Development Studies Courses
This is a listing of courses available in 2010-11 that may be of interest to students pursuing the Graduate Certificate
of Concentration in Development Studies.
These courses are divided into two categories:
1. “Development-related courses” - courses that count toward completion of the Certificate;
2. “Other possible courses” - courses that may count toward the Certificate, pending approval of the course instructor
and Certificate adviser to ensure the student completes relevant development-related coursework.
Students interested in the Certificate should meet with the faculty adviser to discuss courses appropriate for their
program. Candidates may petition the faculty adviser to have other relevant courses count toward the Certificate or
added to the core list.
FALL 2010
I. DEVELOPMENT-RELATED COURSES
INRL 559, Evolution of Central Banking and Responses to Crises. Rakesh Mohan
Changes in the contours of policy making by central banks since the turn of the twentieth century. Theoretical and
policy perspectives as well as empirical debates in central banking. The recurrence of financial crises in market
economies. Monetary policies that led to economic stability in the period prior to the collapse of 2007-2008.
Prerequisite: ECON 122a or b.
INRL 566/ AFST 766, Comparative Welfare Policy in Developing Countries. Jeremy Seekings
Examination of public and private welfare systems in the developing world. Analysis of the evolving relationships
between kin or community and states and market. Particular attention is paid to the politics of contemporary reforms.
INRL 574/ MGT 911, The Next China. Stephen Roach
Born out of necessity in the post-Cultural Revolution chaos of the late 1970s, modern China is about reforms,
opening up, and transition. The Next China will be driven by the transition from an export- and investment-led
development model to a pro-consumption model. China's new model could unmask a dual identity crisis—
underscored by China's need to embrace political reform and the West's long-standing misperceptions about China.
Prerequisite: basic undergraduate macroeconomics.
INRL 620/ ANTH 519/ CDE 593, Research Seminar in Medical Anthropology and Global Health. Aunchalee
Palmquist
This graduate seminar gives students the opportunity to explore important current global health topics from an
anthropological perspective, with a special emphasis on the ways medical anthropologists study the cultural context
of disease and health in societies around the world. The course will allow students to critically evaluate the medical
anthropology-global health literature and develop their understanding of key theoretical and methodological issues
through discourse with other students, written summaries of the literature, and a final research paper. Previous
coursework in anthropology is highly recommended. Advanced undergraduate students and students without
previous anthropological coursework may enroll in the course with permission from the instructor.
ANTH 561, Anthropology of the Global Economy for Development and Conservation. Carol Carpenter
Fall 2009
This seminar explores topics in the anthropology of the global economy that are relevant to development and
conservation policy and practice. Anthropologists are often assumed to focus on micro- or local-level research, and
thus to have limited usefulness in the contemporary, global world of development and conservation policy. In fact,
however, they have been examining global topics since at least the 1980s, and very little current anthropological
research is limited to the village level. More importantly, the anthropological perspective on the global economy is
unique and important.
ANTH 597/ F&ES 839, Social Science of Development and Conservation. Carol Carptenter
Fall 2010
The course provides a fundamental understanding of the social aspects involved in implementing sustainable
development and conservation projects. Social science makes two contributions to the practice of development and
conservation. First, it provides ways of thinking about, researching, and working with social groupings—including rural
households and communities, but also development and conservation institutions, states, and NGOs. Second, social
science tackles the analysis of the knowledge systems that implicitly shape development and conservation policy and
impinge on practice. The goal of the course is to stimulate students to apply informed and critical thinking to whatever
roles they play in sustainable development and conservation, in order to move toward more environmentally and
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socially sustainable projects and policies. A prerequisite for ANTH 598b. Three hours lecture/seminar.
ECON 580, General Economic History: Western Europe. Timothy Guinnane
Fall 2010
A survey of some major events and issues in the economic development of Western Europe during the eighteenth
and nineteenth centuries, stressing the causes, nature, and consequences of the industrial revolution in Britain and
on the Continent, and the implications of the historical record for modern conceptions of economic growth.
ECON 730, Economic Development I. David Atkin, Dean Karlan, Mark Rosenzweig, TN Srinivasan
Fall 2010
Development theory at both aggregate and sectoral levels; analysis of growth, employment, poverty, and distribution
of income in both closed and open developing economy contexts.
F&ES 842, Cities & Sustainability in the Developing World. Ellen Brennan-Galvin
Fall 2010
Most population growth in the twenty-first century will occur in the urban areas of the developing world, which are
expected to increase by two billion inhabitants by 2030. Urban living poses environmental hazards, which affect the
current population and especially the poor, through immediate, local impacts on health and safety. It also causes
environmental degradation, with longer-term, wider-area, and intergenerational consequences. Variations in the
incidence and relative severity of a range of environmental problems across cities at different levels of development
suggest differences in priorities for action. The massive new investment in the capital stock of cities required for the
doubling of urban population by 2030 will be critical to environmental outcomes. Using a number of city case studies,
the course highlights local solutions, as well as new technologies for monitoring, planning, and managing urban
growth. Active student participation is required, including individual class presentations and a final group project.
PLSC 714/ LAW 20098, Corruption, Economic Development, and Democracy. Susan Rose-Ackerman
Fall 2010
A seminar on the link between political and bureaucratic institutions, on the one hand, and economic development, on
the other. A particular focus is the impact of corruption on development and the establishment of democratic
government. Enrollment limited to fifteen.
II. OTHER POSSIBLE COURSES
INRL 514/ ARCH4216, Globalization Space: Global Infrastructure and Extrastatecraft. Keller Easterling
Fall 2010
Global infrastructures and spatial products as a medium of transnational politics. Case studies travel around the world
to, for instance, a resort in the DPRK, golf courses in China, IT campuses in South Asia, high-speed rail in Saudi
Arabia, cable/satellite networks in Africa, and automated ports. As materializations of capital these spaces index labor
and resources while also possessing cunning political dispositions and parastate functions.
INRL 524/ PLSC 594/ HPA 599/ LAW 20576/ PHIL 709, Global Health, Ethics and Politics. Thomas Pogge and
Jennifer Ruger
Fall 2010
Billions lack access to basic medical care, and global health inequalities are wide and growing. Such radical
disparities cast doubt on the justice of supranational institutional arrangements (such as the TRIPS Agreement) and
also pose ethical challenges for the global health community, especially international and domestic health and
development institutions. Seeking to illuminate the normative issues involved, the course features a series of
distinguished visitors, including academics as well as a few important representatives of international organizations,
politics, foundations, NGOs, and relevant industries. Follows Law School academic calendar.
INRL 527, Comparative and International Bioethics. Stephen Latham
Approaches in different countries, both developed and developing, to a number of core issues in biomedical ethics:
organ transplants, end-of-life care, human-subject research, and access to health care. Readings in primary and
secondary sources, including international treaties and standards.
INRL 622/ HIST 718, Social Movements in Comparative Perspective. Becky Conekin
Fall 2010
In this seminar we explore post-WWII social movements and their legacies across Western Europe and the United
States. Examining both the actuality and symbolic character of these movements in contemporary history, we analyze
the political, social, and cultural meanings of protest and its impact on class, generational, gender, and racial relations
in Western Europe and North America. In addition, if students have specific interests in Eastern European and/or
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Latin American countries, they may bring these into the discussion and write on them in a comparative perspective in
their final paper. We discuss different national histories and discourses about identity, while exploring the varied
geographies of the Cold War. We then move to a more thematic approach focusing on, for example, civil rights,
antiwar and student protests, and countercultural politics. We conclude with a brief look at the social movements that
developed out of the 1960s.
INRL 640, Democracy Promotion. Susan Hyde
Fall 2010
Why has democracy promotion become a major component of foreign policy? Do attempts to promote democracy by
states and international organizations have the intended effects? Most developed democracies and international
organizations such as the European Union, the United Nations, and the Organization of American States now actively
promote the development of democratic political institutions in other states. The course examines the methods used
to promote democracy, justifications for the use of democracy promotion as foreign policy, the variety of actors who
engage in democracy promotion, and the relationship between domestic and international actors in democratization,
and it concludes with practical evaluation of the effectiveness of various efforts to promote democracy. Students write
a proposal to encourage or strengthen democracy in a specific country, taking into account the state of the art in
democracy promotion as well as the major challenges presented by the social, economic, and historical
characteristics of the country.
ANTH 608, Politics and Culture in Contemporary Indonesia. J. Joseph Errington
The course develops local ethnographic perspectives on social dynamics before and after the fall of Indonesia's New
Order regime. Topics include religion and politics, gender and social change, modernization and identity.
ANTH 638, Culture, Power, Oil. Douglas Rogers
The course analyzes the production, circulation, and consumption of petroleum in order to explore key topics in
recent social and cultural theory, including globalization, empire, cultural performance, natural resource extraction,
and the nature of the state. Case studies from the United States, Saudi Arabia, Nigeria, Venezuela, and the former
Soviet Union, among others.
CDE 543, Global Aspects of Food and Nutrition. Debbie Humphries
Fall 2010
This course is designed to develop students' awareness of the complex web of factors that lead to malnutrition and to
enable a basic understanding of the major diseases of malnutrition, including diseases of both undernutrition and
overnutrition. The course covers nutritional assessment tools; the cultural, economic, agricultural, and policy context
within which malnutrition exists; and approaches to reducing malnutrition.
ECON 702, International Economics. Andrea Bubula
Fall 2010
International monetary theory and its implications for economic policy. Topics include mechanisms of adjustment in
the balance of payments; fiscal, monetary, and exchange rate policy for internal and external balance; international
movements of capital. For IDE students.
HIST 807/ AMST 650/ ANTH 510, Resistance, Rebellion, and Survival Strategies in Modern Latin America.
Gilbert Joseph, Patricia Pessar
Fall 2010
An interdisciplinary examination of new conceptual and methodological approaches to such phenomena as peasants
in revolution, millenarianism, "banditry," refugee movements, and transnational migration.
HIST 839/ AFST 839, Environmental History of Africa. Robert Harms
An examination of the interaction between people and their environment in Africa, and the ways in which this
interaction has affected or shaped the course of African history.
HIST 903/ HSHM 728, The Global Challenge of Malaria. Frank Snowden
The global challenge of malaria examined in comparative and historical context. The mosquito theory of transmission
and other developments in scientific understanding of the disease; World Health Organization strategies to eradicate
malaria since 1955; the development of tools such as insecticides, medication, and bed nets; the attempt to create an
effective vaccine.
HIST 907/ HSHM 721, Readings in the History of Science and Medicine in Latin America. Mariola Espinosa
A close look at recent literature on the history of science and medicine in a Latin American geographical framework.
We explore current trends in the history of Latin America including topics such as early exploration, colonial
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administration, state formation, race relations, economic and social interactions, transnational relations, gender
issues, and nationalism, among others.
HIST 965/ ANTH 541/ PLSC 779/ F&ES 836, Agrarian Societies. Michael McGovern, James Scott, Elisabeth
Wood
Fall 2010
An interdisciplinary examination of agrarian societies, contemporary and historical, Western and non-Western. Major
analytical perspectives from anthropology, economics, history, political science, and environmental studies are used
to develop a meaning-centered and historically grounded account of the transformations of rural society. Teamtaught.
MGT 529, Global Social Entrepreneurship. Tony Sheldon
Fall 2010
The Global Social Entrepreneurship course is designed to introduce students to practical issues faced by missiondriven social entrepreneurs, linking teams of Yale students with social enterprises (SEs) based in India. Student/SE
teams will work together to address specific management challenges faced by the SEs, culminating with the
development of a set of recommendations (operational, financial or otherwise) to meet the identified challenges. The
curriculum will weave together two main strands: one related to the practical, hands-on nature of the course (e.g.,
consulting, business planning, financial projections, making presentations) and the other related to the academic and
thematic content (e.g., understanding social enterprise, the role of civil society in India, how the core disciplines of
finance, data analysis, etc., relate to social enterprises). One or two students from each project team will travel to
India during summer 2010 to refine the scope of work for the projects. The social enterprises will then each send two
representatives to Yale in September/October for an intensive one-week program focused on both working with the
student teams and on exploring conceptual frameworks and tools relevant to addressing their management
challenges. During the semester, each student team will conduct relevant research, interacting regularly with their SE
colleagues through email and conference calls, culminating in development of a plan and presentation addressing the
management challenges they are jointly exploring. In January 2011, students (who did not travel during the summer)
will travel to India, first to present their recommendations on-site to the SEs with whom they are working (January 3 –
4). Then all the participants will convene for a two-day conference (January 6 – 7) at which students, faculty, Yale
alumni, SE representatives, and invited guests will hear and discuss the plans and explore issues of import to social
enterprises in India. Course enrollment is by application only.
MGT 594, Emerging Markets. Zhiwu Chen
Fall 2010
The course covers essential elements of emerging financial markets, how markets are developed and how securities
are valued and traded. The perspective is that of (1) a corporate manager, (2) an investment manager (responsible
for investment portfolios of insurance companies, banks, pension funds, mutual funds, hedge funds, endowment
funds, private equity funds, and personal trusts), and (3) a policy maker. Certain policy issues will be discussed
concerning emerging market development. What we cover in this course has obvious implications for asset allocation
and security selection strategies. We discuss several outstanding problems of emerging market investing, including
corporate governance, market institutional development, political risk, speculative craze, and performance
measurement. We will also cover emerging market security valuation, portfolio diversification, project finance, and
venture capital. The objective here is to train highly skilled investment managers, financial analysts and consultants
with strong theoretical background and practical knowledge about emerging markets.
MGT 627, African Data Analysis Project. James Levinsohn
Fall 2010
A course on using data to inform policymaking in developing countries. The end-product of the course will be a two
week workshop, co-taught by SOM students, for about 90 workshop participants from around southern Africa. The
workshop will be held in January at the University of Cape Town. Workshop participants include government officials,
NGO staff, and students and faculty from UCT as well as from the traditionally disadvantaged universities around
South Africa. The course is structured so that the fall semester is taught by Prof. James Levinsohn. That course will
prepare students to then teach a concentrated version of the same material in Cape Town. (The fall term course is
fairly quantitative and heavy on the use of Stata.) Admission to the course will be by application and has already been
made for fall 2010. Admitted students will have expenses for the trip paid by SOM.
MGT 680, Faith & Globalization. Miroslav Volf
Fall 2010
The course — which provides a broad yet selective survey of the various ways that faiths and globalization interact in
current affairs — debuted in fall of 2008 as part of the three-year Faith and Globalization Initiative launched by Yale
University and the Tony Blair Faith Foundation. Permission required; selection occurred in spring.
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PLSC 726, Property Rights, Politics, and the Economy. Ato Onoma
What are property rights? What are the mechanisms that guarantee property rights? What are the impacts of property
rights on the economy and on politics? What effects do property rights have on social justice and equality? Why are
property rights more secure in some places than in others? What accounts for the transformation and persistence of
property rights systems? These are some of the questions that the course addresses.
PLSC 765, State and Society in China. Jessica Weiss
The course examines state-society relations in the People's Republic of China, focusing on popular protest and social
mobilization, media commercialization and the Internet, and prospects for political reform and democratization.
PLSC 782, Public Opinion in China. Pierre Landry
Fall 2010
This seminar evaluates research on public opinion in China derived from survey research conducted since the 1990s.
Although China remains an authoritarian regime, a great deal of public opinion research has been accumulated, and
an increasing number of datasets have been released for scholarly analysis. The seminar familiarizes students with
the substantive and theoretical debates that survey-based literature has generated and exposes them to the practical
use of these data sources in their own work.
SOCY 553, Empires and Imperialism. Peter Stamatov
Fall 2010
A study of empire as a territorial organization of political power. Comparison of empire in different historical periods,
from antiquity to European overseas expansion in the fifteenth through twentieth century, and in different geographic
contexts in Africa, Asia, and Europe. Review of economic, political, and cultural theories of imperialism, colonialism,
and decolonization.
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SPRING 2011
I. DEVELOPMENT-RELATED COURSES
INRL 561/ ECON 708, International Economic Analysis. Cheryl Doss
Spring 2011
A continuation of INRL 560a. Extends the use of economic analysis to international economic issues with a focus on
international trade and growth and development. In addition, emphasis is placed on quantitative tools and analysis of
data to address international economic issues and evaluate policies. The second half of the course focuses on
readings of current issues and debates on international economic issues, including relationships among trade
liberalization, poverty and inequality, economic growth, and globalization.
INRL 713, Critical Issues in Development Policy. Pia Britto
Spring 2011
The focus of the course is on national policy development. Students are exposed to the relationship among
international agencies, international development frameworks, human rights instruments, and national governments
in formulating national social and public policies with respect to economic and social development. The course uses
early childhood, an epoch of human development, as an example to study national policy making. A policy laboratory
methodology is employed to demonstrate application of policy development knowledge learned in class to a realworld setting. Selected students are offered the opportunity to travel, during spring break, to a developing country to
observe and participate in policy development meetings with high-level policy makers and international development
partners.
ECON 731, Economic Development II. Dean Karlan and Mark Rosenzweig
Spring 2011
Analysis of development experiences since World War II. Planning and policy making across countries and time.
Models of development, growth, foreign trade, and investment. Trade, capital, and technology flows and increasing
interdependence. The political economy of policy making and policy reform.
ECON 732, Economic Development (IDE). Michael Boozer
Spring 2011
Examines the models of classical and modern economists to explain the transition of developing economies into
modern economic growth, as well as their relevance to income distribution, poverty alleviation, and human
development. For IDE students.
F&ES 811, Environment and Development: An Economic Approach. Douglas Gollin
Spring 2011
This class examines the relationships between environment and development from the perspective of economics. We
use economic tools and concepts to answer a set of questions about these relationships. In what ways can economic
growth lead to improvements in environmental quality? In what ways is growth likely to generate environmental
damage? How do policies alter the balance between human prosperity and environmental health? Can they lead to
simultaneous improvements in both? To what extent are bad environmental outcomes the result of economic growth
itself, and to what extent do they stem from market failures or institutional failures? This is an advanced economics
class. Students are expected to have taken an economics class at F&ES already and to be familiar with basic
economic tools. Prerequisite: F&ES 804a
LAW 21016, Community & Economics of Development. R.A. Solomon, R. Golden, S.M. Hudspeth, C.F.
Muckenfuss, L. Nadel, and C. Stone
Spring 2011
This multidisciplinary clinic focuses on issues of neighborhood revitalization, low-income housing, financial access
and financial inclusion as they relate to poverty alleviation and economic development. In addition to law students,
the clinic is open to students from the Schools of Management, Divinity, Forestry and Environmental Studies, Public
Health, and Architecture with prior approval from a faculty member. Under the supervision of faculty and practicing
members of the bar, participants will work on behalf of nonprofit organizations, the City of New Haven, small
businesses, and a local community development bank in the New Haven area. The clinic will emphasize a nonadversarial, transactional approach to problem solving for major issues facing a low-income urban area such as
affordable housing, business development, access to affordable financial services and subprime lending. As part of
the mortgage foreclosure project, some students will be doing litigation. Participants will research legal issues,
facilitate negotiations, draft contracts, incorporate organizations, complete loan and grant applications, develop
financial analyses, and in general provide legal, policy, business, and strategy advice to clients. Students will
examine the private and public sectors, as well as hybrid approaches to development issues. Class topics will include
real estate finance, low-income housing policy, banking law, discrimination in lending, community development
corporations and financial institutions, professional responsibility, urban planning, economic policy and predatory and
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subprime lending. Enrollment limited to eighteen.
MGT 526, Doing Business in Developing World. Mushfiq Mobarak
Spring 2011
This course examines economic strategies for non-profit and for-profit organizations and firms operating in the
developing world. The first half of the course focuses on conducting business in environments with weak or deficient
institutions, including corruption, political instability, lack of contract enforceability and poor investor protection. The
course will primarily use quantitative economic and game theoretic analysis to examine these issues, and we will
heavily draw on microeconomic analysis taught in the first year (or in undergraduate intermediate-level economics
courses). The second half of the course will explore the role of non-profits, NGOs and multi-lateral institutions in the
process of development. We will study credit market failures and the gap filled by micro-credit institutions. We will
learn some strategies to evaluate the desirability and success of development projects in social marketing, poverty
reduction, and microfinance. We will use the tools of economics to analyze contentious international policy issues
such as natural resource exploitation, the free trade of goods including environmental goods (e.g. waste and
pollution), intellectual property protection, and labor rights.
PLSC 721/ ECON 792, Political Economy of Institutions and Development. Alexandre Debs
Spring 2011
How do political institutions affect economic outcomes? How do economic conditions determine political institutions?
The course reviews recent advances in the emerging field of the political economy of institutions and development,
with a focus on formal modeling and quantitative studies. We start with an introduction to the importance of
institutions in affecting economic performance. Second, we review some basic models of democratic politics, focusing
on the impact of economic conditions (such as inequality) on political outcomes. Third, we cover major theories of
democratization, for example studying the effects of income and inequality on institutional change. Fourth, we study
basic models of dictatorships, looking at the effect of nondemocratic institutions on growth and international conflict.
Finally, we take a critical look at the role of institutions and consider the possibility of policy persistence despite
institutional change.
II. OTHER POSSIBLE COURSES
INRL 528, Strategic Thinking in Global Health. Elizabeth Bradley, Leslie Curry, Michael Skonieczny
Spring 2011
The course defines and applies a set of core principles regarding development and implementation of grand strategy
and problem solving in global health. Students understand and apply principles of grand strategy and strategic
problem solving, which are taught at both a conceptual and a practical level as applied to common problems in global
health. Students develop expertise in political and policy analysis as well as organizational theory and leadership
skills that are central to addressing global health issues in low- and middle-income countries.
INRL 623, Food, Health, and Society in Global Perspective. Aunchalee Palmquist
Spring 2011
The focus of this seminar is the intersection of food, health, and society in cross-cultural perspective. While much of
the course content is interdisciplinary in nature, the primary emphasis is on the anthropological study of food and
health. Throughout the course we will examine the multidimensional significance of food and health within sociocultural, biocultural, and political economic frameworks. We will problematize the concepts of “food” and “health” by
exploring the culturally constructed meanings and measures of these terms. This seminar is designed to complement
other courses in nutritional sciences and food studies by highlighting cross-cultural perspectives on food and health
across time, space, and social context.
INRL 627, Health in Societies in Transition: Eastern Europe and Former Soviet Union. Teresa Janevic
Spring 2011
The collapse of the socialist regimes of Eastern Europe and the former Soviet Union (EE/FSU) following 1989 has
had a profound effect on both health care systems and population health in Eastern Europe and Central Asia. The
unique social and economic transition this region has experienced has resulted in public health challenges distinct
from those of many low-income and high-income countries, along with some marked successes. The course critically
reviews these issues, using a multilevel conceptual framework of the determinants of health that incorporates macrolevel factors (e.g., public policy, conflict, and political economy); community-level factors (e.g., social cohesion and
stress); and individual-level factors (e.g., health behavior). While each session is designed to explore a particular
topic in depth, a number of crosscutting issues are addressed throughout the term: for example, human rights,
inequalities in health, health and development, political and economic transition and health, demographic transition
and health, and health system decentralization. A multidisciplinary perspective is welcomed in class discussion and
class assignments.
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ANTH 575, Urban Anthropology and Global History. Helen Siu
Spring 2011
Analysis of urban life in historical and contemporary societies. Topics include capitalist and postmodern
transformations, class, gender, ethnicity, migration, and global landscapes of power and citizenship.
ANTH 598, Advanced Readings: Social Science of Development and Conservation:. Carol Carpenter
Spring 2011
An advanced seminar on the social science theory of sustainable development and conservation, intended for
students interested in research design and policy planning in this field. It traces the conceptual history of the ideas of
progress and development from the colonial period through the present and examines how these ideas are used by
the parties who fund, design, and manage development projects. Topics discussed vary from year to year in
response to current debates and events, but in the past have included the idea of poverty, the politics of mapping,
microcredit and the entrepreneurial subject, image-making in development and conservation, changing ideas of
nature, and governmentality in development and conservation. Students are expected to use the course to develop,
and present in class, their own research and writing. Three-hour lecture/seminar. Enrollment limited to twelve.
ANTH 674, Anthropologies of Insurgency. Michael McGovern
Spring 2011
This course explores the interlinked categories of rebel, bandit, and freedom fighter to understand insurgency from an
anthropological viewpoint. Privileging sociological and micropolitical analysis, the course approaches specific
instances of illegal use of force in their sociocultural and historic settings, and builds toward a consideration of
insurgency from "the actors' points of view."
F&ES 810, Agriculture and the Environment. Douglas Gollin
Spring 2011
Within the United States and across the globe, agriculture is the major source of human impacts on land and water,
as well as a significant contributor to greenhouse gas emissions. This class uses economic tools and concepts to
examine the connections between agriculture and the environment. The class discusses the relationships between
agriculture and forest clearing, land degradation, soil erosion, water pollution, biodiversity loss, and climate change. It
also considers the relationships between agricultural productivity growth and environmental quality, and it touches on
the impacts of agricultural policies and international trade. The course assumes that students have previously taken a
course on economics at F&ES and have a familiarity with basic economic tools and concepts.
FES 816/ MGT 683, Transportation & the Urban Future. Ellen Brennan-Galvin
Spring 2011
The focus of this course is on the environmental impacts of alternative transportation and urban land use policies,
taught from a policymaker’s perspective. It begins with a historical overview, examining the profound changes in the
structure of cities following the advent of the automobile. The course then focuses on present and future
environmental impacts—air pollution, greenhouse gas emissions, urban sprawl—resulting from the exponential
growth in motor vehicles, particularly in developing country cities, and examines alternative scenarios for mitigating
these impacts. Additional topics include: the role of public transit in the United States and the differing approaches to
transportation and land use planning in various European cities; in-depth case studies of the success stories in urban
transit in the developing world (e.g., Bogotá, Curitiba and Singapore); and the range of options for transporting the
two billion new urban inhabitants to be added to the world’s cities in the next quarter of a century. The course also
examines policies to create compact, regional cities through the integration of transportation and land use planning
and focuses on next and future steps, including congestion costs and congestion pricing, intelligent transportation
systems, new automobile technologies, and so forth. FES academic calendar.
HIST 803, Human Rights in the Twentieth Century. Jay Winter
Spring 2011
The course focuses on the emergence of human rights discourse in the twentieth century. It examines intellectual,
institutional, and legal frameworks within which human rights instruments were developed, adopted, and deployed. Its
focus is on the difficulty of specifying what human rights are through the examination of key instances of their
violation. Problems of definition of undocumented migrants' rights, women's rights, and indigenous rights are
addressed as well. Cases to be studied are drawn from Europe, the United States, and Latin America.
HIST 840/ AFST 840, Colonialism in Africa. Robert Harms
Spring 2011
Discussion of the theory and practices of colonialism in Africa. Topics include the motives for European expansion,
the scramble for Africa, early colonialism, direct and indirect rule, "colonization of the mind," the colonial state, the
developmental state, late colonialism, and paths to decolonization.
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LAW 21508, Law and Globalization. Alec Stone Sweet
Spring 2011
This seminar is an ongoing Yale Law School forum for the presentation of recent research on legal aspects of
globalization, broadly conceived. The seminar will host six or seven scholars during the term. Requirements include:
(1) active participation in the seminar; and (2) the writing of either one 25-30-page research paper on a topic relevant
to law and globalization or six five-page essays responding to the papers being presented in the seminar. On offweeks, students will read and discuss supplementary texts (suggested by our visitors) in preparation for the
forthcoming visits of these scholars. Paper option. Enrollment limited to eighteen.
MGT 846, Microfinance and Economic Development. Tony Sheldon
Spring 2011
This course will explore the successes and limitations of microfinance as an economic development strategy. The
focus will be on the role of microfinance in international poverty alleviation efforts. We will explore the evolution of the
field, from both theoretical and practical perspectives, including current debates about the pros and cons of the
increasing commercialization of the field. While the roles played by various constituencies (e.g., clients, policy
makers, donors, investors) will be examined, emphasis will be on the practitioners’ perspective and the challenges of
managing a “double bottom line” institution. Students will be introduced to the Excel-based “Microfin” financial
modeling software, and asked to develop a set of financial projections for a model microfinance institution. Other
course assignments will include brief analyses of readings and a final memorandum.
MGT 865, Global Social Enterprise. Tony Sheldon
Spring 2011
The Global Social Enterprise Student Club (GSE) is the only student run organization at the Yale School of
Management that brings together students interested in social enterprise with opportunities to provide pro bono
consulting services to organizations in developing countries. Founded in 2004, GSE allows students to put their
classroom knowledge to practical use and gain hands-on experience in the areas of international development and
social enterprise. The GSE Spring Break trip participants will work in groups of 4-5 to provide pro bono consulting
services to private and nonprofit social enterprises in a country TBD in 2011. To foster a deeper understanding of the
political, economic, and social climate in which the students will be working, the project includes a six-week course
preceding the trip. This class will also provide students with a tool set (introduction to microfinance, financial
statement analysis, and competitive strategy, etc) to better serve their clients. The project teams will visit their clients
over spring break. Upon returning to SOM, students will finish their projects during the spring-2 term. Students will
present their findings and final deliverables to GSE and to their clients at the beginning of May. Classes will meet on
Tuesday, but will be rescheduled to Monday evenings on evenings that conflict with LDP nights.
PLSC 668, International Dimensions of Democracy. Nikolay Marinov
Spring 2011
The current wave of democratizations around the world leads us to investigate the role played by international factors
such as socialization, coercion, emulation. The main question of interest is how much democratic processes can be
affected from the outside.
PLSC 818, Political Economy of Environmental Policy. Susan Rose-Ackerman
Spring 2011
A seminar on the tensions between economic analyses of environmental problems, on the one hand, and political
realities and demands, on the other. We consider the different and overlapping roles of the legislature, the executive,
and the courts. The seminar also explores the role of federalism and the democratic potential of participatory policy
making. The seminar focuses on the United States but brings in international cases to illustrate some of the basic
problems. Prerequisite: Introductory Microeconomics plus one course with a substantive policy focus. Limited
enrollment.
SOCY 543, Demography, Gender, and Health. Vida Maralani
Spring 2011
The course explores the interplay of population processes, socioeconomic development, investments in women's
status, and health outcomes such as maternal and child mortality and infectious and chronic disease burdens, and
examines how key health outcomes differ across regions and change over time in response to investments in
women's education and changing women's roles. The course includes readings across several literatures including
demography, sociology, economics, epidemiology, and public health.
Updated September 2010
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