bantu Perspective, Jason Zentz. Dissertations from 2014 PDF. Windesi Wamesa Morphophonology, Emily A. Gasser . Search. ... Yale University Library Yale Law School Repository Digital Commons.

  21. Books, Dissertations, Articles & Databases

    Books, Dissertations, Articles & Databases - Public Policy Subject Guide - Yale University Library Research Guides at Yale University Social Science Public Policy Subject Guide: Books, Dissertations, Articles & Databases

  22. Dissertation and Completion

    Forming a Dissertation Committee. The Physics Department requires a 4-member Yale faculty committee plus an outside reader to approve a dissertation and defense for graduation. The core committee and DGS must approve the additional members prior to the student inviting the final faculty and outside reader to join their dissertation committee.

  23. Doctorial Dissertations

    May 2014. The Utilization of Genetic Mouse Models to Determine the ntogeny, Identity, and Function of White, Brown, and Bone Marrow Adipocyte Lineage Cells. Ryan Berry. Matthew Rodeheffer. "Molecular regulation of skin stem Cell function during hair growth tumorigenesis". Jill Goldstein.

  24. Yale vows new actions to address past ties to slavery ...

    Media Contact. Karen N. Peart: [email protected], 203-432-1345. Yale today announced further actions to address findings from the Yale and Slavery Research Project, published a book about the findings, and issued an apology.

  25. Managing Citations and Manuscripts with EndNote (Online) < Yale School

    02/27/2024 - 02/28/2024 event : Registration is required! Click here to register. Do you want to spend your time keeping track of articles, or do you want to

  26. New tool can assess the climate of equity and inclusion in medical

    A new tool could change that. Yale researchers have developed a new tool that can assess the state of equity and inclusion in medical school learning environments and provide feedback on how schools can make improvements. Using the tool could yield the timely and recurrent information needed to develop effective, evidence-based interventions ...

  27. For women in prison, degree program creates new life pathways

    For women in prison, degree program creates new life pathways. A Yale and University of New Haven collaboration offers the only four-year college degree program at any federal prison for women in the United States. " Literature and the Future" required students to read 13 books over the course of the semester, including Alvin Toffler's ...

  28. Advancing Scholarly Knowledge

    She took a leave during her Ph.D. studies to enroll at Yale Law School, crafting her own joint Ph.D./J.D. program. Her dissertation, "Slave Courts and Compensation in the Eighteenth-Century British Atlantic," examines the judicial system that exclusively tried the crimes of enslaved people in the 17th and 18th centuries.

  29. University Statement

    Since October 2020, members of the Yale and Slavery Research Project have conducted intensive research to provide a clearer and more comprehensive understanding of the university's past. The Research Project included faculty, staff, students, and New Haven community members, and it was led by David W. Blight, Sterling Professor of History and ...